Notice2022-05622
Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Early Childhood Personnel Equity Center
Primary source
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 17, 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 Early Childhood Personnel Equity Center, Assistance Listing Number 84.325C. 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 52 (Thursday, March 17, 2022)]
[Notices]
[Pages 15218-15227]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2022-05622]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--Early Childhood
Personnel Equity 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 the
Early Childhood Personnel Equity Center, Assistance Listing Number
84.325C. This notice relates to the approved information collection
under OMB control number 1820-0028.
DATES:
Applications Available: March 17, 2022.
Deadline for Transmittal of Applications: May 16, 2022.
Deadline for Intergovernmental Review: July 15, 2022.
Pre-Application Webinar Information: No later than March 22, 2022,
the Office of Special Education and Rehabilitative Services (OSERS)
will post details on pre-recorded informational webinars designed to
provide technical assistance 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: Tracie Dickson, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5176, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7844. Email:
<a href="/cdn-cgi/l/email-protection#f2a68093919b97dcb69b9199819d9cb29796dc959d84"><span class="__cf_email__" data-cfemail="88dcfae9ebe1eda6cce1ebe3fbe7e6c8edeca6efe7fe">[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(d) of the
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1462 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 Personnel Equity Center.
Background:
All children have the right to equitable learning opportunities.
[[Page 15219]]
Enhancing equity within the early childhood system requires a specific
focus on preservice preparation so that the future workforce is
racially, ethnically, and linguistically diverse and has the
competencies to support the developmental and learning needs of the
increasing population of infants, toddlers, and preschool children
(young children) from racially, ethnically, and linguistically diverse
backgrounds. Approximately 50 percent of infants and toddlers in the
United States are children of color (ZERO TO THREE, 2021), one in four
young children are learning both a home language and English
simultaneously (Luo, Song, Villacis, & Santiago-Bonilla, 2021). This
trend is reflected in the IDEA Section 618 data submitted by States
that shows a substantial number of children and families from racially,
ethnically, and linguistically diverse backgrounds enrolled in IDEA
Part C and Part B, Section 619 with 50 percent of infants and toddlers
and 48 percent of preschool children identified as racially,
ethnically, and linguistically diverse (U.S. Department of Education,
2020).
To support the developmental needs of young children and their
families from racially, ethnically, and linguistically diverse
backgrounds, it is essential that preservice preparation programs are
intentionally designed to prepare early childhood personnel to serve
young children and their families in their communities (Cochran-Smith
et al., 2016). Currently, most early childhood preservice preparation
programs do not consistently provide programs of study that are both
equity-based and competency-aligned (Cochran-Smith et al., 2016;
National Center on Early Childhood Development, Teaching, and Learning,
2018). An equity-based program of study includes, but is not limited
to, developing scholars' understanding of dual language learning,
disability, systemic racism, and the role of cultural inclusivity in
learning; implicit bias and its manifestation in decision making;
individualized pedagogy and assessment methods; and building
partnerships with diverse families.
Current research demonstrates that the diversity of the early
childhood setting and staff, and the caregiver-child relationship, are
important considerations for meeting children's developmental and
learning needs during the early years (Accavitti & Williford, 2020;
James & Iruka, 2018). For example, caregiver-child relationships are
positively impacted by increased racial, ethnic, and linguistic
diversity, including more positive caregiver perceptions, particularly
around behavior (Kunemund et al., 2020). While having a diverse
workforce is necessary to improve outcomes for young children and
families from racially, ethnically, and linguistically diverse
backgrounds, the demographics of personnel entering the early
intervention and special education fields do not reflect the
demographics of the young children and families served under IDEA. Data
from the Personnel Development Program Data Collection System (PDPDCS)
show that graduates from OSEP-supported personnel preparations programs
are more likely to be White. Specifically, the race/ethnicity of funded
scholars was 62 percent White, 14 percent Hispanic, 9 percent Black, 3
percent Asian, and 12 percent unreported (U.S. Department of Education,
OSEP, 2021).
