Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children With, and At Risk for, Developmental Delays or Disabilities, 3090-3099 [2022-00965]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 87, Number 13 (Thursday, January 20, 2022)]
[Notices]
[Pages 3090-3099]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-00965]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--Technical Assistance Center on Positive Social, 
Emotional, and Behavioral Outcomes for Young Children With, and At Risk 
for, Developmental Delays or Disabilities

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2022 for a 
Technical Assistance Center on Positive Social, Emotional, and 
Behavioral Outcomes for Young Children with, and At Risk for, 
Developmental Delays or Disabilities, Assistance Listing Number 
84.326B. This notice relates to the approved information collection 
under OMB control number 1820-0028.

DATES: 
    Applications Available: January 20, 2022.
    Deadline for Transmittal of Applications: March 21, 2022.
    Deadline for Intergovernmental Review: May 20, 2022.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979. Please note that these Common 
Instructions supersede the version published on February 13, 2019, and, 
in part, describe the transition from the requirement to register in 
SAM.gov a Data Universal Numbering System (DUNS) number to the 
implementation of the Unique Entity Identifier (UEI). More information 
on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Sunyoung Ahn, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5012A, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6460. Email: 
[email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable 
activities specified in the statute (see sections 663 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1463 and 
1481(d)).
    Absolute Priority: For FY 2022 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Technical Assistance Center on Positive Social, Emotional, and 
Behavioral Outcomes for Young Children with, and At Risk for, 
Developmental Delays or Disabilities.

Background

    The beginning years of a child's life are critical for building the 
early

[[Page 3091]]

