Notice2022-04422
Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-National Center for Development and Dissemination of Digital Open Educational Resources That Translate Research To Practice for Building the Capacity of Personnel Serving Students With Disabilities
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Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
March 3, 2022
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2022 for the National Center for Development and Dissemination of Digital Open Educational Resources that Translate Research to Practice for Building the Capacity of Personnel Serving Students with Disabilities, Assistance Listing Number 84.325E. This notice relates to the approved information collection under OMB control number 1820-0028.
Full Text
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[Federal Register Volume 87, Number 42 (Thursday, March 3, 2022)]
[Notices]
[Pages 12152-12161]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2022-04422]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--National Center
for Development and Dissemination of Digital Open Educational Resources
That Translate Research To Practice for Building the Capacity of
Personnel Serving Students With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2022 for the
National Center for Development and Dissemination of Digital Open
Educational Resources that Translate Research to Practice for Building
the Capacity of Personnel Serving Students with Disabilities,
Assistance Listing Number 84.325E. This notice relates to the approved
information collection under OMB control number 1820-0028.
DATES:
Applications Available: March 3, 2022.
Deadline for Transmittal of Applications: May 2, 2022.
Deadline for Intergovernmental Review: July 1, 2022.
Pre-Application Webinar Information: No later than March 8, 2022,
the Office of Special Education and Rehabilitative Services will post
details on pre-recorded informational webinars designed to provide
technical assistance (TA) to interested applicants. Links to the
webinars may be found at <a href="http://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html">www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html</a>.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 27, 2021 (86 FR 73264) and available at
<a href="http://www.federalregister.gov/d/2021-27979">www.federalregister.gov/d/2021-27979</a>. Please note that these Common
Instructions supersede the version published on February 13, 2019, and,
in part, describe the transition from the requirement to register in
<a href="http://SAM.gov">SAM.gov</a> a Data Universal Numbering System (DUNS) number to the
implementation of the Unique Entity Identifier (UEI). More information
on the phase-out of DUNS numbers is available at <a href="https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf">https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf</a>.
FOR FURTHER INFORMATION CONTACT: Sarah Allen, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5160, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7875. Email:
<a href="/cdn-cgi/l/email-protection#a2f1c3d0c3ca8ce3cecec7cce2c7c68cc5cdd4"><span class="__cf_email__" data-cfemail="e3b08291828bcda28f8f868da38687cd848c95">[email protected]</span></a>.
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: 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.
Priority: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable
activities specified in the statute (see sections 662 and 681 of the
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1462 and
1481).
Absolute Priority: For FY 2022 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is:
National Center for the Development and Dissemination of Digital
Open Educational Resources that Translate Research to Practice for
Building the Capacity of Personnel Serving Students with Disabilities
(Center).
Background: Well-prepared, culturally and linguistically
responsive, and committed special education personnel are vital to
improving developmental and learning outcomes (e.g., social, emotional,
behavioral, and academic) for all students, especially students with
disabilities (Darling-Hammond et al., 2020). The Nation faces continued
chronic shortages in the education workforce, especially special
education personnel, and these shortages have been exacerbated by the
COVID-19 pandemic (Billingsley & Bettini, 2019; Gecker, 2021; Mason-
Williams et al., 2020). Between 2009 and 2014, enrollment in higher
education programs preparing personnel declined more than 30 percent
(Espinoza et al., 2018). Schools and districts report increasing
difficulty hiring personnel, especially personnel for special education
and related services positions. As a result, many States lowered
academic requirements to enter teacher preparation programs and are
hiring personnel under emergency certifications (Putman & Walsh, 2021).
The most effective way to ensure the use of evidence-based practices
(EBPs) with cultural and linguistic competence by personnel serving
students with disabilities is by (a) improving the quality of
preparation programs through the incorporation of EBPs with cultural
and linguistic competence into their program of study, and (b)
providing ongoing professional development for the practicing workforce
to ensure they have the knowledge and skills to use the most up to date
EBPs (CEEDAR Center and Center for Great Teachers and Leaders, 2020).
