OSERS: OSEP: Preservice Development Grants at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions to Diversify Personnel Serving Children with Disabilities, ALN 84.325X
ID: 351919Type: Posted
Overview

Buyer

Department of Education (ED)

Award Range

$0 - $150K

Eligible Applicants

Others

Funding Category

Education

Funding Instrument

Cooperative Agreement

Opportunity Category

Discretionary

Cost Sharing or Matching Requirement

Yes

Original Source

https://grants.gov/search-results-detail/351919

Additional Information

https://www.govinfo.gov/content/pkg/FR-2024-01-25/pdf/2024-01413.pdf
Timeline
    Description

    The Department of Education is inviting applications for the OSERS: OSEP Preservice Development Grants aimed at Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and other Minority Serving Institutions (MSIs) to diversify personnel serving children with disabilities. The primary objective of this grant program is to address the critical need for personnel preparation in special education and related services, ensuring that educators are equipped with the necessary skills and knowledge derived from scientifically based research. This initiative is particularly important in light of the ongoing shortages in special education professionals and aims to enhance the recruitment and training of a diverse workforce capable of effectively supporting children with disabilities. The estimated total program funding is $2,400,000, with individual awards ranging from $125,000 to $150,000, and applications are due by April 4, 2024. For further information, interested applicants can contact Tracie Dickson at Tracie.Dickson@ed.gov or call (202) 245-7844.

    Point(s) of Contact
    Tracie.Dickson@ed.gov
    Files
    Title
    Posted
    2022-26554.pdf
    The document outlines revised common instructions for applicants seeking discretionary grants from the U.S. Department of Education, aimed at simplifying the application process. Key changes include the elimination of the Data Universal Numbering System (DUNS) references in favor of the Unique Entity Identifier (UEI), and general updates to application protocols. Applicants are advised to secure a UEI and Taxpayer Identification Number (TIN), maintain active registration in the System for Award Management (SAM), and comply with submission guidelines via Grants.gov to ensure their application is accepted by the deadline. The notice emphasizes electronic submission, with specific instructions for addressing potential technical issues, late submissions due to system failures, and alternative paper application procedures if internet access is unavailable. Additionally, the document includes provisions for accessibility accommodations for applicants with disabilities and clarifies requirements for application format. The overarching goal of these revisions is to reduce barriers and streamline the grant application process, supporting a more efficient funding mechanism for educational initiatives.
    2024-01413.pdf
    The government document outlines a federal notice related to the Department of Education's new funding opportunities under the Personnel Development to Improve Services and Results for Children with Disabilities program. It invites applications for preservice development grants aimed at Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and other Minority Serving Institutions (MSIs) to diversify personnel serving children with disabilities. The funding seeks to address notable shortages in special education and related services, particularly emphasizing the recruitment and training of multilingual and racially diverse professionals. Key dates for application submission include an opening date on January 25, 2024, with a deadline for transmittal of applications set for April 4, 2024. The grants, estimated between $125,000 to $150,000 annually, are intended to enhance educational programs in these institutions, ensuring that future educators possess the competencies necessary to support diversely populated classrooms effectively. The priority also underlines the importance of evidence-based instructional practices and the need for culturally responsive training that addresses systemic inequities within the educational sector, ultimately aiming to improve outcomes for children with disabilities and their families.
    2024-325X Application Package - 508 FINAL.docx
    2024-325X.bin
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