Notice2023-15159
Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities and School Safety National Activities Programs-National Technical Assistance Center on Positive Behavioral Interventions and Supports
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Published
July 17, 2023
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2023 for a National Technical Assistance Center on Positive Behavioral Interventions and Supports, Assistance Listing Number 84.326S. This notice relates to the approved information collection under OMB control number 1820-0028.
Full Text
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[Federal Register Volume 88, Number 135 (Monday, July 17, 2023)]
[Notices]
[Pages 45399-45409]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-15159]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities and School Safety National Activities Programs--National
Technical Assistance Center on Positive Behavioral Interventions and
Supports
AGENCY: Office of Special Education and Rehabilitative Services, Office
of Elementary and Secondary Education, 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) 2023 for a
National Technical Assistance Center on Positive Behavioral
Interventions and Supports, Assistance Listing Number 84.326S. This
notice relates to the approved information collection under OMB control
number 1820-0028.
DATES:
Applications Available: July 17, 2023.
Deadline for Transmittal of Applications: August 31, 2023.
Pre-Application Webinar Information: No later than July 24, 2023,
the Office of Special Education and Rehabilitative Services will post
pre-recorded informational webinars designed to provide technical
assistance (TA) to interested applicants. 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: Mohamed Soliman, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5054B, Potomac Center Plaza,
Washington, DC 20202-5067. Telephone: (202) 245-6335. Email:
<a href="/cdn-cgi/l/email-protection#d598babdb4b8b0b1fb86bab9bcb8b4bb95b0b1fbb2baa3"><span class="__cf_email__" data-cfemail="98d5f7f0f9f5fdfcb6cbf7f4f1f5f9f6d8fdfcb6fff7ee">[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 purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing TA, supporting
model demonstration projects, disseminating useful information, and
implementing activities that are supported by scientifically based
research.
The School Safety National Activities Program provides support to
State educational agencies (SEAs) and local educational agencies (LEAs)
for activities to improve student safety and well-being.
Priorities: This competition includes two absolute priorities.
Applicants must address both priorities, and we will make one award as
a comprehensive investment designed to enhance local and State efforts
to improve school climate, conditions for learning, and access to and
engagement in the instructional environment, with a focus on students
with behavioral challenges, by implementing comprehensive positive
behavioral interventions and
[[Page 45400]]
supports (PBIS) frameworks.\1\ Absolute Priority 1 is established in
accordance with section 437(d)(1) of the General Education Provisions
Act (GEPA) (20 U.S.C. 1232(d)(1)). Absolute Priority 2 is from the
Notice of Final priority and requirements--Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities and the School Safety National Activities--National
Technical Assistance Center on Positive Behavioral Interventions and
Supports (NFP), published elsewhere in this issue of the Federal
Register.
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\1\ The term ``positive behavioral interventions and supports''
was first used in a priority published by the Department in 1997,
and it is currently used in the IDEA (e.g., sections 601(c)(5)(F),
611(e)(2)(C)(iii), 614(d)(3)(B)(i), 662(b)(2)(A)(v), and 665) and
the ESEA (e.g., section 4631(a)(1)(B)). We do not use PBIS to mean
any specific program or curriculum. Rather, we use the term
generically to reference a multi-tiered framework used to improve
the integration and implementation of social, emotional, behavioral
and mental health practices, data-driven decision-making systems,
professional development opportunities, school leadership,
supportive SEA and LEA policies, and evidence-based instructional
strategies. A PBIS framework helps to organize practices to improve
social, emotional, behavioral, mental health and academic outcomes
by improving school climate, promoting positive social skills,
promoting effective strategies to support and respond to student
needs, and increasing learning time. PBIS is an evidence-based,
tiered framework (Tier 1: Universal, Primary Prevention; Tier 2:
Targeted, Secondary Prevention; and Tier 3: Intensive and
Individualized, Tertiary Prevention) for supporting students'
behavioral, academic, social, emotional, and mental health.