Despite the gains made in identifying EBPs, use of those practices
in delivery of instruction and interventions for students with
disabilities continues to lag (Cook et al., 2021; Cook & Odom, 2021).
Given the importance of EBPs in supporting students' growth and
improving outcomes, it is critical that personnel serving students with
disabilities have the updated knowledge and skills to choose and use
these effective practices.
To ensure that personnel serving students with disabilities have
the
[[Page 12153]]
knowledge and skills to use EBPs effectively, States, districts,
schools, and institutions of higher education (IHEs) must implement
effective personnel development practices in both preparation programs
and professional learning opportunities supporting growth for the
current education workforce. Resources that may be used within such
programs or stand-alone training are needed to support personalized
professional learning for those seeking to advance their knowledge and
skills. Further, both preparation programs and professional learning
opportunities must be designed with a clear focus on course and
curricular content that (a) translates research to practice by first
building knowledge and understanding and then linking to meaningful
applied learning experiences; (b) incorporates active learning with
adult-learning principles; (c) connects learning to real-world
settings; and (d) provides opportunities for modeling, coaching, and
feedback (Darling-Hammond et al., 2017).
To advance educational equity in the use of EBPs with cultural and
linguistic competence, preparatory programs and professional learning
opportunities must also support multiple pathways into the profession,
and support personnel development over a lifetime of learning and
working, for individuals from diverse backgrounds (Darling-Hammond et
al., 2017). In addition to traditional career pathways, some may enter
the education workforce under provisional or alternate certification as
career changers or after returning from military service. Others who
are working as paraprofessionals may continue their education at a
community college and then a four-year institution, with a pipeline
program that leads to completion of the degree requirements needed for
certification. Regardless of how one pursues full certification, all
pathways that support traditionally underserved populations in
obtaining meaningful and rewarding work within the education workforce
need to be solidly grounded in the use of EBPs with cultural and
linguistic competence.
Even before the onset of the COVID-19 pandemic, digital teaching
and learning tools were playing an increasingly important role in
preparation programs and professional learning opportunities for
personnel serving and supporting students with disabilities (Pelletier
et al., 2021). Digital learning tools can facilitate interactive
preparation and professional learning environments and support learner
variability. Mixed reality classroom simulators are expanding
opportunities for teaching and learning in IHE courses from a focus on
constructing knowledge and understanding to building skills by
providing practice opportunities in simulated classrooms. New learning
management platforms are being used to support the development,
organization, and delivery of high-quality teaching and learning, and
allow both personalized and competency-based learning and monitoring
performance across individuals and groups. Other platforms continue to
expand the use of microcredentials, badging, and other forms of credit
for professional growth and meeting continuing education requirements.
Evidence-based professional development is needed to support faculty
and professional development providers to identify and use these tools
to enhance teaching and learning in personnel preparation programs and
professional learning opportunities.
With hybrid education expected to grow in importance and relevance,
the need and demand for high-quality digital teaching and learning
content, products, and services that build the capacity of personnel to
use EBPs also continues to grow. In addition, there is increased demand
for using virtual environments and paradigms to enhance personnel
preparation programs and professional learning opportunities. Likewise,
the need to support IHE faculty, and State and local professional
development providers in learning to use these resources to design and
deliver effective courses and plan comprehensive curricula or programs
has grown and expanded.
This absolute priority will advance the Secretary's priorities in
the areas of addressing the impact of COVID-19 on students, educators,
and faculty and supporting a diverse educator workforce and
professional growth to strengthen student learning.
