B - Readily funds technology as part of an award
Office of Special Education and Rehabilitative Services (OSERS)
The Leadership Personnel Preparation program helps meet state-identified needs for adequate numbers of fully certified personnel to serve children with disabilities by supporting competitive awards to:
- Provide research-based training and professional development to prepare special education, related services, early intervention, and regular education personnel to work with children with disabilities; and
- Ensure that those personnel are fully qualified, and possess the skills and knowledge that are needed to serve children with disabilities.
The Department is required to make competitive grants that support training activities in a few high priority areas, including: general personnel development and preparing beginning special educators, personnel serving children with low incidence disabilities, and leadership personnel. These grants are typically 5 years in length.
This broad authority requires the Department to support at least one of the following activities:
- promoting partnerships and collaborative personnel preparation and training between institutions of higher education (IHEs) and local educational agencies (LEAs),
- developing, evaluating, and disseminating innovative models for the recruitment, induction, retention, and assessment of teachers,
- providing continuous training and professional development to support special education and general education teachers and related services personnel,
- developing and improving programs for paraprofessionals to become special educators,
- promoting instructional leadership and improved collaboration between general and special education,
- supporting IHEs with minority enrollment of not less than 25 percent, and
- developing and improving programs to train special educators to develop expertise in autism spectrum disorders
The Department also is required to provide support to beginning special educators. Specifically, the Department is required to make at least one award to:
- enhance and restructure existing teacher education programs or develop teacher education programs that prepare special education teachers by incorporating an extended clinical learning opportunity, field experience, or supervised practicum (e.g., an additional 5th year), or
- create and support teacher-faculty partnerships between LEAs and IHEs (e.g., professional development schools) that provide high-quality mentoring and induction opportunities with ongoing support for beginning special educators or in-service support and professional development opportunities.
History of Funding
Previous funding can be viewed at http://www2.ed.gov/programs/osepprep/funding.html.
The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
This competition includes two absolute priorities and three competitive preference priority.
Absolute Priority 1: Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel. The purpose of this priority is to support existing doctoral degree programs that prepare special education, early intervention, and related services personnel at the doctoral degree level who are well qualified for, and can act effectively in, leadership positions as researchers and preparers of special education, early intervention, related services, and regular education personnel in IHEs, or as leaders in national organizations, SEAs, LAs, LEAs, or EIS programs.
This initiative supports two types of programs:
- Type A programs are designed to prepare special education, early intervention, and related services personnel as researchers and personnel preparers in IHEs. Type A programs culminate in a doctoral degree.
- Note: Preparation programs that lead to clinical doctoral degrees in related services (e.g., a Doctor of Audiology degree or Doctor of Physical Therapy degree) are not included in this progam. These types of preparation programs are eligible to apply for funding under the Personnel Preparation in Special Education, Early Intervention, and Related Services priority (CFDA 84.325K) that the Office of Special Education Programs (OSEP) intends to fund in FY 2017.
- Type B programs are designed to prepare special education or early intervention administrators to work as leaders in national organizations, SEAs, LAs, LEAs, or EIS programs. Type B programs prepare personnel for positions such as SEA special education administrators, LEA or regional special education directors, school-based special education directors, including those in youth correctional facilities, preschool coordinators, and early intervention coordinators. Type B programs culminate in a doctoral degree.
- Note: The preparation of school principals is not included in this priority.
Note: Applicants may not submit the same proposal for more than one program type.
Absolute Priority 2: Preparation of Special Education and Early Intervention Administrators. The purpose of this priority is to support existing doctoral degree programs that prepare special education or early intervention personnel who are well-qualified for, and can act effectively in, leadership positions in traditional and nontraditional public school systems, such as State educational agencies (SEAs), charter management organizations (CMOs), charter school authorizers, lead agencies (LAs), local educational agencies (LEAs), private school networks, parochial schools, early intervention services programs (EIS programs), or schools.
Competitive Preference Priority 1: An application that proposes a partnership consisting of two or three IHEs in a high-need area of leadership shortages. To meet the competitive preference priority, a project must”
- Establish a partnership comprised of two or three IHEs with existing doctoral programs that prepare scholars to work as doctoral-level leaders in the high-need area proposed;
- Address in the project narrative the high-need area (e.g., early childhood behavior, secondary transition, or special education administration) in which the partnership proposes to prepare scholars;
- Address in the project narrative how the opportunities provided to scholars through the partnership activities will promote the competencies needed by leaders the project proposes to prepare; and
- Address in the project narrative how policies, procedures, standards, and fiscal management of the partnership will be established.
ï»¿Competitive Preference Priority 2: An application that demonstrates matching support for the proposed project at”
- 20 percent of the requested Federal award (1 point);
- 40 percent of the total amount of the requested Federal award (2 points);
- 60 percent of the total amount of the requested Federal award (3 points);
- 80 percent of the total amount of the requested Federal award (4 points); or
- 100 percent of the total amount of the requested Federal award (5 points).
ï»¿Competitive Preference Priority 3: Projects proposed by applicants that have not had an active grant award under this program (CFDA number 84.325D) at any point in the preceding five fiscal years (i.e., FY 2014FY 2018).