foundation of learning, health, and wellness. Responsive relationships 
and high-quality early care and education experiences are central to 
promoting young children's social, emotional, and behavioral 
competence, which can lead to more success in school, relationships, 
and life (Campbell et al., 2016; Jones et al., 2015). However, early 
childhood systems and programs that serve infants, toddlers, and 
preschool children (young children) with, and at risk for, 
developmental delays or disabilities have struggled to systematically 
promote social, emotional, and behavioral competence and address 
behavioral challenges. According to a recent survey (Smith et al., 
2020), there is great variation in the capacity of State IDEA Part C 
programs to identify and meet the needs of infants and toddlers who 
have social-emotional delays, mental health conditions, or 
circumstances that put them at high risk of developing these 
difficulties. Most States report a shortage of qualified personnel who 
can provide services or provide training on evidence-based models that 
support young children's social, emotional, and behavioral development. 
In classroom settings, early childhood personnel frequently report that 
coping with challenging behavior is their most pressing training need 
and presents a barrier to including young children with disabilities 
into programs with their typically developing peers (Brock & Beaman-
Diglia, 2018; Snell et al., 2012).
    The well-documented, and troubling, data on preschool expulsion and 
suspension as well as its disproportionate application highlights the 
need for early childhood personnel to build competencies on how to 
equitably support young children's social, emotional, and behavior 
development. Early research by Gilliam (2005) showed that the rate of 
expulsion from State-funded pre-K programs was three times higher than 
that for K-12 programs. Later studies bolster these initial findings 
and demonstrate that suspension and expulsion from early education 
disproportionately affect young boys of color (Gilliam & Reyes, 2018; 
Malik, 2017; Meek & Gilliam, 2016).
    The COVID-19 pandemic has highlighted the need to improve the 
capacity of early childhood personnel and programs to promote young 
children's social, emotional, and behavioral competence. The pandemic 
is exposing many young children to added stressors, including reduced 
connection with peers, loss of family or community members, financial 
insecurity, or exacerbated physical or mental health needs of family 
members. Parents of young children with disabilities reported being 
more concerned about their children's behavior, development, and 
learning; and feeling more anxious and depressed during the pandemic 
(Center for Translational Neuroscience, 2020). Studies indicate that 
the COVID-19 pandemic's social distancing restrictions have prompted a 
surge in the mental health needs of children (West et al., 2021). 
Children of color are especially subject to significant stressors 
during the pandemic (Robles-Ramamurthy et al., 2021); however, they and 
their families have been less likely than their White counterparts to 
receive care or have access to services, placing them in an especially 
vulnerable position for social, emotional, and behavioral challenges 
(Stephenson, 2021). Because of these stressors, the President's 
Executive Order 14000, Supporting the Reopening and Continuing 
Operation of Schools and Early Childhood Education Providers (86 FR 
7215) identified the need for ``trauma-informed care, and behavioral 
and mental health support,'' and the ``promotion of mental health and 
social-emotional well-being'' in early childhood programs.
    Meeting young children's social, emotional, and behavioral needs 
requires a multi-faceted and multi-tiered approach. There is growing 
evidence that a multi-tiered system of support \1\ (MTSS) can yield 
positive outcomes in early childhood learning and social, emotional, 
and behavioral development (Blair et al., 2010; Hebbeler & Spiker, 
2016; Sanford & Horner, 2013; Wackerle-Hollman et al., 2021). One of 
the foundational premises of MTSS is inclusive, high-quality 
instruction in general education settings or a child's natural 
environments (Hebbeler & Spiker, 2016). The flexible, tiered structure 
of an MTSS framework can allow early childhood personnel and system 
leaders to integrate intervention and support components based on the 
program's needs and resources (Wackerle-Hollman et al., 2021) and 
ensure access, participation, and support for all young children in an 
early childhood program. Recently, there has been an effort to 
integrate trauma-informed \2\ approaches within MTSS frameworks to 
better support children's social, emotional, and behavioral development 
(Eber et al., 2020; National Center for Pyramid Model Innovations, 
2021; Ormiston et al., 2021). To leverage the flexibility and 
inclusiveness of an MTSS framework, and to embed necessary trauma-
informed supports for young children and their families, States and 
local early childhood systems and programs need to understand the key 
features of an MTSS framework and the supports needed to implement, 
scale-up, and sustain it. This includes building collaborative 
partnerships with community resources, including social service and 
health systems, to integrate necessary services within early childhood 
programs and scale-up and sustain effective practices.
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    \1\ For the purpose of this priority, ``multi-tiered system of 
supports (MTSS)'' is a way to provide high-quality teaching and 
responsive caregiving through the delivery of differentiated support 
for all young children. Four key practices in an early childhood 
MTSS include: (a) Universal screening to determine which children 
may need additional services or supports, (b) differentiation of 
child goals or outcomes to clarify what individual skills children 
need to focus on, (c) tiered instruction or interventions to meet 
children's need, and (d) ongoing progress monitoring to adjust 
instruction as needed (Division of Early Childhood, 2021).
    \2\ For the purpose of this priority, ``trauma-informed'' means 
a program, organization, or system realizes the widespread impact of 
trauma and understands potential paths for recovery; recognizes the 
signs and symptoms of trauma in clients, families, staff, and others 
involved with the system; and responds by fully integrating 
knowledge about trauma into policies, procedures, and practices, and 
seeks to actively resist retraumatization (Substance Abuse and 
Mental Health Services Administration, 2014).
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    The absolute priority is designed to accomplish these objectives. 
It is also aligned to the Secretary's priorities published in the 
Federal Register on December 10, 2021 (86 FR 70612) in the area of 
meeting student social, emotional, and academic needs.

Priority

    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a Technical Assistance Center on Positive Social, 
Emotional, and Behavioral Outcomes for Young Children with, and At Risk 
for, Developmental Delays or Disabilities. The Center will improve 
State and local capacity to implement, scale-up, and sustain effective 
practices and policies to equitably support the social, emotional, and 
behavioral development of young children with, and at risk for, 
developmental delays or disabilities.
    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased knowledge base on effective practices within, and 
implementation supports for, the equitable implementation of an early 
childhood MTSS framework that integrates necessary educational, social, 
and mental health services through partnerships and collaboration with 
community resources; supports the

[[Page 3092]]