Priority: The purpose of this priority is to fund a cooperative
agreement to establish and operate a national center that will develop
and disseminate digital, open educational resources (OER) \1\ that
translate research to practice for use in building the capacity of
special education personnel \2\ to use EBPs \3\ with cultural and
linguistic competence to improve results for students with
disabilities. In addition, the Center will disseminate resources to (a)
faculty who prepare special education personnel, including future
faculty; (b) State, local, and other professional development
providers; and (c) individuals independently seeking to use the
Center's resources to design and deliver effective course and
curriculum content needed to support the preparation and professional
learning in use of EBPs with cultural and linguistic competence to
deliver instruction, interventions, and services for students with
disabilities and their families, including those from underserved
populations.
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\1\ Open Educational Resources are teaching and learning
materials that you may freely use and reuse at no cost.
\2\ For the purpose of this priority, ``special education
personnel'' include general and special education teachers, related
service providers, and educational administrators of systems that
provide services to children and youth with disabilities and their
families. Also included may be faculty, policy makers, and others
indirectly supporting delivery of services and support for students
with disabilities.
\3\ For the purposes of this priority, ``evidence-based
practices'' means practices that, at a minimum, demonstrate a
rationale (as defined in 34 CFR 77.1), where a key project component
included in the project's logic model is informed by research or
evaluation findings that suggest the project component is likely to
improve relevant outcomes.
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The Center must achieve, at a minimum, the following expected
outcomes:
(a) Development and dissemination of innovative accessible digital
OER that translate research to practice for use in building the
capacity of special education personnel to use EBPs with cultural and
linguistic competence to improve results for students with disabilities
including those from underserved populations;
(b) Products and services that include knowledge-based teaching and
learning tools, skill-building exercises, and connections to real-world
or simulated practice opportunities aligned to professional standards;
(c) Resources developed by the Center that are licensed through an
open-access licensing authority;
(d) Resources developed by the Center that are responsive to
learners from varied backgrounds (e.g., race, ethnicity, disability,
primary language) and education levels (e.g., bachelor's, doctoral);
and as needed, may be differentiated by role (e.g., teacher, provider,
administrator) and used across certification pathways and professional
development opportunities;
(e) Increased capacity of faculty and IHEs with personnel
preparation programs \4\ to build knowledge and skills of special
education personnel to use EBPs with cultural and linguistic competence
to strengthen learning and improve results for students with
disabilities by using the Center's
[[Page 12154]]
resources to enhance course and curricula content;
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\4\ For the purpose of this priority, ``personnel preparation
programs'' include associate, bachelor's, master's, educational
specialist, and doctoral programs that prepare personnel serving
students with disabilities.
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(f) Increased capacity of State educational agencies (SEAs), local
educational agencies (LEAs), and other providers supporting
professional growth of current special education personnel in the use
of EBPs with cultural and linguistic competence by using Center
products to enhance course and curricula content; offer multiple
comprehensive and evidence-based certification pathways and
professional development opportunities; and track progress, verify
learning across individuals or groups, and assign credit needed to meet
continuing education requirements for personnel serving students with
disabilities; and
(g) Partnerships or agreements that support dissemination and use
of the Center's products in personnel preparation programs and
professional learning opportunities, and services to yield verification
of learning or forms of credit needed to demonstrate professional
growth and meet continuing education requirements for personnel serving
students with disabilities.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address current and emerging needs for instructional and
intervention resources that translate research to practice for use in
building the knowledge and skills of special education personnel to use
EBPs with cultural and linguistic competence to improve results for
students with disabilities, including those from underserved
populations. To meet this requirement, the applicant must--
(i) Demonstrate knowledge of the need for special education
personnel to have the knowledge and skills to identify and use EBPs
with cultural and linguistic competence to improve outcomes for
students with disabilities and knowledge of the challenges that faculty
