Notice2023-13934
Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-National Center for Supporting School Building and Early Intervention Program Administrators To Effectively Implement IDEA and Improve Systems Serving Children With Disabilities
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
June 29, 2023
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for a new award for fiscal year (FY) 2023 for a National Center for Supporting School Building and Early Intervention Program (EIP) Administrators to Effectively Implement the Individuals with Disabilities Education Act (IDEA) and Improve Systems Serving Children with Disabilities, Assistance Listing Number 84.325Z. This notice relates to the approved information collection under OMB control number 1820-0028.
Full Text
<html>
<head>
<title>Federal Register, Volume 88 Issue 124 (Thursday, June 29, 2023)</title>
</head>
<body><pre>
[Federal Register Volume 88, Number 124 (Thursday, June 29, 2023)]
[Notices]
[Pages 42055-42063]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-13934]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--National Center
for Supporting School Building and Early Intervention Program
Administrators To Effectively Implement IDEA and Improve Systems
Serving Children With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for a new award for fiscal year (FY) 2023 for a
National Center for Supporting School Building and Early Intervention
Program (EIP) Administrators to Effectively Implement the Individuals
with Disabilities Education Act (IDEA) and Improve Systems Serving
Children with Disabilities, Assistance Listing Number 84.325Z. This
notice relates to the approved information collection under OMB control
number 1820-0028.
DATES:
Applications Available: June 29, 2023.
Deadline for Transmittal of Applications: August 18, 2023.
Pre-Application Webinar Information: No later than July 5, 2023,
the Office of Special Education and Rehabilitative Services will post
details on pre-recorded informational webinars designed to provide
technical assistance (TA) to interested applicants. Links to the
webinars may be found at <a href="https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html">https://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 7, 2022 (87 FR 75045) and available at
<a href="http://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>. Please note that these Common Instructions supersede
the version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Sarah Allen, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5135, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7875. Email:
<a href="/cdn-cgi/l/email-protection#c596a4b7a4adeb84a9a9a0ab85a0a1eba2aab3"><span class="__cf_email__" data-cfemail="eebd8f9c8f86c0af82828b80ae8b8ac0898198">[email protected]</span></a>.
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of the 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, and youth 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, to be successful in serving
those children.
Priority: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable
activities specified in the statute (see sections 662 and 681 of IDEA;
20 U.S.C. 1462 and 1481).
Absolute Priority: For FY 2023 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:
The National Center for Supporting School Building and EIP
Administrators to Effectively Implement IDEA and Improve Systems
Serving Children with Disabilities.
Background:
Nearly 50 years after the enactment and implementation of the
Education for All Handicapped Children Act of 1975 (reauthorized as
IDEA), which mandated that all children with disabilities have access
to a free appropriate public education (FAPE) in the least restrictive
environment (LRE), to the extent appropriate, the IDEA is still not
being implemented fully and
[[Page 42056]]
consistently across all States and for all eligible children. Sections
616(d) and 642 of IDEA require the Secretary to make an annual
determination as to the extent to which each State's Part B and Part C
programs are meeting the requirements of IDEA. In FY 2022, only 37
percent of States and entities, or 22 of 60, met the Part B
requirements of IDEA. Similarly, only 54 percent, or 30 of 56, States
and entities met the Part C requirements of IDEA (U.S. Department of
Education, 2022).
Under section 612(a)(11) of IDEA, the State educational agency
(SEA) is responsible for ensuring that all local educational agencies
(LEAs) within the State provide FAPE in the LRE to all children and
youth with disabilities served under Part B (children with
disabilities) within their local jurisdiction. Similarly, under section
635(a)(10) of IDEA, the State lead agency, either directly or through
its early intervention service (EIS) providers under 34 CFR 303.12, is
responsible for providing early intervention services to eligible
infants and toddlers with disabilities and their families. School
building administrators, including principals and vice principals, and
EIP administrators (which may include administrators responsible for
managing personnel in State lead agencies, EIS providers, and EIS
programs) are on the front lines of IDEA implementation and are
responsible for ensuring children with disabilities are provided the
services and supports for which they are eligible under the IDEA as
well as others intended to protect children with disabilities,
including under Section 504 of the Rehabilitation Act. School building
and EIP administrators help set high expectations for performance in
schools and among EIS providers and ensure that the unique,
individualized needs of each infant, toddler, or child with a
disability are met consistent with their individualized education
program (IEP) or individualized family service plan (IFSP).