inclusion of young children with disabilities across various settings; 
promotes family engagement; and embeds trauma-informed and culturally 
and linguistically responsive practices to promote positive and 
equitable social, emotional, and behavioral outcomes for all young 
children, including children of color, with, and at risk for, 
developmental delays or disabilities;
    (b) Improved State infrastructures to support the capacity of local 
early childhood programs and personnel to implement, scale-up, and 
sustain the MTSS framework to equitably improve the social, emotional, 
and behavioral outcomes of all young children with, and at risk for, 
developmental delays or disabilities and eliminate inappropriate, 
disproportionate, exclusionary, and ineffective discipline practices, 
such as suspension, expulsion, and seclusion and the inappropriate use 
of restraint that disproportionately impacts children of color and 
young children with disabilities.
    (c) Increased capacity of State and local early childhood programs 
to develop policies and implement practices to address factors that 
influence disparities in early childhood social, emotional, and 
behavioral outcomes, including, but not limited to, equitable access to 
services and supports for young children and families; impacts of 
adverse childhood experiences, toxic stress, and trauma on young 
children and families; and inappropriate and disproportionate 
discipline practices; and
    (d) Improved capacity of State and local early childhood programs 
to collect and use data to measure progress towards meeting social, 
emotional, and behavioral outcomes of young children with, and at risk 
for, developmental delays or disabilities at the child and program 
levels, and identifying any disparities across race, ethnicity, home 
language, and income levels within the data.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the current and emerging needs of States, early 
childhood programs, and personnel to improve the social, emotional, and 
behavioral outcomes of all young children with, and at risk for, 
developmental delays or disabilities through the implementation of an 
early childhood MTSS framework. To meet this requirement, the applicant 
must--
    (i) Present applicable national or State data demonstrating the 
need to improve positive social, emotional, and behavioral outcomes for 
all young children with, and at risk for, developmental delays or 
disabilities, and the needs of States, early childhood programs, and 
personnel in equitably implementing an early childhood MTSS framework 
focused on social, emotional, and behavioral development;
    (ii) Demonstrate knowledge of the current capacity of personnel to 
implement family engagement, trauma-informed, and culturally and 
linguistically responsive practices to promote positive and equitable 
social, emotional, and behavioral outcomes for all young children with, 
and at risk for, developmental delays or disabilities;
    (iii) Demonstrate knowledge of current educational issues and 
policy initiatives relating to--
    (A) Implementing and sustaining an early childhood MTSS framework 
that promotes positive and equitable social, emotional, and behavioral 
outcomes for all young children with, and at risk for, developmental 
delays or disabilities across early childhood systems and programs, 
including IDEA Part C and Part B, section 619, Head Start and Early 
Head Start, child care, and public preschool;
    (B) Reducing disparities in early childhood social, emotional, and 
behavioral outcomes, including through eliminating inappropriate and 
ineffective discipline practices, such as suspension, expulsion, and 
seclusion and the inappropriate use of restraint that 
disproportionately impacts children of color and young children with 
disabilities;
    (C) Increasing inclusive opportunities for young children with, and 
at risk for, developmental delays or disabilities; and
    (D) Providing equitable access to educational, social, and mental 
health services to young children and families to promote the social, 
emotional, and behavioral outcomes of young children with, and at risk 
for, developmental delays or disabilities and the intersection of these 
services; and
    (iv) Present information about the current level of State and local 
implementation of--
    (A) Early childhood MTSS frameworks focused on social, emotional, 
and behavioral development across early childhood systems and programs, 
including IDEA Part C and Part B, section 619, Head Start and Early 
Head Start, child care, and public preschool programs;
    (B) Policies and practices to reduce disparities in early childhood 
social, emotional, and behavioral outcomes, including through 
eliminating inappropriate and inequitable discipline practices, 
including suspension, expulsion, and seclusion, and the inappropriate 
use of restraint in early childhood programs;
    (C) Activities to measure changes in social, emotional, and 
behavioral outcomes at the child and program levels and make data-based 
decisions to inform more equitable practices and policies; and
    (D) Activities to support scaling-up and sustaining effective 
practices to improve social, emotional, and behavioral outcomes for 
young children with, and at risk for, developmental delays or 
disabilities through key implementation drivers, including 
comprehensive preservice preparation, professional development and 
support, family engagement and support, and policy changes; and
    (2) Improve State and local capacity to implement, scale-up, and 
sustain effective practices and policies to equitably support the 
social, emotional, and behavioral development of young children with, 
and at risk for, developmental delays or disabilities, and indicate the 
likely magnitude or importance of the improvements.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model \3\ (as defined in 34 CFR 77.1) 
by which the proposed project will achieve its intended outcomes that 
depicts, at a

