Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-Early Childhood Personnel Equity Center, 15218-15227 [2022-05622]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 87, Number 52 (Thursday, March 17, 2022)]
[Notices]
[Pages 15218-15227]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-05622]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--Early Childhood 
Personnel Equity Center

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2022 for the 
Early Childhood Personnel Equity Center, Assistance Listing Number 
84.325C. This notice relates to the approved information collection 
under OMB control number 1820-0028.

DATES: 
    Applications Available: March 17, 2022.
    Deadline for Transmittal of Applications: May 16, 2022.
    Deadline for Intergovernmental Review: July 15, 2022.
    Pre-Application Webinar Information: No later than March 22, 2022, 
the Office of Special Education and Rehabilitative Services (OSERS) 
will post details on pre-recorded informational webinars designed to 
provide technical assistance to interested applicants. Links to the 
webinars may be found at 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: Tracie Dickson, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5176, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7844. Email: 
[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 purposes of this program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research and experience, to be successful 
in serving those children.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable 
activities specified in the statute (see sections 662 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1462 and 
1481(d)).
    Absolute Priority: For FY 2022 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Early Childhood Personnel Equity Center.
    Background:
    All children have the right to equitable learning opportunities.

[[Page 15219]]

Enhancing equity within the early childhood system requires a specific 
focus on preservice preparation so that the future workforce is 
racially, ethnically, and linguistically diverse and has the 
competencies to support the developmental and learning needs of the 
increasing population of infants, toddlers, and preschool children 
(young children) from racially, ethnically, and linguistically diverse 
backgrounds. Approximately 50 percent of infants and toddlers in the 
United States are children of color (ZERO TO THREE, 2021), one in four 
young children are learning both a home language and English 
simultaneously (Luo, Song, Villacis, & Santiago-Bonilla, 2021). This 
trend is reflected in the IDEA Section 618 data submitted by States 
that shows a substantial number of children and families from racially, 
ethnically, and linguistically diverse backgrounds enrolled in IDEA 
Part C and Part B, Section 619 with 50 percent of infants and toddlers 
and 48 percent of preschool children identified as racially, 
ethnically, and linguistically diverse (U.S. Department of Education, 
2020).
    To support the developmental needs of young children and their 
families from racially, ethnically, and linguistically diverse 
backgrounds, it is essential that preservice preparation programs are 
intentionally designed to prepare early childhood personnel to serve 
young children and their families in their communities (Cochran-Smith 
et al., 2016). Currently, most early childhood preservice preparation 
programs do not consistently provide programs of study that are both 
equity-based and competency-aligned (Cochran-Smith et al., 2016; 
National Center on Early Childhood Development, Teaching, and Learning, 
2018). An equity-based program of study includes, but is not limited 
to, developing scholars' understanding of dual language learning, 
disability, systemic racism, and the role of cultural inclusivity in 
learning; implicit bias and its manifestation in decision making; 
individualized pedagogy and assessment methods; and building 
partnerships with diverse families.
    Current research demonstrates that the diversity of the early 
childhood setting and staff, and the caregiver-child relationship, are 
important considerations for meeting children's developmental and 
learning needs during the early years (Accavitti & Williford, 2020; 
James & Iruka, 2018). For example, caregiver-child relationships are 
positively impacted by increased racial, ethnic, and linguistic 
diversity, including more positive caregiver perceptions, particularly 
around behavior (Kunemund et al., 2020). While having a diverse 
workforce is necessary to improve outcomes for young children and 
families from racially, ethnically, and linguistically diverse 
backgrounds, the demographics of personnel entering the early 
intervention and special education fields do not reflect the 
demographics of the young children and families served under IDEA. Data 
from the Personnel Development Program Data Collection System (PDPDCS) 
