Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-National Technical Assistance Center for Inclusive Practices and Policies, 3788-3795 [2022-01353]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 87, Number 16 (Tuesday, January 25, 2022)]
[Notices]
[Pages 3788-3795]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-01353]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--National Technical Assistance Center for Inclusive 
Practices and Policies

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 
National Technical Assistance Center for Inclusive Practices and 
Policies, Assistance Listing Number 84.326Y. This notice relates to the 
approved information collection under OMB control number 1820-0028.

DATES: 
    Applications Available: January 25, 2022.
    Deadline for Transmittal of Applications: March 28, 2022.
    Deadline for Intergovernmental Review: May 25, 2022.
    Pre-Application Webinar Information: No later than January 31, 
2022, the Office of Special Education Programs (OSEP) will post pre-
recorded informational webinars designed to provide technical 
assistance (TA) to interested applicants. The webinars may be found at 
www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

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: Susan Weigert, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5177, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6522. 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 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.
    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 sections 663 and 681(d) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1463 and 1481(d)).

[[Page 3789]]

    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:
    National Technical Assistance Center for Inclusive Practices and 
Policies.
    Background:
    All children with disabilities benefit when educators have high 
expectations of them and take steps to ensure that they participate and 
make progress in the general education curriculum to the maximum extent 
possible (e.g., Agran et al., 2020; Allor et al., 2014; Dessemontet et 
al., 2012; Gee et al., 2020; McDonnell & Hunt, 2014; Ryndak et al., 
2013). Furthermore, IDEA requires that, to the maximum extent 
appropriate, children with disabilities, including children in public 
or private institutions or other care facilities, are educated with 
children who are not disabled, and special classes, separate schooling, 
or other removal of children with disabilities from the regular 
educational environment occurs only when the nature or severity of the 
disability of a child is such that education in regular classes with 
the use of supplementary aids and services cannot be achieved 
satisfactorily. (IDEA section 612(a)(5)(A)). This requirement to 
educate children in the least restrictive environment (LRE) is a 
cornerstone of IDEA and applies to all children with disabilities, 
including students with significant cognitive disabilities, who often 
need high levels of support.\1\
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    \1\ Cognitive disabilities include intellectual disabilities, 
autism, multiple disabilities, deaf-blindness, and traumatic brain 
injury.
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    Despite the progress State educational agencies (SEAs) and local 
educational agencies (LEAs) have made in including students with 
disabilities in the LRE, many students with significant cognitive 
disabilities continue to be educated in separate settings (e.g., 
classrooms, schools, and out-of-district placements) where exposure to 
the general education classroom, nondisabled peers, and the core 
curriculum is limited. The wide variation in educational placements 
across the country suggests, at a minimum, that placement of students 
with significant cognitive disabilities may not always be determined 
based on their individual educational needs. Further, despite advances 
in identifying effective and inclusive policies \2\ and practices \3\ 
for serving children with disabilities, implementation of the LRE 
requirements for children with significant cognitive disabilities, 
including those who are also English learners, remains a challenge for 
SEAs and LEAs. This TA Center will help address these challenges.
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    \2\ For the purposes of this priority, inclusive policies refer 
to State and local education policies that support the 
implementation of inclusive practices.
    \3\ For the purposes of this priority, inclusive practices refer 
to a range of individualized supplementary aids and services that 
facilitate the participation of students with disabilities in 
general education classrooms. Examples include adapted curricula 
aligned to grade-level or alternate academic achievement standards, 
specific instructional strategies, classroom instructional 
configurations, and personnel in general education settings.
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    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Technical Assistance Center for 
Inclusive Practices and Policies (TA Center). The TA Center will assist 
SEAs and LEAs to successfully implement and sustain evidence-based \4\ 
inclusive practices and policies based on individualized 
determinations, for students with significant cognitive disabilities, 
including those who are also English learners, in elementary, middle, 
and high school (K-12) programs. The TA Center will select, in 
collaboration with OSEP, SEAs with a demonstrated commitment to 
developing and implementing inclusive practices and policies in 
schools. The TA Center must achieve, at a minimum, the following 
expected outcomes:
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    \4\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component included in the 
project's logic model is informed by research or evaluation findings 
that suggest the project component is likely to improve relevant 
outcomes.
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    (a) Increase the capacity of SEA, LEA, and school personnel to 
support and implement inclusive practices and policies in grade-level 
academic and extracurricular settings for students with significant 
cognitive disabilities.
    (b) Increase the quantity of time that students with significant 
cognitive disabilities are served in more inclusive environments, where 
appropriate, based on their individual needs;
    (c) Increase educational engagement for students with significant 
cognitive disabilities across multiple settings and activities (e.g., 
classroom, academic instruction, extracurricular activities) throughout 
the school day;
    (d) Improve the quality of instruction, including the use of 
interventions and accommodations supported by evidence, for students 
with significant cognitive disabilities in more inclusive environments 
based on their individual needs and aligned to the general education 
curriculum; and
    (e) Develop and disseminate an implementation package of products 
and resources that will assist SEAs, LEAs, and schools to implement 
inclusive practices and policies and increase the amount of time that 
students with significant cognitive disabilities are served in the LRE, 
based on their individual needs.
    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) Improve SEAs' and LEAs' implementation and sustainability of 
evidence-based inclusive practices and policies that are designed to 
improve access to more inclusive environments and increase the amount 
of educational engagement for students with significant cognitive 
disabilities. To meet this requirement, the applicant must--
    (i) Present applicable State, regional, or local data demonstrating 
SEAs' and LEAs' needs for high-quality implementation of evidence-based 
inclusive practices and policies, as well as students' access to more 
inclusive environments, particularly for students with significant 
cognitive disabilities;
    (ii) Present information about the current levels of inclusion of 
students with significant cognitive disabilities in systems of tiered 
support, including the availability of universal, general; targeted, 
specific; and intensive, sustained interventions designed to support 
retention of such students in inclusive classrooms;
    (iii) Demonstrate knowledge of current educational issues and 
policy initiatives relating to inclusive practices and policies for 
students with significant cognitive disabilities, including those who 
are also English learners;
    (iv) Present information about increasing implementation of 
inclusive vocational technology instruction to support transition and 
career-readiness for middle and high school students with significant 
cognitive disabilities, including preparation for competitive 
integrated or supported employment;
    (v) Present information about increasing teachers' capacity to 
implement instruction aligned with appropriate standards, and formative 
and interim assessments for students with significant cognitive 
disabilities in inclusive classrooms; and