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minimum, the goals, activities, outputs, and intended outcomes of the 
proposed project;
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    \3\ Logic model (34 CFR 77.1) (also referred to as a theory of 
action) means a framework that identifies key project components of 
the proposed project (i.e., the active ``ingredients'' that are 
hypothesized to be critical to achieving the relevant outcomes) and 
describes the theoretical and operational relationships among the 
key project components and relevant outcomes.
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    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework; https://osepideasthatwork.org/evaluation?tab=eval-logic; and 
https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2021112.pdf.
    (4) Be based on current research and make use of evidence-based 
practices (EBPs).\4\ To meet this requirement, the applicant must 
describe--
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    \4\ For the purposes of this priority, ``evidence-based 
practices'' means practices that, at a minimum, demonstrate a 
rationale (as defined in 34 CFR 77.1), where a key project component 
included in the project's logic model is informed by research or 
evaluation findings that suggest the project component is likely to 
improve relevant outcomes.
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    (i) The current research on effective and equitable early childhood 
MTSS frameworks that promote positive social, emotional, and behavioral 
outcomes; family engagement, trauma-informed, and culturally and 
linguistically responsive practices to support young children's social, 
emotional, and behavioral outcomes; service integration across 
education, social services, and health systems; systems change; and 
capacity building;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA; and
    (iii) How the proposed project will incorporate current research 
and practices in the development and delivery of its products and 
services;
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify or develop the knowledge base on 
effective practices within, and implementation supports for, an early 
childhood MTSS framework focused on social, emotional, and behavioral 
development across early childhood settings that--
    (A) Integrates effective educational, social and mental health 
services to support equitable access to needed services for young 
children with, and at risk for, developmental delays or disabilities 
and their families;
    (B) Promotes family engagement and supports, including those for 
families that have been traditionally underrepresented;
    (C) Embeds trauma-informed and culturally and linguistically 
responsive practices to promote positive and equitable social, 
emotional, and behavioral outcomes for all young children with, and at 
risk for, developmental delays or disabilities;
    (D) Increases the inclusion of young children with disabilities in 
early childhood programs;
    (E) Reduces disparities in early childhood social, emotional, and 
behavioral outcomes, including through eliminating the use of 
inappropriate, disproportionate, exclusionary, and ineffective 
discipline practices in early childhood programs;
    (F) Allows for the collection and use of data to inform decision-
making and identify disparities in social, emotional, and behavioral 
outcomes; and
    (G) Supports scaling-up and sustaining effective practices through 
key implementation drivers, such as preservice preparation, 
professional development and staffing support, family engagement and 
support, systems change, and policy changes;
    (ii) Its proposed approach to universal, general TA,\5\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach. At minimum, the approach should include activities 
focused on--
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    \5\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's website by independent users. Brief communications by TA 
center staff with recipients, either by telephone or email, are also 
considered universal, general TA.
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    (A) Identifying and developing resources and materials to increase 
the awareness of the benefits of implementing, scaling-up, and 
sustaining an early childhood MTSS framework focused on social, 
emotional, and behavioral development across early childhood systems 
and programs, and the importance of developing policies and practices 
to reduce disparities in early childhood social, emotional, and 
behavioral outcomes; and
    (B) Identifying and developing materials, resources, and tools to 
help States, local early childhood programs, and providers increase 
their knowledge of an MTSS framework and implement effective policies 
and practices to support positive and equitable social, emotional, and 
behavioral outcomes for all young children with, or at risk for, 
developmental delays or disabilities;
    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must identify--
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    \6\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach;
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level;
    (C) The process by which the proposed project will collaborate with 
other federally funded TA centers, including those funded by OSEP and 
the Department of Health and Human Services (HHS), that are focused on 
supporting the social, emotional, and behavioral development of young 
children with, and at risk for, developmental delays or disabilities 
across various early childhood systems and programs; and
    (D) Its proposed approach to increasing the engagement and 
leadership of State IDEA Part C and Part B, section 619 coordinators to 
collaborate with other early childhood State leaders to develop and 
implement policies and practices that address factors that influence 
disparities in early childhood social, emotional, and behavioral 
outcomes, including, but not limited to, eliminating the use of 
inappropriate, disproportionate, exclusionary, and ineffective 
discipline practices in early childhood programs and supporting 
equitable access to needed services and supports.