show that graduates from OSEP-supported personnel preparations programs 
are more likely to be White. Specifically, the race/ethnicity of funded 
scholars was 62 percent White, 14 percent Hispanic, 9 percent Black, 3 
percent Asian, and 12 percent unreported (U.S. Department of Education, 
OSEP, 2021).
    Many individuals from racially, ethnically, and linguistically 
diverse backgrounds experience systemic barriers to accessing and 
successfully completing comprehensive preparation programs. Increasing 
the diversity of faculty is one strategy that has proven successful in 
removing barriers to graduation for scholars from racially, ethnically, 
and linguistically diverse backgrounds. College faculty from racially, 
ethnically, and linguistically diverse backgrounds increased in the 
United States over the past two decades, but faculty are still 
disproportionately more likely to be White (U.S. Department of 
Education, National Center for Education Statistics, 2020). This is 
true in early intervention and special education, as PDPDCS data show 
that graduates of OSEP-supported doctoral programs, who often accept 
faculty positions upon graduation, were 78 percent White, 5 percent 
Hispanic, 6 precent Black, 6 percent Asian, and 5 percent unreported. 
(U.S. Department of Education, OSEP, 2021). Research shows that there 
is a correlation between preservice scholar performance and the 
increased racial, ethnic, and linguistic backgrounds of faculty. For 
example, a study looking at community college classrooms found that 
performance gaps of scholars of color can close by 20 to 50 percent if 
faculty more closely resemble scholars (Davis & Fry, 2019). When taught 
by faculty from racially, ethnically, and linguistically diverse 
backgrounds, scholars from diverse backgrounds obtain better grades 
(Carver-Thomas, 2018), are less likely to drop a course, are more 
likely to pass a course, and are more likely to complete the degree 
requirements that lead to graduation (Marchitello & Trinidad, 2019).
    This Center will advance the Secretary's priorities related to 
supporting a diverse educator workforce and professional growth to 
strengthen student learning.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a national Early Childhood Personnel Equity 
Center to improve outcomes for young children with disabilities by 
increasing the number of early childhood personnel \1\ and faculty from 
racially, ethnically, and linguistically diverse backgrounds and 
enhancing equity content within early childhood preparation programs 
\2\ to ensure that early childhood personnel have the necessary 
knowledge, skills, competencies, and dispositions to deliver equitable 
evidence-based interventions and services to young children with 
disabilities and their families.
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    \1\ For the purposes of this priority, ``early childhood 
personnel'' include early childhood educators, early 
interventionists, early childhood special educators, and related 
services providers that provide services to young children with 
disabilities and their families.
    \2\ For the purposes of this priority, ``early childhood 
preparation programs'' include associate, bachelor's, master's, and 
doctoral programs that prepare early childhood personnel.
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    The project must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased capacity of institutions of higher education (IHEs) 
with early childhood preparation programs to develop, implement, and 
sustain a program of study centered within an equity framework that is 
aligned with national professional organization personnel standards, 
State personnel standards, and evidence-based practices (EBPs); \3\
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    \3\ For the purposes of this priority, ``evidence-based 
practices'' means practices that, at a minimum, demonstrate a 
rationale (as defined in 34 CFR 77.1), where a key project component 
included in the project's logic model is informed by research or 
evaluation findings that suggest the project component is likely to 
improve relevant outcomes.
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    (b) Increased capacity of States to revise and implement State 
personnel standards so that they are aligned to national professional 
organization personnel standards and define the knowledge, skills, 
competencies, and dispositions that early childhood personnel need to 
deliver equitable interventions and services for young children with 
disabilities and their families;
    (c) Increased capacity of IHEs at the associate, bachelor's, 
master's, and doctoral levels to attract, prepare, and graduate 
scholars from racially, ethnically, and linguistically diverse 
backgrounds that will lead to an early childhood workforce that is more 
diverse;

[[Page 15220]]