Many individuals from racially, ethnically, and linguistically
diverse backgrounds experience systemic barriers to accessing and
successfully completing comprehensive preparation programs. Increasing
the diversity of faculty is one strategy that has proven successful in
removing barriers to graduation for scholars from racially, ethnically,
and linguistically diverse backgrounds. College faculty from racially,
ethnically, and linguistically diverse backgrounds increased in the
United States over the past two decades, but faculty are still
disproportionately more likely to be White (U.S. Department of
Education, National Center for Education Statistics, 2020). This is
true in early intervention and special education, as PDPDCS data show
that graduates of OSEP-supported doctoral programs, who often accept
faculty positions upon graduation, were 78 percent White, 5 percent
Hispanic, 6 precent Black, 6 percent Asian, and 5 percent unreported.
(U.S. Department of Education, OSEP, 2021). Research shows that there
is a correlation between preservice scholar performance and the
increased racial, ethnic, and linguistic backgrounds of faculty. For
example, a study looking at community college classrooms found that
performance gaps of scholars of color can close by 20 to 50 percent if
faculty more closely resemble scholars (Davis & Fry, 2019). When taught
by faculty from racially, ethnically, and linguistically diverse
backgrounds, scholars from diverse backgrounds obtain better grades
(Carver-Thomas, 2018), are less likely to drop a course, are more
likely to pass a course, and are more likely to complete the degree
requirements that lead to graduation (Marchitello & Trinidad, 2019).
This Center will advance the Secretary's priorities related to
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 Early Childhood Personnel Equity
Center to improve outcomes for young children with disabilities by
increasing the number of early childhood personnel \1\ and faculty from
racially, ethnically, and linguistically diverse backgrounds and
enhancing equity content within early childhood preparation programs
\2\ to ensure that early childhood personnel have the necessary
knowledge, skills, competencies, and dispositions to deliver equitable
evidence-based interventions and services to young children with
disabilities and their families.
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\1\ For the purposes of this priority, ``early childhood
personnel'' include early childhood educators, early
interventionists, early childhood special educators, and related
services providers that provide services to young children with
disabilities and their families.
\2\ For the purposes of this priority, ``early childhood
preparation programs'' include associate, bachelor's, master's, and
doctoral programs that prepare early childhood personnel.
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The project must achieve, at a minimum, the following expected
outcomes:
(a) Increased capacity of institutions of higher education (IHEs)
with early childhood preparation programs to develop, implement, and
sustain a program of study centered within an equity framework that is
aligned with national professional organization personnel standards,
State personnel standards, and evidence-based practices (EBPs); \3\
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\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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(b) Increased capacity of States to revise and implement State
personnel standards so that they are aligned to national professional
organization personnel standards and define the knowledge, skills,
competencies, and dispositions that early childhood personnel need to
deliver equitable interventions and services for young children with
disabilities and their families;
(c) Increased capacity of IHEs at the associate, bachelor's,
master's, and doctoral levels to attract, prepare, and graduate
scholars from racially, ethnically, and linguistically diverse
backgrounds that will lead to an early childhood workforce that is more
diverse;
[[Page 15220]]
(d) Increased capacity of States, local educational agencies
(LEAs), and early intervention service providers to address personnel
shortages by partnering with IHEs to develop an infrastructure and
implement programs and incentives that attract, prepare, and graduate
scholars from racially, ethnically, and linguistically diverse
backgrounds at the associate, bachelor's, master's, and doctoral levels
and support them to enter and stay in the early childhood profession;
and
(e) Increased capacity of IHEs to recruit and retain faculty from
racially, ethnically, and linguistically diverse backgrounds to improve
scholar engagement and retention in early childhood preparation
programs.