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Background:
Many students need additional supports to address social,
emotional, and behavioral challenges that impact their full access to
and participation in learning (Chafouleas, 2020). These challenges, if
not properly addressed, can lead to student responses that are
inconsistent with school or program expectations. The COVID-19 global
pandemic exacerbated these challenges, accelerating the need to provide
school-based social, emotional, behavioral, and mental health supports
and leverage the existing evidence base to provide nurturing
educational environments to meet the needs of our nation's youth.
MTSS frameworks such as PBIS \2\ have been validated by numerous
randomized control trials (Bradshaw et al., 2012; Freeman et al.,
2017). When implemented with fidelity, PBIS outcomes include reductions
in removals of students from instruction; improved student exposure to
and success in academics (grades and completion); improved educator
satisfaction and retention; and improved overall ratings of school
safety, belonging, and climate.
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\2\ The term ``positive behavioral interventions and supports''
was first used in a priority published by the Department in 1997,
and it is currently used in the IDEA (e.g., sections 601(c)(5)(F),
611(e)(2)(C)(iii), 614(d)(3)(B)(i), 662(b)(2)(A)(v), and 665) and
the ESEA (e.g., section 4631(a)(1)(B)). We do not use PBIS to mean
any specific program or curriculum. Rather, we use the term
generically to reference a multi-tiered framework used to improve
the integration and implementation of social, emotional, behavioral
and mental health practices, data-driven decision-making systems,
professional development opportunities, school leadership,
supportive SEA and LEA policies, and evidence-based instructional
strategies. A PBIS framework helps to organize practices to improve
social, emotional, behavioral, mental health and academic outcomes
by improving school climate, promoting positive social skills,
promoting effective strategies to support and respond to student
needs, and increasing learning time. PBIS is an evidence-based,
tiered framework (Tier 1: Universal, Primary Prevention; Tier 2:
Targeted, Secondary Prevention; and Tier 3: Intensive and
Individualized, Tertiary Prevention) for supporting students'
behavioral, academic, social, emotional, and mental health.
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Despite improved outcomes and knowledge from PBIS implementation
efforts over the last two decades, data from the Office for Civil
Rights' Civil Rights Data Collection suggests students from underserved
groups are more likely to experience exclusionary discipline (e.g.,
suspensions, expulsions) (U.S. Department of Education, Civil Rights
Data Collection SY17-18, Office for Civil Rights, 2021). Disaggregated
data shows that disproportionate use of discipline grows when
considering race, sex, and disability. Id. Research consistently shows
that students of color, particularly Black students, Native students,
and Black students with disabilities are significantly more likely than
their non-disabled or White peers to be subjected to exclusionary
discipline practices, including office discipline referrals and
suspensions (e.g., Gage et al., 2019; McIntosh et al., 2018; McIntosh
et al., 2021; Civil Rights Data Collection SY17-18, Office for Civil
Rights, 2021). While disproportionality with respect to Black boys has
long been acknowledged, more recent data analysis indicates the
disproportionality also exists for Black girls as compared to White
girls (Hassan & Carter, 2021). Other studies show disproportionality
based on gender, historically demonstrating boys receive suspensions
and expulsions at higher rates than girls (Bradshaw et al., 2010).
Higher rates of punitive discipline practices also exist for students
who identify as LGBTQ and those with disabilities (Himmelstein &
Br[uuml]ckner, 2011; Brobbey, 2018). When students are denied access to
instruction and participation in school opportunities, they are more
likely to experience negative outcomes in school and later in life,
including poor academic outcomes, lower graduation rates,
incarceration, and employment and relationship challenges (Hemez et
al., 2020; Lansford et al., 2016).
One of the most significant barriers to reducing exclusionary and
aversive discipline practices for students, including students of color
and students with disabilities, is the lack of culturally and
linguistically inclusive pre-service and in-service training for
teachers and leaders on effective practices for creating positive, safe
learning environments to teach and support desired school behaviors and
for responding to and mitigating behaviors that are inconsistent with
school expectations and interfere with learning. The PBIS framework has
provided an effective multi-tiered structure through the implementation
and examination of systems, practices, and data to assist LEAs and
schools in addressing inequities. When there is fidelity in
implementing evidence-based practices (EBPs) \3\ to prevent, reduce,
and mitigate interfering behaviors within a PBIS framework, studies
have found the following statistically significant results: improved
perception of school safety; reductions in overall behaviors that are
inconsistent with classroom or school expectations and that interfere
with learning; and reduction of bullying behaviors, office discipline
referrals, chronic absenteeism, and suspensions (Waasdorp et al.,
2012). The PBIS framework has solidified the importance of core
strategies, including implementing EBPs, and providing the systems
needed to support those practices and data-based decision-making, to
create and sustain positive, safe, and predictable learning
environments. Fidelity in the implementation of the core strategies has
also demonstrated the importance of adult responses, including
effectively supporting and responding to student behavior (Horner et
al., 2020).