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    (iv) Its proposed approach to intensive, sustained TA,\7\ which 
must identify--
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    \7\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the services, a description of the 
services that the Center proposes to make available, and the expected 
impact of those services under this approach;
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
commitment to the initiative, alignment of the initiative to their 
needs, current infrastructure, available resources, and ability to 
build capacity within at the local level;
    (C) Its proposed plan for assisting State early childhood systems 
to build or enhance professional development systems, including by 
engaging key preservice preparation programs and in-service 
professional development providers;
    (D) Its proposed plan for working across early childhood, social 
service, and health systems to ensure that there are processes in place 
to support the implementation of an early childhood MTSS framework that 
integrates necessary educational, social, and mental health services to 
promote young children's social, emotional, and behavioral development; 
and
    (E) The process by which the proposed project will ensure the use 
of effective TA practices and continuously evaluate the practices to 
improve the delivery of TA; and
    (v) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (7) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the Center's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project 
developed in consultation with and implemented by a third-party 
evaluator.\8\ The evaluation plan must--
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    \8\ A ``third-party'' evaluator is an independent and impartial 
program evaluator who is contracted by the grantee to conduct an 
objective evaluation of the project. This evaluator must not have 
participated in the development or implementation of any project 
activities, except for the evaluation activities, nor have any 
financial interest in the outcome of the evaluation.
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    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(2)(ii) of the application and administrative 
requirements in this priority;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes will be measured to answer the evaluation 
questions. Specify the measures and associated instruments or sources 
for data appropriate to the evaluation questions. Include information 
regarding reliability and validity of measures where appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve service 
delivery over the course of the project and to refine the proposed 
logic model and evaluation plan, including subsequent data collection;
    (4) Provide a timeline for conducting the evaluation, and include 
staff assignments for completing the plan. The timeline must indicate 
that the data will be available annually for the annual performance 
report (APR) and at the end of Year 2 for the review process described 
under the heading, Fourth and Fifth Years of the Project;
    (5) Dedicate sufficient funds in each budget year to cover the 
costs of developing or refining the evaluation plan in consultation 
with a ``third-party'' evaluator, as well as the costs associated with 
the implementation of the evaluation plan by the third-party evaluator.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, including racially, 
ethnically, and linguistically diverse families, early childhood 
educators, early intervention and early childhood special educators, 
administrators, TA providers, researchers, and policy makers, among 
others, in its development and operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, or 
virtually, after receipt of the award, and an annual planning meeting 
in Washington, DC, or virtually, with the OSEP project officer and 
other relevant staff during each subsequent year of the project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference

[[Page 3095]]

must be held between the OSEP project officer and the grantee's project 
director or other authorized representative;
    (ii) A two and one-half day project directors' conference in 
Washington, DC, or virtually, during each year of the project period;
    (iii) Two annual two-day trips, or virtually, to attend Department 
briefings, Department-sponsored conferences, and other meetings, as 
requested by OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, or 
virtually, during the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period;
    (4) Engage doctoral students or post-doctoral fellows in the 
project to increase future leaders in the field who are knowledgeable 
on how to implement, scale-up, and sustain an MTSS framework focused on 
social, emotional, and behavioral development; and culturally 
responsive practices and policies that support positive and equitable 
social, emotional, and behavioral outcomes for young children with, and 
at risk for, developmental delays or disabilities;
    (5) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry- recognized standards for 
accessibility;
    (6) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (7) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to a new award 
at the end of this award period, as appropriate.

Fourth and Fifth Years of the Project

    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will, under 34 CFR 75.253(a), consider 
certain requirements, including--
    (a) The recommendations of a 3+2 review team consisting of experts 
selected by the Secretary. 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

