Notice2022-04699
Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Early Childhood Systems Technical Assistance Center
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Published
March 7, 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 an Early Childhood Systems Technical Assistance Center, Assistance Listing Number 84.326P. 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 44 (Monday, March 7, 2022)]
[Notices]
[Pages 12670-12679]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2022-04699]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities--Early Childhood Systems Technical Assistance Center
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 an
Early Childhood Systems Technical Assistance Center, Assistance Listing
Number 84.326P. This notice relates to the approved information
collection under OMB control number 1820-0028.
DATES:
Applications Available: March 7, 2022.
Deadline for Transmittal of Applications: May 6, 2022.
Deadline for Intergovernmental Review: July 5, 2022.
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="http://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf">www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf</a>.
FOR FURTHER INFORMATION CONTACT: Julia Martin Eile, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5146, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7431. Email:
<a href="/cdn-cgi/l/email-protection#6a201f06030b44270b181e0304442f03060f2a0f0e440d051c"><span class="__cf_email__" data-cfemail="347e41585d551a795546405d5a1a715d58517451501a535b42">[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 purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing technical
assistance (TA), supporting model demonstration projects, disseminating
useful information, and implementing activities that are supported by
scientifically based research.
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 663 and 681(d) of the
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1463 and
1481(d)).
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:
Early Childhood Systems Technical Assistance Center.
Background:
Improving educational outcomes for children with disabilities is an
essential element of our national policy of ensuring equality of
opportunity, full participation, independent living, and economic self-
sufficiency for individuals with disabilities. Infants, toddlers, and
preschool children (young children) with disabilities and their
families need equitable learning opportunities that help them achieve
their full potential as engaged learners and contributing members of
society. Enhancing equity for young children with disabilities requires
early childhood systems that support equitable identification for IDEA
services and equitable access to high-quality, inclusive early
childhood programs, and evidence-based \1\ and
[[Page 12671]]
culturally and linguistically responsive interventions that are
individualized and appropriate to support them in meeting high
expectations.
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\1\ 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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Enhancing equity for all young children with disabilities requires
that State IDEA Part C and Part B, section 619 programs have equitable
and effective systems \2\ in place so that all young children with
disabilities and their families are identified at the earliest
opportunity and receive the services and supports that they need in a
timely manner and to which they are entitled. Recent IDEA section 618
(20 U.S.C. 1418) child count data from State IDEA Part C and Part B,
section 619 programs indicate that these systems are not being
implemented as effectively or equitably as they should be. The data
show that there are groups of infants and toddlers, specifically Black,
Asian and American Indian or Alaska Native and preschool children,
specifically Black and Asian Americans, that are less likely to receive
IDEA services. The data also show that there is a wide range in the
percentage of young children with disabilities served under IDEA across
States.
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\2\ For the purpose of this priority, ``systems'' include
governance, finance, personnel and workforce, data, accountability
and quality improvement, and quality standards (The Early Childhood
Technical Assistance Center, 2015).
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There is not always equitable access to high-quality inclusive
early childhood programs for young children with disabilities. Families
of young children with disabilities report that they have difficulty
finding and keeping childcare, and young children with disabilities
have difficulty accessing early childhood special education services in
inclusive settings. In 2019, nationally, approximately 65 percent of
preschool children with disabilities participated in general early
childhood programs with peers without disabilities, and only 44 percent
received IDEA early childhood special education services in regular
early childhood programs with their same aged peers without
disabilities (U.S. Department of Education, 2020). These percentages
vary greatly among States, suggesting inequities in how young children
with disabilities and their families are served.
As States enhance and expand childcare and preschool, it is
critical that these systems intentionally include young children with
disabilities and support their full participation and success. This
requires leadership from early childhood councils, such as State
Advisory Councils for Early Care and Education and State Interagency
Coordinating Councils and leadership from administrators within IDEA
Part C, IDEA Part B, section 619, Head Start, Early Head Start,
childcare, education, and home visiting programs to engage in the
development and implementation of a coordinated system inclusive for
all young children with disabilities and their families. State IDEA
Part C and Part B, section 619 coordinators report, however, that they
are not always included as partners on State leadership teams that
address broader early childhood initiatives, and that other State
administrators are not always aware of the needs of young children with
disabilities and their families.