and IHEs offering personnel preparation programs, and SEAs, LEAs, and
others offering professional learning opportunities, face in building
the capacity of personnel;
(ii) Demonstrate knowledge of the need for high-quality,
innovative, interactive OER that translate research to practice for
enhancing courses and curricula content offered by IHEs, SEAs, LEAs,
and other providers building the capacity of personnel to use EBPs with
cultural and linguistic competence to deliver instruction,
interventions, and services for students with disabilities and their
families; and
(iii) Demonstrate knowledge of the current and emerging content,
pedagogy, and instructional needs of learners differentiated by roles
(e.g., teacher, service provider, administrator); credentials (e.g.,
uncertified or certified, across degree levels); backgrounds (e.g.,
education professional, career changer, race, and ethnicity); program
type (e.g., higher education preparation program and professional
learning opportunities); and expertise in developing and delivering
instructional and intervention resources to build capacity of personnel
to use EBPs with cultural and linguistic competence in delivering
instruction, interventions, and services for students with disabilities
and their families;
(2) Address the current and emerging needs for innovative, state-
of-the-art educational technologies for use in personnel preparation
programs and professional learning opportunities seeking to optimize
course and curriculum content in programs designed to build the
capacity of personnel to deliver evidence-based instruction,
interventions, and services with cultural and linguistic competence for
students with disabilities and their families. To address this
requirement, the applicant must--
(i) Demonstrate knowledge of the need for innovative and promising
educational technologies to enhance instruction and learning, and
provide verification of learning of course and curriculum content, and
expertise integrating these technologies in products and services
designed to support preparation and professional learning opportunities
of special education personnel;
(ii) Demonstrate knowledge of, and expertise in, effective
dissemination of digital, OER addressing the use of EBPs with cultural
and linguistic competence to IHEs, SEAs, LEAs, and other personnel
development programs, including data demonstrating quality and use of
those resources; and
(iii) Demonstrate knowledge of, and expertise in, building the
capacity of IHE faculty (including future faculty) and personnel
development providers to use digital OER in courses and curricula of
personnel preparation programs and professional learning opportunities
with consideration of learners differentiated by roles (e.g., teacher,
provider, administrator); credentials (e.g., uncertified or certified,
across degree levels); backgrounds (e.g., education professional,
career changer, race, and ethnicity); and program type (e.g., higher
education preparation program, continuing professional development).
(b) Demonstrate, in the narrative section of the application under
``Quality of Project Services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients, including both
those learning to use EBPs with cultural and linguistic competence
(e.g., special education personnel and scholars enrolled in preparation
programs), and those who will use the Center's resources to design and
deliver effective course and curriculum content needed to support the
preparation (e.g., faculty, future faculty), or professional learning
opportunities for special education personnel (e.g., SEAs, LEAs, other
professional development providers) to use EBPs with cultural and
linguistic competence to deliver instruction, interventions, and
services for students with disabilities and their families; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the grant;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes consistent with the
intended outcomes specified in this notice; and
(ii) In Appendix A, the logic model \5\ by which the proposed
project will achieve its intended outcomes that depicts, at a minimum,
the goals, activities, outputs, and intended outcomes of the proposed
project;
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\5\ Logic model (34 CFR 77.1) (also referred to as a theory of
action) means a framework that identifies key project components of
the proposed project (i.e., the active ``ingredients'' that are
hypothesized to be critical to achieving the relevant outcomes) and
describes the theoretical and operational relationships among the
key project components and relevant outcomes.
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(3) Use a conceptual framework (and provide a copy in Appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
Note: The following websites provide more information on logic
models and
[[Page 12155]]
conceptual frameworks: <a href="http://www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework">www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework</a>;
<a href="https://osepideasthatwork.org/evaluation?tab=eval-logic">https://osepideasthatwork.org/evaluation?tab=eval-logic</a>; and <a href="https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2021112.pdf">https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2021112.pdf</a>.