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 to strengthen early
childhood preservice preparation to ensure that the early childhood
workforce is prepared to serve young children with disabilities and
their families who are from racially, ethnically, and linguistically
diverse backgrounds. To meet this requirement, the applicant must--
(i) Demonstrate knowledge of equity issues within early childhood
education and the role of personnel preparation in addressing these
issues;
(ii) Present applicable data demonstrating the need for IHEs to
strengthen early childhood preservice programs of study so that they
are centered within an equity framework to prepare personnel to deliver
equitable interventions and services for young children with
disabilities and their families; and
(iii) Demonstrate knowledge of the current research on equity-
centered programs of study in early childhood; and the current capacity
of faculty in IHEs to develop, implement, and sustain a program of
study centered within an equity framework to prepare personnel to
deliver equitable interventions and services for young children with
disabilities and their families;
(2) Address the current and emerging needs of early childhood
preparation programs to attract, prepare, and graduate scholars from
racially, ethnically, and linguistically diverse backgrounds from the
associate, bachelor's, master's, and doctoral levels. To meet this
requirement, the applicant must--
(i) Present national and State data on the current need to increase
early childhood personnel from racially, ethnically, and linguistically
diverse backgrounds and research on the benefits of having an early
childhood workforce that is diverse;
(ii) Demonstrate knowledge of the current research and policy
initiatives related to increasing scholars from racially, ethnically,
and linguistically diverse backgrounds in early childhood preparation
programs; and
(iii) Present information on the current capacity of early
childhood preparation programs to implement strategies such as policies
that support the admission of scholars from racially, ethnically, and
linguistically diverse backgrounds; provide financial and academic
support and mentoring; and establish articulation agreements to
attract, prepare, and graduate scholars from racially, ethnically, and
linguistically diverse backgrounds that better meet the personnel needs
in States;
(3) Address the needs of States to partner with IHEs to address the
current shortages of personnel and to ensure that the early childhood
workforce is racially, ethnically, and linguistically diverse and
prepared to serve young children with disabilities and their families
from racially, ethnically, and linguistically diverse backgrounds. To
meet this requirement, the applicant must--
(i) Present applicable data on how States' personnel standards are
aligned to national professional organization personnel standards and
address the skills, knowledge, competencies, and dispositions needed to
deliver equitable interventions and services for young children with
disabilities and their families, and how early childhood preparation
programs align programs of study to State personnel standards; and
(ii) Present information on the current capacity of States to
partner with IHEs to implement strategies such as financial support,
incentives, and career ladders to attract, prepare, and retain early
childhood personnel from racially, ethnically, and linguistically
diverse backgrounds;
(4) Address the needs of IHEs to attract and retain faculty from
racially, ethnically, and linguistically diverse backgrounds into early
childhood preparation programs. To meet this requirement, the applicant
must--
(i) Present national and State data on the current need to increase
faculty from racially, ethnically, and linguistically diverse
backgrounds in early childhood preparation programs and research on the
benefits of having faculty from racially, ethnically, and
linguistically backgrounds;
(ii) Demonstrate knowledge of the current research and policy
initiatives related to increasing faculty from racially, ethnically,
and linguistically diverse backgrounds in early childhood preparation
programs; and
(iii) Present information on the current capacity of early
childhood preparation programs to implement strategies such as
collaborative networks and mentoring to advance retention, promotion,
and tenure as well as post-tenure support to attract and retain faculty
from racially, ethnically, and linguistically diverse backgrounds; and
(5) Improve the capacity of the early childhood workforce to
deliver equitable interventions and services for young children with
disabilities and their families, and the likely magnitude or importance
of this improvement.