Effective early childhood systems must include implementation
supports \3\ that enable local programs and practitioners to
appropriately identify young children with disabilities and implement,
with fidelity, evidence-based and culturally and linguistically
responsive interventions in inclusive early childhood programs and
natural environments. Most States, however, have identified areas for
improvement within their systems. Data from State IDEA Part C and Part
B, section 619 coordinators document the need for TA to support
infrastructure development, recruiting, preparing, developing, and
retaining personnel, implementation of evidence-based practices at the
local level, and increased stakeholder involvement (IDEA Infant and
Toddler Coordinators Association (ITCA), 2021; Early Childhood
Technical Assistance Center and the National Association of State
Directors of Special Education, 2021).
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\3\ For the purpose of this priority, ``implementation
supports'' include professional development and training; ongoing
consultation and coaching; performance assessments; data systems to
support decision making; administrative supports; and systems
interventions to align policies and funding mechanisms across
multiple levels of a system (Fixsen et al., 2009).
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The COVID-19 pandemic exacerbated the need for States to enhance
their IDEA Part C and Part B, section 619 systems to equitably deliver
services and supports to improve outcomes for young children with
disabilities and their families. During the pandemic, States reported
challenges, including reductions in referrals to the IDEA program for
young children suspected of developmental delays, the ability to
conduct timely evaluations and assessments, the provision of IDEA
services remotely, a shortage of personnel and challenges to fill open
positions, a lack of inclusive early learning opportunities, and
families that were overwhelmed with the responsibility of being key
partners in the delivery of remote services for their child. (ITCA,
2021; Barnett & Jung, 2021). As in-person services and early childhood
programs have resumed, States continue to identify concerns with being
able to provide equitable services and supports for young children with
disabilities and their families (ITCA, 2021; Early Childhood Technical
Assistance Center and the National Association of State Directors of
Special Education, 2021).
Establishing the capacity to implement effective IDEA systems and
services that reflect evidence-based and culturally and linguistically
responsive practices for young children with disabilities and their
families requires change to the early childhood system at multiple
levels and across multiple agencies. This requires administrators that
have the leadership competencies to engage families and stakeholders in
decision-making and use data to develop policies and implement
practices to address factors across early childhood systems that
influence disparities. The majority of States struggle with sustaining
high-quality leadership due to the significant turnover of State
administrators in early childhood, including IDEA Part C and Part B,
section 619 coordinators. TA is needed to support States in improving
their early childhood systems, including increased knowledge, skills,
and competencies of early childhood system administrators, to equitably
and effectively promote positive outcomes for all young children with
disabilities and their families.
This absolute priority will advance the Secretary's priorities in
the area of promoting equity in student access to educational resources
and opportunities.
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate an Early Childhood Systems Technical Assistance
Center (Center). The Center will support State and local capacity to
improve and sustain equitable systems that support access by, and full
participation of, young children with disabilities across early
childhood programs, to provide equitable access to IDEA services, and
to provide effective IDEA services that reflect evidence-based and
culturally and linguistically responsive interventions to improve the
outcomes of all young children with disabilities and their families.