(4) Be based on current research and make use of EBPs. To meet this
requirement, the applicant must describe--
(i) The current research on special education personnel's use of
EBPs with cultural and linguistic competence in the delivery of
instruction, interventions, and services that strengthen learning and
improve outcomes for students with disabilities;
(ii) The current research on the use of innovative and promising
interactive educational technologies to enhance instruction and
learning, and provide verification of learning in course and curricula
content of personnel preparation programs and professional learning
opportunities that require demonstrated knowledge, skills, and practice
in real-world or simulated settings; and
(iii) The current research about adult learning principles and
implementation science that will inform the proposed product
development, dissemination, and TA to IHEs, SEAs, LEAs, and other
professional development providers; and
(iv) How the proposed project will incorporate current research and
practices in the development and delivery of its products and services;
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it proposes to identify or develop:
(A) Innovative, accessible digital OER that translate research to
practice for use in building the capacity of special education
personnel to implement EBPs with cultural and linguistic competence to
improve results for students with disabilities;
(B) Existing products from the Office of Special Education
Program's (OSEP's) prior investment for updating, to reflect current
research, policy, product design, and delivery features;
(C) Products grounded in adult-learning principles and use of
interactive educational technologies to enhance instruction and
learning, provide verification of knowledge-based learning, provide
skill-building exercises, and connect to real-world or simulated
practice opportunities aligned to professional standards;
(D) Products that are responsive to the needs of learners from
varied backgrounds (e.g., race, ethnicity, disability, primary
language); education levels (e.g., bachelor's, doctoral); and, as
needed, may be differentiated by role (e.g., teacher, provider,
administrator) and used within personnel preparation, professional
development, or by individuals for personalized learning;
(E) A framework and tools for identifying, implementing, and
sustaining use of Center products within special education personnel
preparation programs and for professional learning opportunities, to
enhance the curriculum and support special education personnel; and
(F) A comprehensive communication plan to support dissemination of,
and outreach related to, the Center's library of products and services.
The framework should address the (a) target audiences; (b) context in
which communication will occur; (c) purpose or intended outcomes of the
communications (e.g., inform, increase use); and (d) use of media,
including social media; and also include metrics to document
effectiveness and reach;
(ii) Its proposed approach to universal, general TA,\6\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the project proposes to make
available, and the expected impact of those products and services under
this approach. At minimum, the approach should include activities
focused on--
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\6\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA center staff and including one-time,
invited, or offered conference presentations by TA center staff.
This category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA center's website by independent users. Brief communications by TA
center staff with recipients, either by telephone or email, are also
considered universal, general TA.
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(A) Identifying, developing, and disseminating products, materials,
and tools to increase awareness of the importance and benefits of using
EBPs with cultural and linguistic competence to strengthen student
learning and improve outcomes for students with disabilities, including
students with disabilities who have high-intensity needs and from
underserved populations; and
(B) Identifying, developing, and disseminating products that
translate research to practice for use in building the capacity of
special education personnel to use EBPs with cultural and linguistic
competence to improve results for students with disabilities, including
students with disabilities who have high-intensity needs and those from
underserved populations; and
(C) Identifying, developing, and disseminating products, materials,
and tools to help IHEs, SEAs, LEAs, and other professional development
providers use the Center's products or services to enhance and expand
coverage of EBPs with cultural and linguistic competence in course and
curriculum content of personnel preparation programs and professional
development opportunities for those who serve students with
disabilities;
(iii) Its proposed approach to targeted, specialized TA,\7\ which
must identify--
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\7\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA center staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
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(A) Its proposed approach for identifying and establishing
partnerships or agreements with ethnically and culturally diverse
faculty and IHEs supporting different levels of preparation (associate,
bachelor's, master's, educational specialist, and doctoral levels) to
support use of Center products in course and curricula content;
(B) Its proposed approach for identifying and establishing
partnerships or agreements with SEAs, LEAs (especially high-need LEAs
\8\) and other professional development providers to support use of
Center products in course and curriculum content of programs supporting
professional learning opportunities for current special education
personnel;
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\8\ For the purposes of this priority, ``high-need LEA'' means
an LEA (a) that serves not fewer than 10,000 children from families
with income below the poverty line; or (b) for which not less than
20 percent of the children are from families with income below the
poverty line.