Blair, K.S.C., Fox, L., & Lentini, R. (2010). Use of positive 
behavior support to address the challenging behavior of young 
children within a community early childhood program. Topics in Early 
Childhood Special Education, 30(2), 68-79.
Brock, M.E., & Beaman-Diglia, L.E. (2018). Efficacy of coaching 
preschool teachers to manage challenging behavior. Education and 
Treatment of Children, 41(1), 31-48.
Campbell, S.B., Denham, S.A., Howarth, G.Z., Jones, S.M., Whittaker, 
J.V., Williford, A.P., Willoughby, M.T., Yudron, M., & Darling-
Churchill, K. (2016). Commentary on the review of measures of early 
childhood social and emotional development: Conceptualization, 
critique, and recommendations. Journal of Applied Developmental 
Psychology, 45, 19-41.
Center for Translational Neuroscience. (2020). Overloaded: Families 
with children who have special needs are bearing an especially heavy 
weight, and support is needed. University of Oregon. https://medium.com/rapid-ec-project/overloaded-families-with-children-who-have-special-needs-are-bearing-an-especially-heavy-weight-4e613a7681bd.
Division for Early Childhood. (2021). New position statement: 
Multitiered system of support framework in early childhood. 
www.decdocs.org/position-statement-mtss.
Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K. 
(2020). Integrating a trauma-informed approach within a PBIS 
framework. Center on Positive Behavioral Interventions and Supports, 
University of Oregon. www.pbis.org/resource/integrating-a-trauma-informed-approach-within-a-pbis-framework.
Exec. Order No. 14000, 86 FR 7215 (7215-7218). www.govinfo.gov/content/pkg/FR-2021-01-26/pdf/2021-01864.pdf.
Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion 
rates in state prekindergarten systems. Foundation for Child 
Development. www.researchgate.net/publication/228701481_Prekindergarteners_Left_Behind_Expulsion_Rates_in_State_Prekindergarten_Systems.
Gilliam, W.S., & Reyes, C.R. (2018). Teacher decision factors that 
lead to preschool expulsion: Scale development and preliminary 
validation of the preschool expulsion risk measure. Infants & Young 
Children, 31(2), 93-108.
Hebbeler, K., & Spiker, D. (2016). Supporting young children with 
disabilities. The future of children, 185-205. https://files.eric.ed.gov/fulltext/EJ1118562.pdf.
Jones, D.E., Greenberg, M, & Crowley, M. (2015). Early social-
emotional functioning and public health: The relationship between 
kindergarten social competence and future wellness. American Journal 
of Public Health, 105(11), 2283-2290.
Malik, R. (2017). New data reveal 250 preschoolers are suspended or 
expelled every day. Center for American Progress, 17, 2018.
Meek, S.E., & Gilliam, W.S. (2016). Expulsion and suspension in 
early education as matters of social justice and health equity 
[Discussion paper]. NAM Perspectives, 6(10). National Academy of 
Medicine. https://doi.org/10.31478/201610e.
National Center for Pyramid Model Innovations. (2020). Trauma-
informed care and the Pyramid Model for promoting social and 
emotional competence in infants and young children. University of 
South Florida. https://challengingbehavior.cbcs.usf.edu/docs/Trauma-Informed-Care_PyramidModel.pdf.
Ormiston, H.E., Nygaard, M.A., & Heck, O.C. (2020). The role of 
school psychologists in the implementation of trauma-informed multi-
tiered systems of support in schools. Journal of Applied School 
Psychology, 37(4), 319-351. https://doi.org/10.1080/15377903.2020.1848955.
Robles-Ramamurthy, B., Coombs, A.A., Wilson, W., & Vinson, S.Y. 
(2021). Black children and the pressing need for antiracism in child 
psychiatry. Journal of the American Academy of Child and Adolescent 
Psychiatry, 60(4), 432-434.
Sanford, A.K., & Horner, R.H. (2013). Effects of matching 
instruction difficulty to reading level for students with escape-
maintained problem behavior. Journal of Positive Behavior 
Interventions, 15(2), 79-89.
Smith, S., Ferguson, D., Burak, E.W., Granja, M.R., & Ortuzar, C. 
(2020). Supporting social-emotional and mental health needs of young 
children through Part C early intervention: Results of a 50-State 
survey. National Center for Children in Poverty, Bank Street 
Graduate School of Education. www.nccp.org/wp-content/uploads/2020/11/Part-C-Report-Final.pdf.
Snell, M.E., Voorhees, M.D., Berlin, R.A., Stanton-Chapman, T.L., 
Hadden, S., & McCarty, J. (2012). Use of interview and