The Center must achieve, at a minimum, the following expected outcomes:
(a) Increased capacity of State and local early childhood systems,
including
[[Page 12672]]
IDEA Part C and Part B, section 619, childcare, Early Head Start, Head
Start, child care, publicly-funded preschool, and home visiting
programs to increase equitable access by, and full participation of,
young children with disabilities in high-quality, inclusive programs
that enable them to achieve their full potential;
(b) Increased capacity of State IDEA Part C and Part B, section 619
programs to improve and sustain State systems, including governance,
finance, personnel, data, accountability and quality improvement, and
quality standards, to effectively implement IDEA regulations, ensure
equitable access to IDEA services, and deliver equitable and effective
IDEA services to improve outcomes for all young children with
disabilities and their families;
(c) Increased capacity of State IDEA Part C and Part B, section 619
programs to include implementation supports within their State systems
to support local programs and personnel in identifying all eligible
young children with disabilities, particularly historically underserved
children, and delivering equitable and effective IDEA services and
evidence-based and culturally and linguistically responsive
interventions for young children with disabilities and their families;
(d) Increased capacity of States and local early childhood IDEA
programs to engage with families and other stakeholders to develop
policies and implement practices to address factors that influence
disparities in outcomes for young children with disabilities and their
families such as timely and appropriate identification, supports and
services in high quality inclusive programs, and exclusionary and
inappropriate discipline practices; and
(e) Increased knowledge, skills, and competencies of early
childhood system administrators, including State IDEA Part C and Part
B, section 619 administrators, to lead systemic improvement efforts,
analyze data on disparities in outcomes, collaborate on early childhood
initiatives, engage families of children with disabilities and
stakeholders in decision-making, and build more equitable, effective,
and sustainable State systems that provide effective services and
inclusive learning opportunities that improve outcomes for all young
children with disabilities and their families.
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 the current and emerging needs of State and local early
childhood systems to increase equitable access by and full
participation of young children with disabilities in high-quality,
inclusive early childhood programs and natural environments that enable
them to achieve their full potential. To meet this requirement, the
applicant must--
(i) Present applicable national and State data demonstrating the
needs of States and local early childhood programs to equitably
increase opportunities for young children with disabilities to fully
participate in and receive IDEA services in natural environments and
inclusive early childhood programs;
(ii) Demonstrate knowledge of current educational issues and
evidence-based policy initiatives across early childhood systems and
how these impact young children with disabilities and their families;
and
(iii) Demonstrate knowledge of the current capacity of State and
local early childhood administrators and personnel to implement
policies and practices that support access by and full participation of
young children with disabilities in inclusive early childhood programs,
and address factors that influence disparities in outcomes for young
children with disabilities and their families;
(2) Address the current and emerging needs of State IDEA Part C and
Part B, section 619 programs to implement and sustain equitable and
effective systems that have the implementation supports in place to
support local programs in identifying young children with disabilities
and delivering effective services and interventions within natural
environments and inclusive programs to improve outcomes for all young
children with disabilities and their families. To meet this
requirement, the applicant must--
(i) Present applicable national and State data demonstrating the
needs of States to improve their systems, to implement IDEA, ensure
equitable access to IDEA services, and recruit and retain personnel to
deliver equitable and effective IDEA services, and implement evidence-
based and culturally and linguistically responsive interventions;
(ii) Demonstrate knowledge of current educational issues and policy
initiatives relating to implementing IDEA in a manner consistent with
its statutory and regulatory provisions, including the Equity in IDEA
regulation; ensuring equity in access to IDEA services and
interventions; and increasing the capacity of State IDEA Part C and
Part B, section 619 coordinators to effectively lead and be engaged in
systemic improvement; and
(iii) Demonstrate knowledge of the current capacity of State IDEA
Part C and Part B, section 619 administrators to implement and sustain
equitable and effective systems, including the capacity of
administrators and personnel to identify and address factors that
influence disparities in outcomes for young children with disabilities
and their families, and to support proactive strategies to prevent
disproportionate identification, placement and discipline as children
transition into school; and
(3) Improve early childhood systems to ensure implementation of
IDEA and build capacity to support local programs and personnel to
implement, scale up, and sustain equitable access to effective services
and inclusive early childhood programs, and indicate the likely
magnitude or importance of the improvements.