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\3\ For the purposes of this priority, ``evidence-based
practices'' (EBPs) means, at a minimum, demonstrating a rationale
(as defined in 34 CFR 77.1) based on high-quality research findings
or positive evaluation that such activity, strategy, or intervention
is likely to improve student outcomes or other relevant outcomes.
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Although prior Department investments have led to successful
implementation of the PBIS framework and positive outcome data in over
27,000 schools, based on persistent needs in the field, the Department
has determined that additional and continued TA is needed to focus on:
(1) students with more intensive social, emotional, behavioral, and
mental health needs and those most likely to be excluded from the
learning environment due to behavior that interferes with
[[Page 45401]]
learning; (2) pre-service and in-service training on culturally and
linguistically inclusive practices that support students from
underserved groups; (3) improving implementation fidelity; and (4)
addressing other systemic inequities such as access to school funding,
experienced educators, and advanced coursework opportunities. In
addition, the Department has determined that SEAs and LEAs could
benefit from further TA to develop, expand, and sustain school-wide
frameworks and to build personnel capacity and expertise to promote
safe, positive, predictable, and culturally and linguistically
inclusive learning environments where students feel a sense of
belonging. Such additional TA would be focused on increasing the use of
EBPs to more effectively support and respond to student needs, such as
teaching school and classroom expectations, building classroom cultures
of respect and belonging, and implementing trauma-informed practices.
Such additional TA also would be focused on using EBPs to reduce the
use of restraints, seclusion, and corporal punishment; chronic
absenteeism; incidents of bullying; the disproportionate application of
disciplinary procedures, such as suspension and expulsion, for
students, including students of color and those with disabilities;
unnecessary referrals of students to law enforcement; and violent and
traumatic school incidents.
The Center will support States and LEAs in implementing EBPs within
a MTSS/PBIS framework that improves results for children, including
those underrepresented based on race, color, national origin, gender,
age, disability, LGBTQI+, English learner, or socio-economic status.
While PBIS is one evidence-based MTSS framework for addressing social,
emotional, behavioral and mental health needs, the Department expects
that the Center will stay abreast of developing frameworks and identify
and incorporate a broad array of EBPs to support and respond to student
needs, and tailor technical assistance in the settings established in
the priority. This investment is aligned to the Secretary's
Supplemental Priorities and Definitions for Discretionary Grant
Programs published in the Federal Register on December 10, 2021 (86 FR
70612), in the areas of meeting student social, emotional, and academic
needs, and promoting equity in student access to educational resources
and opportunities.
References:
Bradshaw, C., Waasdorp, T., & Leaf, P. (2012). Effects of school-
wide positive behavioral interventions and supports on child
behavior problems. Pediatrics, 130(5),1136-1145. <a href="https://pediatrics.aappublications.org/content/130/5/e1136">https://pediatrics.aappublications.org/content/130/5/e1136</a>.
Bradshaw, C.P., Mitchell, M.M., O'Brennan, L.M., & Leaf, P. J.
(2010). Multilevel exploration of factors contributing to the
overrepresentation of Black students in office disciplinary
referrals. Journal of Educational Psychology, 102, 508-520.
Brobbey, G. (2018). Punishing the vulnerable: Exploring suspension
rates for students with learning disabilities. Intervention in
School and Clinic, 53, 216-219.
Chafouleas, S. (2020, August). Four questions to ask now in
preparing your child for school. Psychology Today.