    (d) Increased capacity of States, local educational agencies 
(LEAs), and early intervention service providers to address personnel 
shortages by partnering with IHEs to develop an infrastructure and 
implement programs and incentives that attract, prepare, and graduate 
scholars from racially, ethnically, and linguistically diverse 
backgrounds at the associate, bachelor's, master's, and doctoral levels 
and support them to enter and stay in the early childhood profession; 
and
    (e) Increased capacity of IHEs to recruit and retain faculty from 
racially, ethnically, and linguistically diverse backgrounds to improve 
scholar engagement and retention in early childhood preparation 
programs.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address current and emerging needs to strengthen early 
childhood preservice preparation to ensure that the early childhood 
workforce is prepared to serve young children with disabilities and 
their families who are from racially, ethnically, and linguistically 
diverse backgrounds. To meet this requirement, the applicant must--
    (i) Demonstrate knowledge of equity issues within early childhood 
education and the role of personnel preparation in addressing these 
issues;
    (ii) Present applicable data demonstrating the need for IHEs to 
strengthen early childhood preservice programs of study so that they 
are centered within an equity framework to prepare personnel to deliver 
equitable interventions and services for young children with 
disabilities and their families; and
    (iii) Demonstrate knowledge of the current research on equity-
centered programs of study in early childhood; and the current capacity 
of faculty in IHEs to develop, implement, and sustain a program of 
study centered within an equity framework to prepare personnel to 
deliver equitable interventions and services for young children with 
disabilities and their families;
    (2) Address the current and emerging needs of early childhood 
preparation programs to attract, prepare, and graduate scholars from 
racially, ethnically, and linguistically diverse backgrounds from the 
associate, bachelor's, master's, and doctoral levels. To meet this 
requirement, the applicant must--
    (i) Present national and State data on the current need to increase 
early childhood personnel from racially, ethnically, and linguistically 
diverse backgrounds and research on the benefits of having an early 
childhood workforce that is diverse;
    (ii) Demonstrate knowledge of the current research and policy 
initiatives related to increasing scholars from racially, ethnically, 
and linguistically diverse backgrounds in early childhood preparation 
programs; and
    (iii) Present information on the current capacity of early 
childhood preparation programs to implement strategies such as policies 
that support the admission of scholars from racially, ethnically, and 
linguistically diverse backgrounds; provide financial and academic 
support and mentoring; and establish articulation agreements to 
attract, prepare, and graduate scholars from racially, ethnically, and 
linguistically diverse backgrounds that better meet the personnel needs 
in States;
    (3) Address the needs of States to partner with IHEs to address the 
current shortages of personnel and to ensure that the early childhood 
workforce is racially, ethnically, and linguistically diverse and 
prepared to serve young children with disabilities and their families 
from racially, ethnically, and linguistically diverse backgrounds. To 
meet this requirement, the applicant must--
    (i) Present applicable data on how States' personnel standards are 
aligned to national professional organization personnel standards and 
address the skills, knowledge, competencies, and dispositions needed to 
deliver equitable interventions and services for young children with 
disabilities and their families, and how early childhood preparation 
programs align programs of study to State personnel standards; and
    (ii) Present information on the current capacity of States to 
partner with IHEs to implement strategies such as financial support, 
incentives, and career ladders to attract, prepare, and retain early 
childhood personnel from racially, ethnically, and linguistically 
diverse backgrounds;
    (4) Address the needs of IHEs to attract and retain faculty from 
racially, ethnically, and linguistically diverse backgrounds into early 
childhood preparation programs. To meet this requirement, the applicant 
must--
    (i) Present national and State data on the current need to increase 
faculty from racially, ethnically, and linguistically diverse 
backgrounds in early childhood preparation programs and research on the 
benefits of having faculty from racially, ethnically, and 
linguistically backgrounds;
    (ii) Demonstrate knowledge of the current research and policy 
initiatives related to increasing faculty from racially, ethnically, 
and linguistically diverse backgrounds in early childhood preparation 
programs; and
    (iii) Present information on the current capacity of early 
childhood preparation programs to implement strategies such as 
collaborative networks and mentoring to advance retention, promotion, 
and tenure as well as post-tenure support to attract and retain faculty 
from racially, ethnically, and linguistically diverse backgrounds; and
    (5) Improve the capacity of the early childhood workforce to 
deliver equitable interventions and services for young children with 
disabilities and their families, and the likely magnitude or importance 
of this improvement.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model \4\ by which the proposed 
project will achieve its intended outcomes that depicts, at a minimum, 
the goals, activities, outputs, and intended outcomes of the proposed 
project;
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    \4\ Logic model (34 CFR 77.1) (also referred to as a theory of 
action) means a framework that identifies key project components of 
the proposed project (i.e., the active ``ingredients'' that are 
hypothesized to be critical to achieving the relevant outcomes) and 
describes the theoretical and operational relationships among the 
key project components and relevant outcomes.
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    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;