[[Page 3790]]

    (vi) Present information about increasing parents' capacity to 
become effective partners in implementing inclusive practices for 
students with significant cognitive disabilities; and
    (2) Address the likely magnitude or importance of improving the 
quantity of time students with significant cognitive disabilities spend 
in general educational environments, where appropriate, based on their 
individual needs, and increasing the amount of their educational 
engagement.
    (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 products and services 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 \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\ 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). To meet this requirement, the applicant must 
describe--
    (i) How the proposed project proposes to identify, develop, and 
expand the knowledge base about instruction and assessment of students 
with significant cognitive disabilities;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA;
    (iii) How the proposed project will incorporate current research 
and EBPs in the development and delivery of its products and services; 
and
    (iv) How the proposed project will collaborate with the OSEP-funded 
National Assessment Center to incorporate information on including 
students with significant cognitive disabilities in State and district-
wide assessment systems;
    (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 and expand the knowledge 
base about instruction and assessment of students with significant 
cognitive disabilities;
    (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 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 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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    (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 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 under this 
approach; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level;
    (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 TA 
center staff and the TA recipient. ``TA services'' are defined as a 
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 products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of TA recipients 
to work with the project, including their commitment to the initiative, 
alignment of the initiative to their needs, current infrastructure, 
available resources, and ability to build capacity at the local 
district and program levels;
    (C) Its proposed plan for assisting SEAs, LEAs, and school 
personnel 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 system (e.g., SEAs, regional TA providers, districts, 
schools, families) to ensure that there is communication between each 
level and that there are systems in place to support implementation of 
evidence-based inclusive practices and policies;
    (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 TA Center's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an