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observation to clarify reported practices of Head Start staff 
concerning problem behavior: For programs and training. Journal of 
Positive Behavior Interventions, 14, 108-117.
Stephenson, J. (2021, June). Children and teens struggling with 
mental health during COVID-19 pandemic. In JAMA Health Forum (Vol. 
2, No. 6, pp. e211701-e211701). American Medical Association.
Substance Abuse and Mental Health Services Administration. (2014). 
SAMHSA's concept of trauma and guidance for a trauma-informed 
approach (HHS Publication No. 14-4884). https://store.samhsa.gov/system/files/sma14-4884.pdf.
Wackerle-Hollman, A., Spencer, T.D., Artman-Meeker, K., Kelley, 
E.S., Dur[aacute]n, L., & Foster, M.E. (2021). Multi-tiered system 
of supports in early childhood: Identifying gaps, considerations for 
application, and solutions. Early Childhood Research Quarterly, 56, 
201-212.
West, K.D., Ali, M.M., Schreier, A., & Plourde, E. (2021). Child and 
Adolescent Mental Health During COVID-19: Considerations for Schools 
and Early Childhood Providers (Issue Brief). U.S. Department of 
Health and Human Services, Office of the Assistant Secretary for 
Planning and Evaluation.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1463 and 1481.

    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in the 
Federal civil rights laws.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$49,345,000 for the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program for FY 
2022, of which we intend to use an estimated $1,100,000 for this 
competition. The actual level of funding, if any, depends on final 
congressional action. However, we are inviting applications to allow 
enough time to complete the grant process if Congress appropriates 
funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2023 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $1,100,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: State educational agencies; State lead 
agencies under Part C of the IDEA; local educational agencies (LEAs), 
including public charter schools that are considered LEAs under State 
law; IHEs; other public agencies; private nonprofit organizations; 
freely associated States and outlying areas; Indian Tribes or Tribal 
organizations; and for-profit organizations.
    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 www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application. Under 34 CFR 75.708(e), a grantee may 
contract for supplies, equipment, and other services in accordance with 
2 CFR part 200.
    4. Other General Requirements:
    (a) Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979, which contain requirements and 
information on how to submit an application. Please note that these 
Common Instructions supersede the version published on February 13, 
2019, and, in part, describe the transition from the requirement to 
register in SAM.gov a DUNS number to the implementation of the UEI. 
More information on the phase-out of DUNS numbers is available at 
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 70 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles,

[[Page 3097]]

headings, footnotes, quotations, reference citations, and captions, as 
well as all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     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 as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (15 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Adequacy of resources and quality of project personnel (20 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (iv) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (v) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
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

[[Page 3098]]

IDEA also have placed additional constraints on the availability of 
reviewers. Therefore, the Department has determined that for some 
discretionary grant competitions, applications may be separated into 
two or more groups and ranked and selected for funding within specific 
groups. This procedure will make it easier for the Department to find 
peer reviewers by ensuring that greater numbers of individuals who are 
eligible to serve as reviewers for any particular group of applicants 
will not have conflicts of interest. It also will increase the quality, 
independence, and fairness of the review process, while permitting 
panel members to review applications under discretionary grant 
competitions for which they also have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act for Fiscal Year 2019 (Pub. L. 115-
232) (2 CFR 200.216);
    (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 or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Under 34 CFR 75.110, the Department has 
established a set of performance measures, including long-term 
measures, that are designed to yield information on various aspects of 
the effectiveness and quality of the Technical Assistance and 
Dissemination to Improve Services and Results for Children With 
Disabilities program. These measures are:
     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.
     Program Performance Measure #2: The percentage of Special 
Education Technical Assistance and Dissemination products and services 
deemed by an independent review panel of qualified experts to be of 
high relevance to educational and early intervention policy or 
practice.

[[Page 3099]]

     Program Performance Measure #3: The percentage of all 
Special Education Technical Assistance and Dissemination products and 
services deemed by an independent review panel of qualified experts to 
be useful in improving educational or early intervention policy or 
practice.
     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.
     Long-term Program Performance Measure: The percentage of 
States receiving Special Education Technical Assistance and 
Dissemination services regarding scientifically or evidence-based 
practices for infants, toddlers, children, and youth with disabilities 
that successfully promote the implementation of those practices in 
school districts and service agencies.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the Center meet needs identified by 
stakeholders and may require the Center to report on such alignment in 
their annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person 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 www.govinfo.gov. 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 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Katherine Neas,
Deputy Assistant Secretary, Delegated the authority to perform the 
functions and duties of the Assistant Secretary for the Office of 
Special Education and Rehabilitative Services.
[FR Doc. 2022-00965 Filed 1-19-22; 8:45 am]
BILLING CODE 4000-01-P