School building and EIP administrators must manage resources,
personnel, and a myriad of educational and other programs in their
schools and EIPs and ensure compliance with multiple interacting laws
protecting children with disabilities. Because these administrators are
required to make decisions about the operations and financial support
of the programs offered in their building, it is essential that these
school building and EIP administrators have the knowledge, skills, and
competencies to ensure, consistent with the IDEA requirements, the
delivery of FAPE in the LRE for children with disabilities or the
provision of early intervention services for infants and toddlers with
disabilities and their families.
Given that school building and EIP administrators have complex
roles, it is not surprising that those who are well trained handle the
multi-faceted demands of the role better and tend to stay in their jobs
longer (Herman et al., 2022). They are instrumental in supporting
teachers and providers' practices, motivating school and EIP staff,
maintaining a positive school or program climate, and ensuring
inclusive settings are offered. High turnover of school building and
EIP administrators can be disruptive to maintaining an environment that
supports appropriate outcomes for children with disabilities. As a
result, high administrator turnover can lead to higher teacher and
provider turnover and lower child outcomes (e.g., lower student
achievement, lower gains in learning or development outcomes for young
children) (Levin & Bradley, 2019). Access to professional learning
opportunities is an important factor influencing job satisfaction and
retention of administrators (Boyce & Bowers, 2016). In addition to
covering essential research-based content on topics such as learning
and teaching, instructional leadership, data-based decision making, and
systems improvement, the structure of continued professional
development for administrators also matters (Darling-Hammond et al.,
2022; Leung-Gagne et al, 2022). Especially important to building the
capacity of administrators is access to coordinated, continued
professional development with structured learning opportunities such as
through a cohort model, mentoring, one-on-one coaching, networking to
build a professional community, applied learning opportunities, and
problem solving related to the needs of individual children, including
children with disabilities, children who are multilingual, and children
from diverse socioeconomic backgrounds. In addition, we know that
school and district-based administrators' greatest source of evidence-
based practices and policy content are their national and state
affiliate professional organizations. As such, partnering with these
organizations, for the center and local administrators, would be an
effective and efficient way to facilitate the dissemination of IDEA
implementation information.
The goals of this national center are to (a) increase the capacity
of school building and EIP administrators to meet the statutory and
procedural requirements of IDEA to ensure that each child with a
disability in their school or EIP receives FAPE consistent with the
child's IEP or early intervention services consistent with the infant
or toddler's IFSP; and (b) increase the capacity of school building and
EIP administrators to improve services and outcomes for children with
disabilities. The National Center for Supporting School Building and
Early Intervention Program Administrators to Effectively Implement IDEA
and Improve Systems Serving Children with Disabilities will (1) develop
and provide high-quality professional development on IDEA requirements
and implementation (e.g., IDEA related professional competencies) and
essential research-based content on topics such as learning and
teaching, the structure of continued professional development,
instructional leadership, data-based decision making, and systems
improvement to school building and EIP administrators; (2) build and
support partnerships needed to support and sustain the delivery of
intensive professional development on IDEA requirements and
implementation to school building and EIP administrators to improve the
outcomes of children with disabilities; and (3) develop and implement
customized professional development and TA to address the unique needs
and context of individual States and local environments.
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Center for Supporting School Building
and EIP Administrators to Effectively Implement IDEA and Improve
Systems Serving Children with Disabilities (Center). The Center will
help SEAs and Part C lead agencies effectively implement IDEA by
building the capacity of school building and EIP administrators to meet
the requirements of IDEA.
The Center must achieve, at a minimum, the following expected
outcomes:
(a) Establish and maintain State-level partnerships \1\ to help
local administrators attain and maintain the essential IDEA-related
professional competencies needed to ensure the delivery of FAPE in the
LRE for children with disabilities and the provision of early
intervention services for infants
[[Page 42057]]
and toddlers with disabilities and their families;
---------------------------------------------------------------------------
\1\ For the purpose of this priority, ``State-level
partnerships'' refers to State affiliates of nationally recognized
professional and family networks that form an infrastructure for
policy development, dissemination of information, interaction, and
learning with, among other entities, SEA and Part C lead agencies,
local educational agencies and service providers, and institutions
of higher education (``State-level partners'').