<a href="http://www.psychologytoday.com/us/blog/promoting-student-well-being/202008/4-questions-ask-now-in-preparing-your-child-school">www.psychologytoday.com/us/blog/promoting-student-well-being/202008/4-questions-ask-now-in-preparing-your-child-school</a>.
Freeman, J., Simonsen, B., Goodman, S., Mitchell, B., George, H.P.,
Swain-Bradway, J., Lane, K., Sprague, J., & Putnam, B. (2017). PBIS
technical brief on systems to support teachers' implementation of
positive classroom behavior support. PBIS Center. <a href="http://www.pbis.org/resource/pbis-technical-brief-on-systems-to-support-teachers-implementation-of-positive-classroom-behavior-support">www.pbis.org/resource/pbis-technical-brief-on-systems-to-support-teachers-implementation-of-positive-classroom-behavior-support</a>.
Gage, N.A., Grasley-Boy, N., George, H.P., Childs, K., & Kincaid, D.
(2019). A quasi-experimental design analysis of the effects of
school-wide positive behavior interventions and supports on
discipline in Florida. Journal of Positive Behavior Interventions,
21(1), 50-61. <a href="https://doi.org/10.1177%2F1098300718768208">https://doi.org/10.1177%2F1098300718768208</a>.
Hassan, H.H., & Carter, V.B. (2021). Black and White Female
Disproportional Discipline K-12. Education and Urban Society, 53(1),
23-41. <a href="https://doi.org/10.1177/0013124520915571">https://doi.org/10.1177/0013124520915571</a>.
Hemez P., Brent J.J., & Mowen T.J. (2020). Exploring the school-to-
prison pipeline: How school suspensions influence incarceration
during young adulthood. Youth Violence and Juvenile Justice, 18(3),
235-255. doi: 10.1177/1541204019880945.
Himmelstein, K.E., & Br[uuml]ckner, H. (2011). Criminal-justice and
school sanctions against nonheterosexual youth: A national
longitudinal study. Pediatrics, 127(1), 49-57.
Horner, R.H., Sugai, G., & Lewis, T.J. (2020). Is school-wide
positive behavioral interventions and supports (PBIS) an evidence-
based practice? Center on PBIS, University of Oregon. <a href="http://www.pbis.org/resource/is-school-wide-positive-behavior-support-an-evidence-based-practice">www.pbis.org/resource/is-school-wide-positive-behavior-support-an-evidence-based-practice</a>.
Lansford, J.E., Dodge, K.A., Pettit, G.S., Bates, J.E. (2016). A
Public Health Perspective on School Dropout and Adult Outcomes: A
Prospective Study of Risk and Protective Factors From Age 5 to 27
Years. Journal of Adolescent Health, 58(6), 652-658.
McIntosh, K., Girvan, E.J., McDaniel, S.C., Santiago-Rosario, M.R.,
St. Joseph, S., Fairbanks Falcon, S., Izzard, S., Bastable, E.
(2021). Effects of an equity-focused PBIS approach to school
improvement on exclusionary discipline and school climate.
Preventing School Failure: Alternative Education for Children and
Youth, 65(4), 354-361.
McIntosh, K., Girvan, E.J., Fairbanks Falcon, S., McDaniel, S.C.,
Smolkowski, K., Bastable, E., Santiago-Rosario, M.R., Izzard, S.,
Austin, S.C., Nese, R.N.T., & Baldy, T.S. (2021). An equity-focused
PBIS approach reduces racial inequities in school discipline: A
randomized controlled trial. School Psychology, 36(6), 433-444.
<a href="https://doi.org/10.1037/spq0000466">https://doi.org/10.1037/spq0000466</a>.
McIntosh, K., Girvan, E.J., Horner, R.H., Smolkowski, K., & Sugai,
G. (2018). A 5-point intervention approach for enhancing equity in
school discipline. OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports. <a href="http://www.pbis.org/resource/a-5-point-intervention-approach-for-enhancing-equity-in-school-discipline">www.pbis.org/resource/a-5-point-intervention-approach-for-enhancing-equity-in-school-discipline</a>.
U.S. Department of Education, Office for Civil Rights. (2021). 2017-
2018 Civil Rights Data Collection. <a href="https://ocrdata.ed.gov/estimations/2017-2018">https://ocrdata.ed.gov/estimations/2017-2018</a>.