[[Page 15221]]


    Note:  The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

    (4) Be based on current research and make use of EBPs. To meet this 
requirement, the applicant must describe--
    (i) The current research on frameworks and key components of an 
equity-based program of study; strategies to attract, prepare, and 
graduate scholars from racially, ethnically, and linguistically diverse 
backgrounds in preparation programs; strategies to attract and retain 
faculty from racially, ethnically, and linguistically diverse 
backgrounds in early childhood preparation programs; and capacity 
building of IHE and State partnerships to attract, prepare, and retain 
an early childhood workforce that is racially, ethnically, and 
linguistically diverse;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA to IHEs, 
faculty, and States; and
    (iii) How the proposed project will incorporate current research 
and practices in the development and delivery of its products and 
services;
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify or develop the knowledge base of:
    (A) An equity framework that includes guiding principles, EBPs, and 
key indicators of equity that is aligned with national professional 
organization personnel standards and State personnel standards to 
ensure that scholars in early childhood preparation programs have the 
knowledge, skills, competencies, and dispositions to serve young 
children with disabilities and their families from racially, 
ethnically, and linguistically diverse backgrounds;
    (B) A professional development framework to build the capacity of 
faculty to strengthen their programs of study by developing, 
implementing, and sustaining an equity framework within the early 
childhood preparation programs;
    (C) State personnel standards that reflect the knowledge, skills, 
competencies, and dispositions that early childhood personnel need to 
deliver equitable interventions and services for young children with 
disabilities and their families that IHEs can align to within their 
preparation programs; and
    (D) Recruitment and retention frameworks with EBPs and innovative 
strategies for faculty, IHEs, and States to implement to attract, 
prepare, and graduate scholars from racially, ethnically, and 
linguistically diverse backgrounds; retain them in the early childhood 
profession; and attract and retain faculty from racially, ethnically, 
and linguistically diverse backgrounds in early childhood preparation 
programs;
    (ii) Its proposed approach to universal, general TA,\5\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the project proposes to make 
available, and the expected impact of those products and services under 
this approach. At minimum, the approach must include activities focused 
on--
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    \5\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's website by independent users. Brief communications by TA 
center staff with recipients, either by telephone or email, are also 
considered universal, general TA.
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    (A) Identifying and developing resources and materials to increase 
the awareness of the importance and benefits of increasing the number 
of early childhood personnel from racially, ethnically, and 
linguistically diverse backgrounds; and
    (B) Identifying and developing materials, resources, and tools to 
help faculty, IHEs, and States implement the equity, professional 
development, and recruitment and retention frameworks and practices to 
strengthen early childhood preservice preparation programs of study to 
ensure that the early childhood workforce is diverse and prepared to 
serve young children and their families from racially, ethnically, and 
linguistically diverse backgrounds;
    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must identify--
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    \6\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the project proposes to make 
available, and the expected impact of those products and services under 
this approach;
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity within their setting;
    (C) Its proposed approach to identify and partner with faculty and 
IHEs at the associate, bachelor's, master's, and doctoral levels;
    (D) The process by which the proposed project will collaborate with 
OSEP-funded early childhood preparation programs to embed the 
frameworks developed by the project within their preparation programs; 
and
    (E) The process by which the proposed project will collaborate with 
other federally funded TA centers, including those funded by OSEP and 
the Department of Health and Human Services (HHS);
    (iv) Its proposed approach to intensive, sustained TA,\7\ which 
must identify--
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    \7\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the services, a description of the 
services that the project proposes to make available, and the expected 
impact of those services under this approach;
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity within their setting;
    (C) Its proposed approach for partnering with States and the IHEs 
within the State to develop, implement, and sustain the infrastructure 
to implement recruitment and retention frameworks and practices to 
increase the number of scholars from racially, ethnically, and 
linguistically diverse backgrounds in early childhood preparation 
programs and in the early childhood profession and ensure that

[[Page 15222]]