---------------------------------------------------------------------------
(b) Identify the IDEA-related professional competencies required
for school building and EIP administrators to ensure the delivery of
FAPE in the LRE for children with disabilities and early intervention
services for infants and toddlers with disabilities and their families;
(c) Develop and disseminate openly licensed products designed for
adult learners to increase knowledge, build skills, and provide
practice-based opportunities that focus on the IDEA-related
professional competencies that school building and EIP administrators
must master to effectively implement IDEA in their school or EIP in
order to improve outcomes for children;
(d) Deliver high-quality professional learning programs using the
Center's openly licensed products and other available products designed
for adult learners to increase knowledge, build skills, and provide
practice-based opportunities that focus on the IDEA-related
professional competencies that school building and EIP administrators
must master to effectively implement IDEA in their school or EIP in
order to improve outcomes for children;
(e) Evaluate the effectiveness over the life of the grant of
professional development products and services the Center designed to
increase the capacity of school building and EIP administrators to
effectively implement IDEA, by identifying specific school building and
EIP administrators to participate in a structured professional
development program; and
(f) Enhance the capacity of State-level partners to use Center
products and deliver high-quality professional development designed to
increase the capacity of school building and EIP administrators to
effectively implement IDEA.
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 need in the field for increased knowledge of the
professional competencies needed by school building and EIP
administrators to support effective implementation of IDEA. To meet
this requirement, the applicant must--
(i) Demonstrate knowledge of common factors for why States do not
meet the requirements of IDEA and strategies to address these
challenges to improve outcomes for children;
(ii) Demonstrate knowledge of the professional competencies that
school building and EIP administrators need to manage effective
implementation of IDEA and its interaction with other Federal laws
protecting the rights of children with disabilities; and
(iii) Demonstrate knowledge of effective approaches to forming or
expanding and maintaining State-level partnerships to collaboratively
develop or expand and deliver knowledge, teaching, and learning tools
and resources that support leadership development for school building
and EIP administrators managing special education programs and EIPs and
that focus on the implementation of IDEA. The leadership development
activities must focus on a variety of entities, including local
educational and early intervention agencies; schools; EIS providers and
programs; institutions of higher education (IHEs); other nonprofit
organizations that provide special education, early intervention, or
related services to children, infants, and toddlers with disabilities
and their families; and other TA providers;
(2) Demonstrate knowledge of effective approaches to forming or
expanding and maintaining State-level partnerships to collaboratively
develop or expand and deliver evidence-based \2\ professional
development to a variety of entities, including local educational and
early intervention agencies; schools; EIS providers and programs; IHEs;
other nonprofit organizations that provide special education, early
intervention, or related services to children, infants, and toddlers
with disabilities and their families; and other TA providers; and
---------------------------------------------------------------------------
\2\ For the purposes of this priority, ``evidence-based'' means,
at a minimum, evidence that demonstrates 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.
---------------------------------------------------------------------------
(3) Improve outcomes for children with disabilities and their
families by supporting school building and EIP administrators to
effectively implement IDEA and improve systems serving children with
disabilities and early intervention services for infants and toddlers
with disabilities and their families. To meet this requirement, the
applicant must--
(i) Present information and data on the current capacity of LEAs
and EIS providers, IHEs, and other entities to provide training and TA
needed to build the professional competencies of school building and
EIP administrators to support delivery of special education and early
intervention services, as mandated by IDEA;
(ii) Present information and data on the current capacity of LEAs
and EIS providers, IHEs, and other entities to provide training and TA
needed to build the professional competencies of school building and
EIP administrators to improve systems delivering special education and
early intervention services, as mandated by IDEA; and
(iii) Indicate the likely magnitude or importance of the
improvements that the project is expected to make.
(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;
(2) Identify the needs of the intended recipients for TA and
information, specifically the needs of school building and EIP
administrators to meet the statutory and procedural requirements of
IDEA, and ensure that products and services meet the needs of the
intended recipients;
(3) 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 (as defined in 34 CFR 77.1) 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;
(4) Use a conceptual framework (and provide a copy in Appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
Note: The following websites provide more information on logic
models and conceptual frameworks: <a href="https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf">https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf</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>.