Waasdorp, T.E., Bradshaw, C.P., & Leaf, P.J. (2012). The impact of
schoolwide positive behavioral interventions and supports on
bullying and peer rejection: A randomized controlled effectiveness
trial. Archives of Pediatrics and Adolescent Medicine, 166(2), 149-
56. doi: 10.1001/archpediatrics.2011.755.
Absolute Priorities: For FY 2023 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), we consider only applications that meet these priorities.
These priorities are:
Absolute Priority 1--Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities Program--
National Technical Assistance Center on Positive Behavioral
Interventions and Supports.
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Technical Assistance Center on
Positive Behavioral Interventions and Supports (PBIS) (Center). This
Center will assist SEAs and LEAs to enhance their capacity to develop,
implement, scale-up, and sustain school-wide frameworks for MTSS/PBIS
to improve behavior and climate and to enable all students, especially
those from culturally and linguistically diverse backgrounds, and those
with disabilities, to fully participate in, and benefit from, a high-
quality learning environment.
The Center must achieve, at a minimum, the following expected
outcomes:
(a) Improved infrastructure at the national, regional, State, and
district
[[Page 45402]]
levels to support, develop, sustain, and expand local implementation
efforts (e.g., an increase in the number of schools) of MTSS/PBIS with
fidelity to demonstrate improved student outcomes: academic
performance, social-emotional competence, mental health and well-being,
academic outcomes, reduced bullying behaviors, reduced student reports
of alcohol and drug use for students with or at risk of disabilities
and those with the most intensive needs.
(b) Improved capacity for systems implementation at the SEA and LEA
levels, including new and existing LEAs and schools, to implement the
components of a MTSS/PBIS framework (i.e., policies, funding,
professional development, coaching, data collection, analysis, and use)
and develop and utilize new and existing tools for selecting and
aligning multiple initiatives within the SEA or LEA with a special
focus on PBIS tiers beyond universal and the inclusion of EBPs to
address mental health and well-being for children and youth with or at
risk of disabilities, especially those with culturally and
linguistically diverse backgrounds and those with the most intensive
needs;
(c) Improved capacity of existing and new SEA and LEA personnel to
enhance the knowledge and skills of members of school leadership teams
and individualized education program (IEP) Teams to implement MTSS/PBIS
policies and practices for students with or at risk of disabilities and
those with the most intensive needs, including the development and
implementation of IEPs and behavior intervention plans that are
culturally responsive, particularly for students with culturally and
linguistically diverse backgrounds, to support positive school behavior
and respond to behaviors that interfere with a student's ability to
fully participate in, and benefit from, a high-quality learning
environment;
(d) Increased use by SEAs and LEAs of new and updated reliable and
valid tools and processes for evaluating the fidelity of the
implementation of a MTSS/PBIS framework and for measuring its outcomes,
including reductions in violence and the illegal use of drugs,
discipline referrals, suspensions, expulsions, and the use of
restraints and seclusion; and improvements in school climate, time
spent in instruction, mental health and well-being, and overall
academic achievement, particularly for students with culturally and
linguistically diverse backgrounds, and those with or at risk of
disabilities, and those with the most intensive needs; and
(e) Increased body of knowledge to enhance implementation of MTSS/
PBIS, particularly for students with culturally and linguistically
diverse backgrounds, those with or at risk of disabilities, and for
those with the most intensive needs, in high-poverty schools, low-
performing schools, rural schools, high schools, alternative public
schools, charter schools, mental health settings, private schools, and
juvenile correction settings.
Absolute Priority 2: Technical Assistance--School Safety National
Activities Program--National Technical Assistance Center on Positive
Behavioral Interventions and Supports.
The purpose of this priority is to enhance the capacity of SEAs and
LEAs to implement positive and safe school environments, and
effectively support and respond to students' social, emotional,
behavioral, and mental health needs to improve their learning, by
implementing EBPs \4\ within an MTSS/PBIS framework in the following
settings:
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\4\ ``Evidence-based practices'' (EBPs) means, at a minimum,
demonstrating a rationale (as defined in 34 CFR 77.1) based on high-
quality research findings or positive evaluation that such activity,
strategy, or intervention is likely to improve student outcomes or
other relevant outcomes.