(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 variables, and any
empirical support for this framework;
[[Page 15221]]
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 EBPs. To meet this
requirement, the applicant must describe--
(i) The current research on frameworks and key components of an
equity-based program of study; strategies to attract, prepare, and
graduate scholars from racially, ethnically, and linguistically diverse
backgrounds in preparation programs; strategies to attract and retain
faculty from racially, ethnically, and linguistically diverse
backgrounds in early childhood preparation programs; and capacity
building of IHE and State partnerships to attract, prepare, and retain
an early childhood workforce that is racially, ethnically, and
linguistically diverse;
(ii) The current research about adult learning principles and
implementation science that will inform the proposed TA to IHEs,
faculty, and States; 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 of:
(A) An equity framework that includes guiding principles, EBPs, and
key indicators of equity that is aligned with national professional
organization personnel standards and State personnel standards to
ensure that scholars in early childhood preparation programs have the
knowledge, skills, competencies, and dispositions to serve young
children with disabilities and their families from racially,
ethnically, and linguistically diverse backgrounds;
(B) A professional development framework to build the capacity of
faculty to strengthen their programs of study by developing,
implementing, and sustaining an equity framework within the early
childhood preparation programs;
(C) State personnel standards that reflect the knowledge, skills,
competencies, and dispositions that early childhood personnel need to
deliver equitable interventions and services for young children with
disabilities and their families that IHEs can align to within their
preparation programs; and
(D) Recruitment and retention frameworks with EBPs and innovative
strategies for faculty, IHEs, and States to implement to attract,
prepare, and graduate scholars from racially, ethnically, and
linguistically diverse backgrounds; retain them in the early childhood
profession; and attract and retain faculty from racially, ethnically,
and linguistically diverse backgrounds in early childhood preparation
programs;
(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 project proposes to make
available, and the expected impact of those products and services under
this approach. At minimum, the approach must 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 to increase
the awareness of the importance and benefits of increasing the number
of early childhood personnel from racially, ethnically, and
linguistically diverse backgrounds; and
(B) Identifying and developing materials, resources, and tools to
help faculty, IHEs, and States implement the equity, professional
development, and recruitment and retention frameworks and practices to
strengthen early childhood preservice preparation programs of study to
ensure that the early childhood workforce is diverse and prepared to
serve young children and their families from racially, ethnically, and
linguistically diverse backgrounds;
(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 project proposes to make
available, and the expected impact of those products and 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
current infrastructure, available resources, and ability to build
capacity within their setting;
(C) Its proposed approach to identify and partner with faculty and
IHEs at the associate, bachelor's, master's, and doctoral levels;
(D) The process by which the proposed project will collaborate with
OSEP-funded early childhood preparation programs to embed the
frameworks developed by the project within their preparation programs;
and
(E) The process by which the proposed project will collaborate with
other federally funded TA centers, including those funded by 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, that will receive the services, a description of the
services that the project proposes to make available, 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
current infrastructure, available resources, and ability to build
capacity within their setting;
(C) Its proposed approach for partnering with States and the IHEs
within the State to develop, implement, and sustain the infrastructure
to implement recruitment and retention frameworks and practices to
increase the number of scholars from racially, ethnically, and
linguistically diverse backgrounds in early childhood preparation
programs and in the early childhood profession and ensure that
[[Page 15222]]
State personnel standards and IHE programs are aligned to ensure
scholars are prepared to deliver equitable interventions and services
for young children with disabilities and their families;
(D) The process by which the proposed project will collaborate with
other federally funded TA centers, including those funded by OSEP and
HHS, to increase the racial, ethnic, and linguistic diversity of the
early childhood workforce and ensure they are prepared to serve young
children with disabilities and their families from racially,
ethnically, and linguistically diverse backgrounds; and
(E) The process by which the proposed project will ensure the use
of TA practices supported by evidence and continuously evaluate the
practices to improve the delivery of TA; and
(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 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 as
described in the following paragraphs. The evaluation plan must
describe measures of progress in implementation, including the criteria
for determining the extent to which the project's products and services
have met the goals for reaching its target population; measures of
intended outcomes or results of the project's activities in order to
evaluate those activities; and how well the goals or objectives of the
proposed project, as described in its logic model, have been met.
The applicant must provide an assurance that, in designing the
evaluation plan, it will--
(1) Designate, with the approval of the OSEP project officer, a
project liaison with sufficient dedicated time, experience in
evaluation, and knowledge of the project to work in collaboration with
the Center to Improve Program and Project Performance (CIPP),\8\ the
project director, and the OSEP project officer on the following tasks:
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\8\ The major tasks of CIPP are to guide, coordinate, and
oversee the design of formative evaluations for every large
discretionary investment (i.e., those awarded $500,000 or more per
year and required to participate in the 3+2 process) in OSEP's
Technical Assistance and Dissemination; Personnel Development;
Parent Training and Information Centers; and Educational Technology,
Media, and Materials programs. The efforts of CIPP are expected to
enhance individual project evaluation plans by providing expert and
unbiased TA in designing the evaluations with due consideration of
the project's budget. CIPP does not function as a third-party
evaluator.