(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 for TA and
information; 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; and
(ii) In Appendix A, the logic model \4\ 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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\4\ 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
[[Page 12673]]
variables, and any empirical support for this framework;
Note: The following websites provide more information on logic
models and conceptual frameworks: <a href="http://www.osepideasthatwork.org/logicModel">www.osepideasthatwork.org/logicModel</a>
and <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>.
(4) Be based on current research and make use of evidence-based
practices (EBPs). To meet this requirement, the applicant must
describe--
(i) The current research on systems change, capacity building,
equity-centered systems, leadership development, recruitment and
retention of personnel, and inclusive policies and practices that will
inform the proposed TA;
(ii) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(iii) 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 the knowledge base on--
(A) Supporting equity within State and local IDEA Part C and Part
B, section 619 systems to include, analyzing disaggregated data and
policies and practices in the system to identify disparities, and
identifying indicators of quality for more equitable systems;
(B) Indicators of quality across the components (e.g., governance,
finance, personnel and workforce, data, accountability, quality
improvement, and quality standards) of State IDEA Part C and Part B,
section 619 systems and how to support the implementation of these
indicators;
(C) Strategies to support recruitment and retention of personnel
within State and local IDEA Part C and Part B, section 619 systems;
(D) Implementation supports needed within the early childhood
system to support personnel in ensuring equitable access to IDEA
services and delivering effective services and evidence-based and
culturally and linguistically responsive interventions to young
children with disabilities and their families;
(E) Indicators of high-quality inclusion and how to build the
capacity of State advisory councils and early childhood administrators
to implement policies and practices that support high-quality
inclusion; and
(F) Leadership competencies of early childhood system
administrators;
(ii) Its proposed approach to universal, general TA,\5\ 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 Center proposes to make available
and how it has assessed the need for these products and services, a
plan for ensuring the intended recipients can easily access and use
products and services, 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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\5\ ``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 and developing resources and materials that
increase awareness at the national level of how IDEA Part C and Part B,
section 619 programs and young children with disabilities and their
families can be intentionally included within broader early childhood
initiatives; and
(B) Identifying and developing materials, resources, and tools to
help States, local early childhood programs, providers, and families
implement effective systems, policies, and practices to support
positive and equitable outcomes for all young children with
disabilities and their families;
(iii) Its proposed approach to targeted, specialized TA,\6\ which
must identify--
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\6\ ``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) 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 Center proposes to make
available, and the expected impact of those products and services under
this approach; and
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
current infrastructure, available resources, and ability to build
capacity at the local level;
(C) Its proposed approach for increasing the knowledge, skills, and
competencies of State IDEA Part C and Part B, section 619
administrators, to lead systemic improvement efforts, collaborate on
early childhood initiatives, engage families of young children with
disabilities and stakeholders in decision-making, and build more
equitable, effective, and sustainable State systems; and
(D) The process by which the proposed project will collaborate with
other federally funded TA centers, including those funded by the Office
of Special Education Programs (OSEP) and the Department of Health and
Human Services (HHS);
(iv) Its proposed approach to intensive, sustained TA,\7\ which
must identify--
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\7\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the TA
center staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
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(A) The intended recipients, including the type and number of
recipients from a variety of settings and geographic distribution, that
will receive the products and services designed and the expected impact
of those services under this approach;
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
commitment to the initiative, alignment of the initiative to their
needs, current infrastructure, available resources, and ability to
build capacity within at the local level;
(C) Its proposed plan for working with appropriate levels of the
State IDEA Part C and Part B, section 619 and early childhood systems
(e.g., Early Head Start and Head Start childcare, home visiting
programs, publicly funded preschools), State advisory boards, and
families of young children with disabilities to ensure that there is
communication between each level and that there are systems in place to
support the implementation of the project;
(D) The process by which the proposed project will collaborate with
other federally funded TA centers,
[[Page 12674]]
including those funded by OSEP and HHS; and
(E) The process by which the proposed project will ensure the use
of effective TA practices and continuously evaluate the practices to
improve the delivery of TA;
(v) How the proposed project will use non-project resources to
achieve the intended project outcomes.