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(C) The Center's services to track progress, verify learning across
individuals or groups, and assign credit needed to meet continuing
education requirements for personnel serving students with
disabilities;
(D) Its proposed approach for establishing partnerships or
agreements that support dissemination and use of
[[Page 12156]]
the Center's resources in personnel preparation programs, and for
professional learning opportunities to enhance teaching and learning,
yield verification of learning, or forms of verification needed to
demonstrate professional growth and meet continuing education
requirements for personnel serving students with disabilities;
(E) Its proposed approach for collaborating with partners,
including OSEP-funded TA centers, to increase use of EBPs with cultural
and linguistic competence by special education personnel and build
capacity for use of the Center's products in training and TA, and
support alignment in resources across centers; and
(F) Its proposed approach for identifying and partnering with OSEP-
funded grantees with Personnel Development to Improve Services and
Results for Children With Disabilities Program projects to build the
capacity of scholars, including future faculty, to use the Center's
products in personnel preparation programs and to deliver professional
learning opportunities.
(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(7) Develop a dissemination plan that describes how the applicant
will systematically distribute information, products, and services to
varied intended audiences, using a variety of dissemination strategies,
to promote awareness and use of the project's products and services.
(c) In the narrative section of the application under ``Quality of
the project evaluation,'' include an evaluation plan for the project
developed in consultation with and implemented by a third-party
evaluator.\9\ The evaluation plan must--
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\9\ A ``third-party'' evaluator is an independent and impartial
program evaluator who is contracted by the grantee to conduct an
objective evaluation of the project. This evaluator must not have
participated in the development or implementation of any project
activities, except for the evaluation activities, nor have any
financial interest in the outcome of the evaluation.
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(1) Articulate formative and summative evaluation questions,
including important process and outcome evaluation questions. These
questions should be related to the project's proposed logic model
required in paragraph (b)(2)(ii) of this notice;
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes will be measured to answer the evaluation
questions. Specify the measures and associated instruments or sources
for data appropriate to the evaluation questions. Include information
regarding reliability and validity of measures where appropriate;
(3) Describe strategies for analyzing data and how data collected
as part of this plan will be used to inform and improve service
delivery over the course of the project and to refine the proposed
logic model and evaluation plan, including subsequent data collection;
(4) Provide a timeline for conducting the evaluation and include
staff assignments for completing the plan. The timeline must indicate
that the data will be available annually for the annual performance
report and at the end of Year 2 for the review process described under
the heading, Fourth and Fifth Years of the Project;
(5) Dedicate sufficient funds in each budget year to cover the
costs of developing or refining the evaluation plan in consultation
with a third-party evaluator, as well as the costs associated with the
implementation of the evaluation plan by the third-party evaluator.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, including those who are
racially and ethnically diverse; faculty; special education personnel;
TA providers; researchers; and policy makers, among others, in its
development and operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC, or
virtually, after receipt of the award, and an annual planning meeting
in Washington, DC, or virtually, with the OSEP project officer and
other relevant staff during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) A two and one-half day project directors' conference in
Washington, DC, or virtually, during each year of the project period;
(iii) Three annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC, or
virtually, during the second year of the project period;
(3) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later
[[Page 12157]]
than the end of the third quarter of each budget period;
(4) Engage doctoral scholars or post-doctoral fellows in the
project to deepen the knowledge, skills, competencies, and dispositions
that future leaders in the field need to increase the special education
workforce, ensure special education preparation programs are preparing
scholars with the knowledge and skills to use EBPs with cultural and
linguistic competence; translate research to practice; deliver
professional learning opportunities; and provide TA;
(5) Maintain a high-quality website, with an easy-to-navigate
design, that meets government or industry- recognized standards for
accessibility;
(6) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(7) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to a new award
at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project: In deciding whether to
continue funding the project for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a),
including--
(a) The recommendations of a 3+2 review team consisting of experts
with knowledge of, and experience in, providing TA for building the
capacity of special education personnel to improve results for students
with disabilities. This review will be conducted during a one-day
intensive meeting that will be held during the last half of the second
year of the project period;
(b) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
Under 34 CFR 75.253, the Secretary may reduce continuation awards
or discontinue awards in any year of the project period for excessive
carryover balances or a failure to make substantial progress. The
Department intends to closely monitor unobligated balances and
substantial progress under this program and may reduce or discontinue
funding accordingly.