(5) 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 the professional competencies,
[[Page 42058]]
implementation science, systems change, capacity building, and
essential research-based content on topics such as learning and
teaching, the structure of continued professional development,
instructional leadership, data-based decision making, and systems
improvement, for school building and EIP administrators of IDEA;
(ii) The current research about adult learning principles that will
inform the proposed product development, training, and TA; and
(iii) How the proposed project will incorporate current research
and EBPs in the development and delivery of its products and services;
(6) 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 develop or expand the knowledge base that
delineates the professional competencies (i.e., knowledge, skills, and
dispositions) that school building and EIP administrators need to
effectively implement IDEA and comply with other Federal laws
protecting the rights of children with disabilities, support the
delivery of FAPE to children with disabilities and early intervention
services to infants and toddlers with disabilities and their families,
and improve systems serving children with disabilities and their
families;
(ii) Its plan to collaborate with State-level partners to develop
and disseminate products and services for building the capacity of
school building and EIP administrators to effectively implement IDEA,
which should include, at a minimum, activities focused on--
(A) Establishing a cohort of States to assist in planning and
development of products, training, and technical assistance protocols
using their State-level partnerships; and
(B) Building the capacity of school building and EIP administrators
in States, or in LEAs or EIPs, that do not meet requirements based on
the Secretary's annual determination under section 616(d) of IDEA;
(iii) Its proposed approach to universal, general TA,\3\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services under this
approach and must include, at minimum, activities focused on--
---------------------------------------------------------------------------
\3\ ``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.
---------------------------------------------------------------------------
(A) Partnering with SEAs and Part C lead agencies to support their
efforts to develop and disseminate products for effective
implementation of IDEA, including adding State-specific policies and
procedures to such products, that align with Federal mandates for the
delivery of FAPE in the LRE to children with disabilities and early
intervention services to infants and toddlers with disabilities and
their families;
(B) Partnering with State-level partners to support dissemination
and use of Center products in personnel preparation and continuing
professional development, and increase the reach of Center products and
services to all States, the District of Columbia, U.S. territories,
and, for Part B only, the freely associated States; and
(C) Differentiating products and services to address the roles and
responsibilities of school building and EIP administrators in policy
relating to, and management of, resources, personnel, and programs
needed for effective implementation of IDEA;
(iv) Its proposed approach to targeted, specialized TA,\4\ which
must identify--
---------------------------------------------------------------------------
\4\ ``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.
---------------------------------------------------------------------------
(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;
(B) Its proposed approach to identify the need for and measure the
readiness of potential TA recipients to work with the project,
assessing, at a minimum, the State's current determination status, with
priority given to States that do not meet IDEA requirements based on
the Secretary's annual determination under section 616(d) of IDEA,
infrastructure, available resources, and ability to build capacity at
the local level; and
(C) Its proposed approach to partner with SEAs and Part C lead
agencies and collaborate with State-affiliated partners and Office of
Special Education Programs (OSEP)-funded centers to support
dissemination of products, training, and TA designed to address the
needs of school building and EIP administrators across policy,
management, and service delivery roles and responsibilities; and
(v) Its proposed approach to intensive, sustained TA,\5\ which
must--
---------------------------------------------------------------------------
\5\ ``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.
---------------------------------------------------------------------------
(A) Identify the intended participants, including by Year 2, school
building and EIP administrators in States or LEAs or EIPs that do not
meet IDEA requirements based on the Secretary's annual determination
under section 616(d) of IDEA;
(B) Include a description of the products and services that the
Center proposes to make available, and the expected impact of those
products and service under this approach;
(C) Describe its proposed approach to measure the readiness of the
SEAs and Part C lead agencies to partner with the project; and
(D) Include its proposed plan for assisting SEAs and Part C lead
agencies to partner with State-affiliated partners and OSEP-funded
centers to build or enhance training systems that include professional
development based on adult learning principles and coaching for school
building and EIP administrators;
(7) 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
(8) 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.
[[Page 42059]]
(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),\6\ the
project director, and the OSEP project officer on the following tasks:
---------------------------------------------------------------------------
\6\ 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.
---------------------------------------------------------------------------
(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 clearly--
(A) 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) 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, to accomplish the tasks described in
paragraph (c)(1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (c)(1) and (2)
of this section 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;
(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, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, 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;
(iii) Two annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC,
during the last half of 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) Maintain a high-quality website, with an easy-to-navigate
design, that
[[Page 42060]]
meets government or industry-recognized standards for accessibility;
(5) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(6) 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 this new
award period and 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 implementing IDEA and improving
systems serving 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
Boyce, J. & Bowers, A.J. (2016). Principal turnover: Are there
different types of principals who move from or leave their schools?