(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 Center'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.\8\ The evaluation plan must--
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\8\ 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.
Specifically, demonstrate how the key project personnel have the
necessary qualifications and experience in early childhood equity
including, but not limited to--
(i) The intersection of race, ethnicity, and disabilities in early
childhood, and the impact of race and ethnicity on the early learning
experiences of young children with disabilities and their families; and
(ii) Equity-centered practices to support young children with
disabilities and their families from culturally and linguistically
diverse backgrounds;
(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 racially,
ethnically, and linguistically diverse families, early childhood
educators, early intervention and early childhood special educators,
administrators, 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 virtual kick-off meeting after receipt
of the award, and a virtual annual planning meeting in 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, during each year of the project period. The project
must reallocate funds for travel to the project directors' meeting no
later than the end of the third quarter of each budget period if the
meeting is conducted virtually;
(iii) Four annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A one-day virtual 3+2 review meeting 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 12675]]
than the end of the third quarter of each budget period;
(4) Engage doctoral students or post-doctoral fellows in the
project to increase future leaders in the field who are knowledgeable
on effective State IDEA Part C and Part B, section 619 systems,
implementation supports, equitable access to IDEA services, effective
services and interventions to support inclusion in early childhood
programs, and effective TA practices;
(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
who have experience and knowledge in providing TA at the State and
local levels to improve and sustain equitable systems that support
access for and full participation of young children 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
Barnett, W.S., & Jung, K. (2021). Seven impacts of the pandemic on
young children and their parents: Initial findings from NIEER's
December 2020 Preschool Learning Activities Survey [Research
report]. National Institute for Early Education Research.
Early Childhood Technical Assistance Center (2015). A system
framework for building high-quality early intervention and preschool
special education programs. <a href="https://ectacenter.org/sysframe/">https://ectacenter.org/sysframe/</a>.
Early Childhood Technical Assistance Center and the National
Association of State Directors of Special Education. (2021, February
10). Presentation to the Office of Special Education Programs
[Unpublished report]. U.S. Department of Education, Office of
Special Education Programs.
Fixsen, D.L., Blas[eacute], K.A., Naoom, S.F., & Wallace, F. (2009).
Core implementation components. Research on Social Work Practices,
19(5), 531-540.
IDEA Infant and Toddlers Coordinators Association. (2021, January
13). Presentation to the Office of Special Education Programs
[Unpublished report]. U.S. Department of Education, Office of
Special Education Programs.
U.S. Department of Education. (2020). EDFacts Data Warehouse: ``IDEA
Part B Child Count and Educational Environments Collection'' and
``IDEA Part C Child Count and Settings Collection,'' 2019-20.
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. 1463 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 institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: The Administration has requested
$49,345,000 for the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program for FY
2022, of which we intend to use an estimated $5,400,000 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 $5,400,000 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.
III. Eligibility Information
1. Eligible Applicants: State educational agencies; State lead
agencies under Part C of the IDEA; local educational agencies (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.
Note: If you are a nonprofit organization, under 34 CFR 75.51, you
may demonstrate your nonprofit status by providing: (1) Proof that the
Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
[[Page 12676]]
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>. 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>.
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.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(iv) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce
[[Page 12677]]
quantitative and qualitative data to the extent possible.
(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 the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iv) The qualifications, including relevant training, experience,
and independence, of the evaluator.
(v) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(vi) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(vii) The extent to which the budget is adequate to support the
proposed project.
(viii) 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
is 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 for Fiscal Year 2019 (Pub. L. 115-
232) (2 CFR 200.216);
[[Page 12678]]
(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).
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 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 educational and early intervention policy 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 educational or early intervention policy 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 infants, toddlers, 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
[persons] 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
[[Page 12679]]
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
feature at this site, you can limit your search to documents published
by the Department.
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. 2022-04699 Filed 3-4-22; 8:45 am]
BILLING CODE 4000-01-P
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