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(i) Programs or schools serving high percentages of students from
low-income families in the following settings:
(1) Early learning programs.
(2) Elementary schools.
(3) Middle schools.
(4) High schools.
(5) Career and technical education programs.
(6) Rural schools.
(ii) Alternative schools and programs.
(iii) Juvenile justice system or correctional facilities.
(iv) Low-performing schools.
(v) Schools with a high student-to-mental health provider ratio.
(vi) Schools with high rates of chronic absenteeism, exclusionary
discipline, referrals to the juvenile justice system, bullying/
harassment, community and school violence, or substance abuse.
(vii) Schools in which students recently experienced a natural
disaster, incident of violence, or traumatic event.
(viii) Schools with high percentages of students with disabilities
or English Learners.
(ix) Federally supported elementary schools or secondary schools
for Indian students.
To meet this priority, the applicant must propose to achieve, at a
minimum, one or more of the following expected outcomes:
(a) Improved systems and resources at the national, regional,
State, and district levels to support, develop, align, and sustain
local implementation of MTSS/PBIS efforts to organize EBPs to support
positive school climates and respond to student social, emotional,
behavioral, and mental health needs to improve access to and engagement
in learning.
(b) Improved capacity of SEA and LEA personnel to support the
knowledge and skills development of school personnel, including
administrators and practitioners, through efforts such as pre-service
and in-service training and coaching, to implement MTSS/PBIS as a
framework to organize EBPs to support and respond to student needs,
particularly those from underserved and, culturally and linguistically
diverse backgrounds, and students whose behaviors may interfere with a
their ability to fully participate in, and benefit from, a high-quality
learning environment.
(c) Increased use by SEAs, LEAs, and school-based personnel of
reliable and valid tools and processes for enhancing and assessing the
fidelity of implementation of an MTSS/PBIS Framework and for measuring
intended outcomes, including improvements in school climate; time spent
on instruction; well-being and belonging; overall academic achievement;
and reductions in absenteeism, discipline referrals, suspensions,
expulsions, the use of restraints or seclusion, illegal use of drugs,
and referrals to law enforcement.
(d) Improved implementation of a MTSS/PBIS framework and EBPs, and
assessment of SEA or LEA recipients of grant programs that focus on
improving positive school climates and implementing EBPs to support and
respond to students' social, emotional, behavioral, and mental health
needs.
(e) Enhanced response and recovery assistance, as requested by and
in collaboration with the Department, for violent or traumatic
incidents that impact school communities, including intensive
individualized support to facilitate recovery of the learning
environment.
(f) Increased body of knowledge and evidence to enhance
implementation of PBIS and other emerging MTSS frameworks and EBPs to
address the social, emotional, behavioral, and mental health needs of
underserved students in the settings established in the priority.
Common Application Requirements:
To be considered for funding under these priorities, applicants
must meet the application and administrative requirements in these
priorities, which are:
[[Page 45403]]
(a) Demonstrate how the proposed project will--
(1) Improve SEAs' and LEAs' implementation, scaling, and sustaining
of EBPs within a MTSS/PBIS framework and policies that are designed to
improve school climate and, as needed, to provide additional behavioral
supports for students whose behavior impacts their ability to fully
participate in, and benefit from, a high-quality learning environment,
including students with disabilities and other underserved students in
the settings established in the priority. To meet this requirement, the
applicant must--
(i) Present applicable State, regional, or local data demonstrating
SEAs' and LEAs' needs related to (A) implementation of EBPs and
policies to improve school climate, student well-being, and belonging;
and (B) increasing students' ability to fully participate in, and
benefit from, a high-quality learning environment;
(ii) Demonstrate knowledge of current education issues and policy
initiatives relating to MTSS/PBIS and school climate practices and
policies and EBPs to effectively support and respond to student
behavior that impacts learning; and
(iii) Present information about the current level of implementation
of MTSS/PBIS, EBPs, policies, best practices, and benefits for all
students, especially underserved students and those from culturally and
linguistically diverse backgrounds;
(2) [See the Unique Application Requirements section below for the
separate requirements applicable to Absolute Priority 1 and Absolute
Priority 2 in paragraph (a)(2).]