A latent class analysis of the 2007-2008 Schools and Staffing Survey
and the 2008-2009 Principal Follow-Up Survey. Leadership and Policy
in Schools, 15(3), 237-272.
Darling-Hammond, L., Wechsler, M.E., Levin, S., Leung-Gagn[eacute],
M., & Tozer, S. (2022). Developing effective principals: What kind
of learning matters? [Report]. Learning Policy Institute. <a href="https://doi.org/10.54300/641.201">https://doi.org/10.54300/641.201</a>.
Herman, R., Wang, E.L., Woo, A., Gates, S.M., Berglund, T., Schweig,
J., Andrew, M., & Todd, I. (2022). Redesigning university principal
preparation programs: A systemic approach for change and
sustainability. A Rand Principal Preparation Series, 3(2).
<a href="http://www.wallacefoundation.org/knowledge-center/pages/redesigning-university-principal-preparation-programs-a-systemic-approach-for-change-and-sustainability.aspx">www.wallacefoundation.org/knowledge-center/pages/redesigning-university-principal-preparation-programs-a-systemic-approach-for-change-and-sustainability.aspx</a>.
Leung-Gagn[eacute], M., Levin, S., & Wechsler, M.E. (2022).
Developing effective principals: What kind of learning matters?
[Technical supplement]. Learning Policy Institute. <a href="https://learningpolicyinstitute.org/product/developing-effective-principals-report">https://learningpolicyinstitute.org/product/developing-effective-principals-report</a>.
Levin, S. & Bradley, K. (2019). Understanding and addressing
principal turnover: A review of the research. National Association
of Secondary School Principals. <a href="https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report">https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report</a>.
U.S. Department of Education, Office of Special Education Programs.
2022. 43rd Annual Report to Congress on the Implementation of the
Individuals with Disabilities Education Act, 2021. <a href="http://www.ed.gov/about/reports/annual/osep">www.ed.gov/about/reports/annual/osep</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 absolute 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: $3,000,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2024 from the list of
unfunded applications from this competition.
Maximum Award: We will not make an award exceeding $15,000,000 for
a project period of 60 months or an award that exceeds $4,000,000 for
any single budget period.
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: SEAs; IHEs; other public agencies,
including State lead agencies; private nonprofit organizations; public
agencies from the freely associated States and outlying areas; Indian
Tribes or Tribal organizations; and for-profit organizations.
2.a. Cost Sharing or Matching: This program 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
the Cost Principles described in 2 CFR part 200 subpart E of the
Uniform Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under
this competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs, nonprofit organizations, and public agencies. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee, consistent with 34 CFR
75.708(b)(2).
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
[[Page 42061]]
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 7, 2022 (87 FR 75045) and available at
<a href="http://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>, which contain requirements and information on how to
submit an application. Please note that these Common Instructions
supersede the version published on December 27, 2021.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79. However,
under 34 CFR 79.8, we waive intergovernmental review in order to man an
award by the end of FY 2023.
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.
(d) Adequacy of resources and quality of project personnel (15
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iii) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(iv) The 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
[[Page 42062]]
milestones for accomplishing project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that applications may be separated into two or more
groups and ranked and selected for funding within specific groups 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.
[[Page 42063]]
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>.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
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, which apply to projects funded
under this competition. Grantees are required to submit data on these
measures as directed by OSEP. These measures are:
<bullet> Program Performance Measure 1: The percentage of Technical
Assistance and Dissemination products and services deemed to be of high
quality by an independent review panel of experts qualified to review
the substantive content of the products and services.
<bullet> Program Performance Measure 2: The percentage of Special
Education Technical Assistance and Dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to special education personnel preparation and
professional development, or practice.
<bullet> Program Performance Measure 3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving special education personnel preparation and
professional development, or practice.
<bullet> Program Performance Measure 4: The cost efficiency of the
Technical Assistance and Dissemination Program, including the
percentage of milestones achieved in the current annual performance
report period and the percentage of funds spent during the current
fiscal year.
<bullet> Long-term Program Performance Measure: The percentage of
States receiving Special Education Technical Assistance and
Dissemination services regarding scientifically or evidence-based
practices for children and youth with disabilities that successfully
promote the implementation of those practices in school districts and
service agencies.
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
its 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.
Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2023-13934 Filed 6-27-23; 4:15 pm]
BILLING CODE 4000-01-P
</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>Indexed from Federal Register on June 29, 2023.
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.