State personnel standards and IHE programs are aligned to ensure 
scholars are prepared to deliver equitable interventions and services 
for young children with disabilities and their families;
    (D) The process by which the proposed project will collaborate with 
other federally funded TA centers, including those funded by OSEP and 
HHS, to increase the racial, ethnic, and linguistic diversity of the 
early childhood workforce and ensure they are prepared to serve young 
children with disabilities and their families from racially, 
ethnically, and linguistically diverse backgrounds; and
    (E) The process by which the proposed project will ensure the use 
of TA practices supported by evidence and continuously evaluate the 
practices to improve the delivery of TA; and
    (v) How the proposed project will use non-project resources to 
achieve the intended project outcomes;
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (7) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the project's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe measures of progress in implementation, including the criteria 
for determining the extent to which the project's products and services 
have met the goals for reaching its target population; measures of 
intended outcomes or results of the project's activities in order to 
evaluate those activities; and how well the goals or objectives of the 
proposed project, as described in its logic model, have been met.
    The applicant must provide an assurance that, in designing the 
evaluation plan, it will--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison with sufficient dedicated time, experience in 
evaluation, and knowledge of the project to work in collaboration with 
the Center to Improve Program and Project Performance (CIPP),\8\ the 
project director, and the OSEP project officer on the following tasks:
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    \8\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIPP does not function as a third-party 
evaluator.
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    (i) Revise the logic model submitted in the application to provide 
for a more comprehensive measurement of implementation and outcomes and 
to reflect any changes or clarifications to the model discussed at the 
kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the application consistent with the revised logic model and using the 
most rigorous design suitable (e.g., prepare evaluation questions about 
significant program processes and outcomes; develop quantitative or 
qualitative data collections that permit both the collection of 
progress data, including fidelity of implementation, as appropriate, 
and the assessment of project outcomes; and identify analytic 
strategies); and
    (iii) Revise the evaluation plan submitted in the application such 
that it--
    (A) Clearly specifies the evaluation questions, measures, and 
associated instruments or sources for data appropriate to answer these 
questions, suggests analytic strategies for those data, provides a 
timeline for conducting the evaluation, and includes staff assignments 
for completing the evaluation activities;
    (B) Clearly delineates the data expected to be available by the end 
of the second project year for use during the project's evaluation (3+2 
review) for continued funding described under the heading Fourth and 
Fifth Years of the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the project 
performance measures to be addressed in the project's annual 
performance report;
    (2) Dedicate sufficient staff time and other resources during the 
first six months of the project to collaborate with CIPP staff, 
including regular meetings (e.g., weekly, biweekly, or monthly) with 
CIPP and the OSEP project officer, in order to accomplish the tasks 
described in this paragraph (c); and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in this paragraph (c) and 
revising and implementing the evaluation plan. Please note in your 
budget narrative the funds dedicated for this activity.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes. 
Applicants must specifically demonstrate how the key project personnel 
have the necessary qualifications and experience in early childhood 
equity including, but not limited to--
    (i) Development and evaluation of racially, ethnically, and 
linguistically responsive models of early learning, including evidence-
based intervention and assessment practices, to support young children 
with disabilities and their families from racially, ethnically, and 
linguistically diverse backgrounds;
    (ii) The intersection of race, ethnicity, linguistics, and 
disabilities in early childhood, social and emotional development, 
disproportionate and exclusionary discipline practices, and the impact 
of race, ethnicity, and linguistics on the early learning experiences 
of young children with disabilities and their families;
    (iii) Equity-centered adult learning principles; and
    (iv) Attracting, preparing, and retaining scholars and faculty from 
racially, ethnically, and linguistically diverse backgrounds in early 
childhood preparation programs;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--

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    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, including those who are from 
racially, ethnically, and linguistically backgrounds; faculty; early 
childhood administrators and providers; TA providers; researchers; and 
policy makers; among others, in its development and operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day virtual kick-off meeting after receipt 
of the award, and an annual virtual planning meeting with the OSEP 
project officer and other relevant staff during each subsequent year of 
the project period.