References
Billingsley, B., & Bettini, E. (2019). Special education teacher
attrition and retention: A review of the literature. Review of
Educational Research, 89(5), 697-744. <a href="https://doi.org/10.3102/0034654319862495">https://doi.org/10.3102/0034654319862495</a>
CEEDAR Center and The Center for Great Teachers and Leaders (2020).
Preparing and retaining effective special education teachers: Short-
term strategies for long-term solutions. A policy brief. <a href="https://ceedar.education.ufl.edu/wp-content/uploads/2020/01/CEEDAR-GTL-Shortages-Brief.pdf">https://ceedar.education.ufl.edu/wp-content/uploads/2020/01/CEEDAR-GTL-Shortages-Brief.pdf</a>
Cook., B., Cook., L., & Landrum, T. (2021). Moving Research into
Practice: Can we make dissemination stick? Exceptional Children,
79(2), 163-180. <a href="https://doi.org/10.1177%2F001440291307900203">https://doi.org/10.1177%2F001440291307900203</a>
Cook., B., & Odom, S. (2021). Evidence-based practices and
implementation in special education. Exceptional Children, 79(2),
135-144. <a href="https://doi.org/10.1177/001440291307900201">https://doi.org/10.1177/001440291307900201</a>
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., &
Osher, D. (2020). Implications for educational practice of the
science of learning and development. Applied Developmental Science,
24(2), 97-140. <a href="http://dx.doi.org/10.1080/10888691.2018.1537791">http://dx.doi.org/10.1080/10888691.2018.1537791</a>
Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective
Teacher Professional Development. Learning Policy Institute. <a href="https://doi.org/10.54300/122.311">https://doi.org/10.54300/122.311</a>
Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018).
Taking the long view: State efforts to solve teaching shortages by
strengthening the profession. Learning Policy Institute. <a href="https://learningpolicyinstitute.org/sites/default/files/product-files/Long_View_REPORT.pdf">https://learningpolicyinstitute.org/sites/default/files/product-files/Long_View_REPORT.pdf</a>
Gecker, Jocelyn. ``Covid-19 Creates Dire US Shortage of Teachers,
School Staff.'' AP NEWS, Associated Press, 23 Sept. 2021, <a href="https://apnews.com/article/business-science-health-education-californiab6c495eab9a2a8f1a3ca068582c9d3c7">https://apnews.com/article/business-science-health-education-californiab6c495eab9a2a8f1a3ca068582c9d3c7</a>
Mason-Williams, L., Bettini, E., Peyton, D., Harvey, A., Rosenberg,
M., & Sindelar, P.T. (2020). Rethinking shortages in special
education: Making good on the promise of an equal opportunity for
students with disabilities. Teacher Education and Special Education,
43(1), 45-62. <a href="https://doi.org/10.1177/0888406419880352">https://doi.org/10.1177/0888406419880352</a>
Pelletier, K., Brown, M., Brooke, D.C., McCormack, M., Reeves, J.,
and Arbino, N., with Bozkut, A., Crawford, S., Czerniewicz, L.,
Gibson, R., Linder, K., Mason, J., & Mondelli, V. (2021). 2021
EDUCAUSE Horizon Report: Teaching and learning edition. EDUCAUSE.
<a href="https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en&hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E">https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en&hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E</a>
Putman, H., & Walsh, K. (2021). State of the States 2021: Teacher
Preparation Policy. National Council on Teacher Quality.