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(i) Revise the logic model submitted in the application to provide
for a more comprehensive measurement of implementation and outcomes and
to reflect any changes or clarifications to the model discussed at the
kick-off meeting;
(ii) Refine the evaluation design and instrumentation proposed in
the application consistent with the revised logic model and using the
most rigorous design suitable (e.g., prepare evaluation questions about
significant program processes and outcomes; develop quantitative or
qualitative data collections that permit both the collection of
progress data, including fidelity of implementation, as appropriate,
and the assessment of project outcomes; and identify analytic
strategies); and
(iii) Revise the evaluation plan submitted in the application such
that it--
(A) Clearly specifies the evaluation questions, measures, and
associated instruments or sources for data appropriate to answer these
questions, suggests analytic strategies for those data, provides a
timeline for conducting the evaluation, and includes staff assignments
for completing the evaluation activities;
(B) Clearly delineates the data expected to be available by the end
of the second project year for use during the project's evaluation (3+2
review) for continued funding described under the heading Fourth and
Fifth Years of the Project; and
(C) Can be used to assist the project director and the OSEP project
officer, with the assistance of CIPP, as needed, to specify the project
performance measures to be addressed in the project's annual
performance report;
(2) Dedicate sufficient staff time and other resources during the
first six months of the project to collaborate with CIPP staff,
including regular meetings (e.g., weekly, biweekly, or monthly) with
CIPP and the OSEP project officer, in order to accomplish the tasks
described in this paragraph (c); and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in this paragraph (c) and
revising and implementing the evaluation plan. Please note in your
budget narrative the funds dedicated for this activity.
(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.
Applicants must specifically demonstrate how the key project personnel
have the necessary qualifications and experience in early childhood
equity including, but not limited to--
(i) Development and evaluation of racially, ethnically, and
linguistically responsive models of early learning, including evidence-
based intervention and assessment practices, to support young children
with disabilities and their families from racially, ethnically, and
linguistically diverse backgrounds;
(ii) The intersection of race, ethnicity, linguistics, and
disabilities in early childhood, social and emotional development,
disproportionate and exclusionary discipline practices, and the impact
of race, ethnicity, and linguistics on the early learning experiences
of young children with disabilities and their families;
(iii) Equity-centered adult learning principles; and
(iv) Attracting, preparing, and retaining scholars and faculty from
racially, ethnically, and linguistically diverse backgrounds in early
childhood preparation programs;
(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--
[[Page 15223]]
(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 from
racially, ethnically, and linguistically backgrounds; faculty; early
childhood administrators and providers; 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 an annual virtual planning meeting 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) Three 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 than the end of the third quarter of each budget period;
(4) Describe how the project will engage doctoral scholars or post-
doctoral fellows in the work of the project to deepen the knowledge,
skills, and competencies, and dispositions that future leaders in the
field need to increase the racial, ethnic, and linguistic diversity of
the early childhood workforce, ensure early childhood preparation
programs are preparing scholars with the knowledge, skills,
competencies, and dispositions to serve young children and their
families from racially, ethnically, and linguistically diverse
backgrounds; deliver equity-focused professional development and 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 and experience in personnel development and equity
within the early childhood system. 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:
Accavitti, M.R. & Williford, A.P. (2020). Teacher perceptions of
externalizing behavior subtypes in preschool: Considering racial
factors, Early Child Development and Care. <a href="https://doi.org/10.1080/03004430.2020.1825405">https://doi.org/10.1080/03004430.2020.1825405</a>.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How
to recruit and retain teachers of color. Learning Policy Institute.
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., &
Ludlow, L. (2016). Initial teacher education: What does it take to
put equity at the center? Teaching and Teacher Education, 57, 67-78.
<a href="https://doi.org/10.1016/j.tate.2016.03.006">https://doi.org/10.1016/j.tate.2016.03.006</a>.