(b) Demonstrate 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, disability, LGBTQI+, English learner, or socio-
economic status. To meet this requirement, the applicant must describe
how it will--
(i) Identify the TA and information needs of the intended
recipients; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the TA;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) The logic model \5\ (by which the proposed project will
achieve its intended outcomes that depicts, at a minimum, the goals,
activities, outputs, and intended outcomes of the proposed project;
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\5\ As defined in 34 CFR 77.1, ``logic model'' (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 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>.
(4) Be based on current research and make use of EBPs. To meet this
requirement, the applicant must describe--
(i) The current research on the assessment of the implementation of
MTSS/PBIS frameworks and related EBPs;
(ii) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(iii) How the proposed project will incorporate current and
emerging 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
MTSS/PBIS:
(ii) Its proposed approach to universal, general TA,\6\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach;
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\6\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with Center staff and including one-time,
invited or offered conference presentations by Center staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
Center's website by independent users. Brief communications by
Center staff with recipients, either by telephone or email, are also
considered universal, general TA.
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(iii) Its proposed approach to targeted, specialized TA,\7\ which
must identify--
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\7\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more Center staff. This category of TA includes
one-time, labor-intensive events, such as facilitating strategic
planning or hosting regional or national conferences. It can also
include episodic, less labor-intensive events that extend over a
period of time, such as facilitating a series of conference calls on
single or multiple topics that are designed around the needs of the
recipients. Facilitating communities of practice can also be
considered targeted, specialized TA.
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(A) The intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach; and
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
current systems, available resources, and ability to build capacity at
the local level; and
(iv) Its proposed approach to intensive, sustained TA,\8\ which
must identify--
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\8\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the
Center staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
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(A) The intended recipients, including the type and number of
recipients from a variety of settings and geographic distribution, that
will receive the products and services designed to improve school
climate and;
(B) Its proposed approach to measure the readiness of the State-
and local-level personnel to work with the project, including their
commitment to the initiative, alignment of the initiative to their
needs, current systems, available resources, and ability to build
capacity at the local level;
(C) Its proposed plan for assisting SEAs, LEAs, local Part C
agencies, charter management organizations, and private school
organizations to build or enhance training systems that include
professional development based on adult learning principles and
coaching; and
(D) Its proposed plan for working with appropriate levels of the
education
[[Page 45404]]
system (e.g., SEAs, regional TA providers, LEAs, schools, families,
community providers) to ensure that there is communication between each
level and that there are systems in place to support the use of MTSS/
PBIS;
(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, including
families, community providers, other federal investments as
appropriate, and the intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(7) Develop a dissemination plan that describes how the applicant
will systematically distribute information, products, and services to
varied intended audiences, using a variety of dissemination strategies,
to promote awareness and use of the Center's products and services.
(c) 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 Office of Special Education
Programs (OSEP) project officer in consultation with Office of
Elementary and Secondary Education (OESE) staff, 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),\9\ the project director, and the OSEP
project officer on the following tasks:
---------------------------------------------------------------------------
\9\ 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, as
appropriate, 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, as appropriate, to be 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) by OSEP 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 in consultation with OESE staff, 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 6 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
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 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,
disability, LGBTQI+, English learner, or socio-economic status, 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 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 policymakers, among others, in its development and
operation.
(f) Address the following application requirements. The applicant
must--
(1) Include 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, OESE representative, 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;
[[Page 45405]]
(ii) A two- and one-half day project directors' conference in
Washington, DC, during each year of the project period;
(iii) Three annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP or OESE; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC,
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 in consultation with OESE staff as appropriate. 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; and
(4) Maintain a high-quality website, with an easy-to-navigate
design, that 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 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
and recipients of services who have experience and knowledge in MTSS/
PBIS. 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.