<a href="http://www.nctq.org/publications/State-of-the-States-2021:-Teacher-Preparation-Policy">www.nctq.org/publications/State-of-the-States-2021:-Teacher-Preparation-Policy</a>
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: The Administration has requested
$90,200,000 for the Personnel Development To Improve Services and
Results for Children With Disabilities program for FY 2022, of which we
intend to use an estimated $1,200,000 for this competition. The actual
level of funding, if any, depends on final congressional action.
However, we are inviting applications to allow enough time to complete
the grant process if Congress appropriates funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2023 from the list of
unfunded applications from this competition.
Maximum Award: We will not make an award exceeding $1,200,000 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
[[Page 12158]]
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; freely associated States and
outlying areas; Indian Tribes or Tribal organizations; and for-profit
organizations.
2.a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see <a href="http://www2.ed.gov/about/offices/list/ocfo/intro.html">www2.ed.gov/about/offices/list/ocfo/intro.html</a>.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application. Under 34 CFR 75.708(e), a grantee may
contract for supplies, equipment, and other services in accordance with
2 CFR part 200.
4. Other General Requirements:
a. Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
b. Applicants for, and recipients of, funding must, with respect to
the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 27, 2021 (86 FR 73264) and available at
<a href="http://www.federalregister.gov/d/2021-27979">www.federalregister.gov/d/2021-27979</a>, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on February 13,
2019, and, in part, describe the transition from the requirement to
register in <a href="http://SAM.gov">SAM.gov</a> a DUNS number to the implementation of the UEI.
More information on the phase-out of DUNS numbers is available at
<a href="https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf">https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf</a>.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 70 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
<bullet> Use a font that is 12 point or larger.
<bullet> Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority requirements, the resumes, the
reference list, the letters of support, or the appendices. However, the
recommended page limit does apply to all of the application narrative,
including all text in charts, tables, figures, graphs, and screen
shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are listed below:
(a) Significance (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of project services (35 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iv) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(v) The extent to which the TA services to be provided by the
proposed project involve the use of efficient strategies, including the
use of technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation (20 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
[[Page 12159]]
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(d) Adequacy of resources and quality of project personnel (15
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iii) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(iv) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(e) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
[[Page 12160]]
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, we have established a set of performance measures,
including long-term measures, that are designed to yield information on
various aspects of the effectiveness and quality of the Technical
Assistance and Dissemination to Improve Services and Results for
Children With Disabilities program. These measures are:
<bullet> Program Performance Measure 1: The percentage of Technical
Assistance and Dissemination products and services deemed to be of high
quality by an independent review panel of experts qualified to review
the substantive content of the products and services.
<bullet> Program Performance Measure 2: The percentage of Special
Education Technical Assistance and Dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to special education personnel preparation and
professional development, or practice.
<bullet> Program Performance Measure 3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving special education personnel preparation and
professional development, or practice.
<bullet> Program Performance Measure 4: The cost efficiency of the
Technical Assistance and Dissemination Program includes the percentage
of milestones achieved in the current annual performance report period
and the percentage of funds spent during the current fiscal year.
<bullet> Long-term Program Performance Measure: The percentage of
States receiving Special Education Technical Assistance and
Dissemination services regarding scientifically or evidence-based
practices for children, and youth with disabilities that successfully
promote the implementation of those practices in school districts, and
service agencies.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the Center meet needs identified by
stakeholders and may require the Center to report on such alignment in
their annual and final performance reports.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, whether
the grantee has made substantial progress in achieving the performance
targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF, you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
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Katherine Neas,
Deputy Assistant Secretary, Delegated the authority to perform the
functions and duties of the Assistant Secretary for the Office of
Special Education and Rehabilitative Services.
[FR Doc. 2022-04422 Filed 3-2-22; 8:45 am]
BILLING CODE 4000-01-P
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