Davis, L., & Fry, R. (2019). College faculty have become more
racially and ethnically diverse, but remain far less so than
students. Pew Research Center. <a href="http://www.pewresearch.org/fact-tank/2019/07/31/us-college-faculty-student-diversity/">www.pewresearch.org/fact-tank/2019/07/31/us-college-faculty-student-diversity/</a>.
Frey, W. H. (2018, March 14). The U.S. will become ``minority
white'' in 2045, Census projects. Brookings Institute.
<a href="http://www.brookings.edu/blog/the-avenue/2018/03/14/the-us-will-become-minority-white-in-2045-census-projects/">www.brookings.edu/blog/the-avenue/2018/03/14/the-us-will-become-minority-white-in-2045-census-projects/</a>.
James, C. & Iruka, I. (2018). Delivering on the promise of effective
early childhood education. National Black Child Development
Institute. <a href="http://www.nbcdi.org/sites/default/files/resource-files/Delivering%20on%20the%20Promise%20of%20Effective%20Early%20Childhood%20Education.pdf">www.nbcdi.org/sites/default/files/resource-files/Delivering%20on%20the%20Promise%20of%20Effective%20Early%20Childhood%20Education.pdf</a>.
Kunemund, R., McCullough, S., Williams, C., Miller, C., Sutherland,
K., Conroy, M., & Granger, K. (2020). The mediating role of teacher
self-efficacy in the relation between teacher-child race mismatch
and conflict. Psychology in the Schools, 57, <a href="https://doi.org/10.1002/pits.22419">https://doi.org/10.1002/pits.22419</a>.
Luo, R., Song, L., Villacis, C., & Santiago-Bonilla, G. (2021).
Parental Beliefs and Knowledge, Children's Home Language
Experiences, and School Readiness: The Dual Language Perspective.
Frontiers in Psychology, 12. <a href="https://doi.org/10.3389/fpsyg.2021.661208">https://doi.org/10.3389/fpsyg.2021.661208</a>.
Marchitello, M. & Trinidad, J. (2019). Preparing teachers for
diverse schools: Lessons from minority serving institutions.
Bellwether Education Partners. <a href="http://bellwethereducation.org/">http://bellwethereducation.org/</a>.
National Center on Early Childhood Development, Teaching, and
Learning. (2018). Workforce development: Higher education and
preservice professional preparation. <a href="https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/workforce-development-higher-education.pdf">https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/workforce-development-higher-education.pdf</a>.
[[Page 15224]]
U.S. Department of Education. (2020). EDFacts Data Warehouse: ``IDEA
Part B Child Count and Educational Environments Collection'' &
``IDEA Part C Child Count and Settings Collection,'' 2019-20.
<a href="https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-b/child-count-and-educational-environment/idea-partb-childcountandedenvironment-2019-20.pdf">https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-b/child-count-and-educational-environment/idea-partb-childcountandedenvironment-2019-20.pdf</a> and <a href="https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-c/child-count-and-settings/idea-partc-childcountandsettings-2019-20.pdf">https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-c/child-count-and-settings/idea-partc-childcountandsettings-2019-20.pdf</a>.
U.S. Department of Education, National Center for Education
Statistics. (2020). The Condition of Education 2020 (NCES 2020-144),
Characteristics of Postsecondary Faculty. <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144">https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144</a>.
U.S. Department of Education, Office of Special Education Programs.
2021. Personnel Development Program Data Collection System.
ZERO TO THREE. (2021). State of Babies Yearbook: 2021. <a href="https://stateofbabies.org/">https://stateofbabies.org/</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
$250,000,000 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 $2,000,000 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 $2,000,000 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; 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
[[Page 15225]]
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 (15 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.
(d) Adequacy of resources and quality of project personnel (20
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 relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(v) 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
[[Page 15226]]
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).
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
[[Page 15227]]
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 based practices or EBPs
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 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
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. 2022-05622 Filed 3-16-22; 8:45 am]
BILLING CODE 4000-01-P
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This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.