Requirements Unique to Absolute Priority 1:
Within Absolute Priority 1, we establish the following unique
application requirements. In addition to the Common Application
Requirements, in order to be considered for funding under Absolute
Priority 1, applicants must, in their response to Application
Requirement (a), demonstrate how the proposed project will:
(1) Under paragraph (a)(i)(B), present applicable State, regional,
or local data demonstrating SEAs' and LEAs' needs related to increasing
students' ability to fully participate in, and benefit from, a high-
quality learning environment, particularly for students with the most
significant behavioral challenges; and
(2) Under paragraph (a)(ii), demonstrate knowledge of current
educational issues and policy initiatives relating to MTSS/PBIS and
school climate practices and policies for students whose behavioral
challenges interfere with their ability to fully participate in, and
benefit from, a high-quality learning environment, including students
with disabilities; and
(3) Under paragraph (a)(2), demonstrate how the proposed project
will improve outcomes for students with behavioral challenges that
interfere with their ability or the ability of their peers to fully
participate in, and benefit from, a high-quality learning environment
through the implementation of MTSS/PBIS frameworks, and indicate the
likely magnitude or importance of the improvements.
Requirements Unique to Absolute Priority 2:
The following unique requirement, drawn from the NFP, applies to
Absolute Priority 2. In addition to the Common Application
Requirements, in order to be considered for funding under Absolute
Priority 2, applicants must, in their response to Application
Requirement (a)(2), demonstrate how the proposed project will improve
the implementation of EBPs within a MTSS/PBIS framework to effectively
support and respond to student behaviors that impact access to and
participation in learning.
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 Absolute Priority 1 in this notice.
Program Authority: Sections 663 and 681(d) of the IDEA (20 U.S.C.
1463 and 1481); and section 4631(a)(1)(B) of the ESEA (20 U.S.C. 7281).
Note: Projects must be awarded and 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. (d) the NFP.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: For Absolute Priority 1: $1,850,000 from
the Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities Program.
For Absolute Priority 2: $2,500,000 from the School Safety National
Activities Program.
Note: We will make one award comprised of separate funding under
each of the two absolute priorities. Therefore, applicants must submit
a separate ED 524 Form (Section A--Budget Summary and Section C--Budget
Narrative) for each absolute priority. The Secretary may reject any
application that does not separately address the requirements specified
in Absolute Priority 1 and Absolute Priority 2 and include a separate
budget summary and budget narrative for each of those priorities.
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 $1,850,000 for
Absolute Priority 1 for a single budget period of 12 months. We will
not make
[[Page 45406]]
an award exceeding $2,500,000 for Absolute Priority 2 for a single
budget period of 12 months.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; State lead agencies under Part C of
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="https://www2.ed.gov/about/offices/list/ocfo/intro.html">https://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: 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 other 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 1 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 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(a), we waive intergovernmental review in order to
make 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 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.
[[Page 45407]]
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(iv) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(d) Adequacy of resources and quality of project personnel (15
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iv) The qualifications, including relevant training, experience,
and independence, of the evaluator.
(v) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(vi) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(vii) The extent to which the budget is adequate to support the
proposed project.
(viii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(e) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
is brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice
[[Page 45408]]
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 and School Safety National Activities
Programs--National Technical Assistance Center on Positive Behavioral
Interventions and Supports.
These performance measures will apply to grant activities under
both absolute priorities. 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
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
Technical Assistance and Dissemination products and services deemed by
an independent review panel of qualified experts to be useful in
improving educational or early intervention policy or practice.
<bullet> Program Performance Measure #4: The cost efficiency of the
Technical Assistance and Dissemination Program includes the percentage
of milestones achieved in the current annual performance report period
and the percentage of funds spent during the current fiscal year.
<bullet> Long-term Program Performance Measure: The percentage of
States receiving Technical Assistance and Dissemination services
regarding scientifically or evidence-based practices for children, and
youth 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/OESE. 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, 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.
[[Page 45409]]
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.
James F. Lane,
Principal Deputy Assistant Secretary, Delegated the Authority to
Perform the Functions and Duties of Assistant Secretary for the Office
of Elementary and Secondary Education.
[FR Doc. 2023-15159 Filed 7-13-23; 4:15 pm]
BILLING CODE 4000-01-P
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</html>Indexed from Federal Register on July 17, 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.