[[Page 3791]]

evaluation plan for the project developed in consultation with and 
implemented by a ``third-party'' evaluator.\9\ The evaluation plan 
must--
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    \9\ 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 must be related to the project's proposed logic model 
required in paragraph (b)(2)(ii) of this notice;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes, will be measured to answer the evaluation 
questions. Specify the measures and associated instruments or sources 
for data appropriate to the evaluation questions. Include information 
regarding reliability and validity of measures where appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve service 
delivery over the course of the project and to refine the proposed 
logic model and evaluation plan, including subsequent data collection;
    (4) Provide a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that the data will be available annually for the annual performance 
report (APR) and at the end of Year 2 for the review process described 
under the heading, Fourth and Fifth Years of the Project; and
    (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, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one- and one-half day kick-off meeting in Washington, DC, 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 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) Up to 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 last half of the second year of the project 
period;
    (3) Include, in the budget, a line item for an annual set-aside of 
five (5) percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period;
    (4) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry-recognized standards for 
accessibility;
    (5) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (6) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to this new 
award period and at the end of this award period, as appropriate.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), including--
    (a) The recommendations of a 3+2 review team consisting of experts 
with experience and knowledge in providing TA to address the needs of 
students with the most significant cognitive disabilities and inclusive 
practices. 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

Agran, M., Jackson, L., Kurth, J., Ryndak, D., Burnette, K., 
Jameson, M., Zagona, A.,

[[Page 3792]]

Fitzpatrick, H., & Wehmeyer, M. (2020). Why aren't students with 
severe disabilities being placed in general education classrooms: 
Examining the relations among classroom placement, learner outcomes, 
and other factors. Research and Practice for Persons with Severe 
Disabilities, 45(1), 4-13. https://doi.org/10.1177/1540796919878134.
Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al 
Otaiba, S. (2014). Is scientifically based reading instruction 
effective for students with below-average IQs? Exceptional Children, 
80, 287-306. https://doi.org/10.1177/0014402914522208.
Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of 
inclusion on the academic achievement and adaptive behavior of 
children with intellectual disabilities. Journal of Intellectual 
Disability Research, 56(6), 579-587. https://dx.doi.org/10.1111/j.1365-2788.2011.01497.x.
Gee, K., Gonzalez, M., & Cooper, C. (2020). Outcomes of inclusive 
versus separate placements: A matched pairs comparison study. 
Research and Practice for Persons with Severe Disabilities, 45, 223-
240. https://doi.org/10.1177/1540796920943469.
McDonnell, J., & Hunt, P. (2014). Inclusive education and meaningful 
school outcomes. In Agran, M., Brown, F., Hughes, C., Quirk, C., 
Ryndak, D. (Eds.), Equity and full participation for individuals 
with severe disabilities: A vision for the future (pp. 155-176). 
Paul H. Brookes Publishing Co., Inc.
Ryndak, D. L., Jackson, L., & White, J. M. (2013). Involvement and 
progress in the general curriculum for students with extensive 
support needs: K-12 inclusive-education research and implications 
for the future. Inclusion, 1(1), 28-49. https://doi.org/10.1352/2326-6988-1.1.028.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553), the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1463 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (No procurement) 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 $2,000,000 for this 
competition. The actual level of funding, if any, depends on final 
congressional action. However, we are inviting applications to allow 
enough time to complete the grant process if Congress appropriates 
funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2023 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $2,000,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; 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 
the 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, subpart D.
    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/2021-27979February 13, 2019 (84 FR 3768) and 
available at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, 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

[[Page 3793]]

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, 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 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 design and services (35 points).
    (1) The Secretary considers the quality of the design of the 
proposed project and the quality of the services to be provided by the 
proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (iv) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce 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.

[[Page 3794]]

    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act 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

[[Page 3795]]

reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, we have established a set of performance measures, 
including long-term measures, that are designed to yield information on 
various aspects of the effectiveness and quality of the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children With Disabilities program. These measures are:
     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.
     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 to Improve Services and Results 
for Children with Disabilities 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 TA Center meet needs identified 
by stakeholders and may require the TA Center to report on such 
alignment in its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at 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. 2022-01353 Filed 1-24-22; 8:45 am]
BILLING CODE 4000-01-P