    Note:  Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;

    (ii) A two and one-half day project directors' conference in 
Washington, DC during each year of the project period. The project must 
reallocate funds for travel to the project directors' meeting no later 
than the end of the third quarter of each budget period if the meeting 
is conducted virtually;
    (iii) Three annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day virtual 3+2 review meeting during the second year of 
the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period;
    (4) Describe how the project will engage doctoral scholars or post-
doctoral fellows in the work of the project to deepen the knowledge, 
skills, and competencies, and dispositions that future leaders in the 
field need to increase the racial, ethnic, and linguistic diversity of 
the early childhood workforce, ensure early childhood preparation 
programs are preparing scholars with the knowledge, skills, 
competencies, and dispositions to serve young children and their 
families from racially, ethnically, and linguistically diverse 
backgrounds; deliver equity-focused professional development and TA;
    (5) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry- recognized standards for 
accessibility;
    (6) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (7) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to a new award 
at the end of this award period, as appropriate.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), including--
    (a) The recommendations of a 3+2 review team consisting of experts 
with knowledge and experience in personnel development and equity 
within the early childhood system. This review will be conducted during 
a one-day intensive meeting that will be held during the last half of 
the second year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    Under 34 CFR 75.253, the Secretary may reduce continuation awards 
or discontinue awards in any year of the project period for excessive 
carryover balances or a failure to make substantial progress. The 
Department intends to closely monitor unobligated balances and 
substantial progress under this program and may reduce or discontinue 
funding accordingly.
    References:

Accavitti, M.R. & Williford, A.P. (2020). Teacher perceptions of 
externalizing behavior subtypes in preschool: Considering racial 
factors, Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1825405.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How 
to recruit and retain teachers of color. Learning Policy Institute.
Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & 
Ludlow, L. (2016). Initial teacher education: What does it take to 
put equity at the center? Teaching and Teacher Education, 57, 67-78. 
https://doi.org/10.1016/j.tate.2016.03.006.
Davis, L., & Fry, R. (2019). College faculty have become more 
racially and ethnically diverse, but remain far less so than 
students. Pew Research Center. www.pewresearch.org/fact-tank/2019/07/31/us-college-faculty-student-diversity/.
Frey, W. H. (2018, March 14). The U.S. will become ``minority 
white'' in 2045, Census projects. Brookings Institute. 
www.brookings.edu/blog/the-avenue/2018/03/14/the-us-will-become-minority-white-in-2045-census-projects/.
James, C. & Iruka, I. (2018). Delivering on the promise of effective 
early childhood education. National Black Child Development 
Institute. www.nbcdi.org/sites/default/files/resource-files/Delivering%20on%20the%20Promise%20of%20Effective%20Early%20Childhood%20Education.pdf.
Kunemund, R., McCullough, S., Williams, C., Miller, C., Sutherland, 
K., Conroy, M., & Granger, K. (2020). The mediating role of teacher 
self-efficacy in the relation between teacher-child race mismatch 
and conflict. Psychology in the Schools, 57, https://doi.org/10.1002/pits.22419.
Luo, R., Song, L., Villacis, C., & Santiago-Bonilla, G. (2021). 
Parental Beliefs and Knowledge, Children's Home Language 
Experiences, and School Readiness: The Dual Language Perspective. 
Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661208.
Marchitello, M. & Trinidad, J. (2019). Preparing teachers for 
diverse schools: Lessons from minority serving institutions. 
Bellwether Education Partners. https://bellwethereducation.org/.
National Center on Early Childhood Development, Teaching, and 
Learning. (2018). Workforce development: Higher education and 
preservice professional preparation. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/workforce-development-higher-education.pdf.

[[Page 15224]]

U.S. Department of Education. (2020). EDFacts Data Warehouse: ``IDEA 
Part B Child Count and Educational Environments Collection'' & 
``IDEA Part C Child Count and Settings Collection,'' 2019-20. 
https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-b/child-count-and-educational-environment/idea-partb-childcountandedenvironment-2019-20.pdf and https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-c/child-count-and-settings/idea-partc-childcountandsettings-2019-20.pdf.
U.S. Department of Education, National Center for Education 
Statistics. (2020). The Condition of Education 2020 (NCES 2020-144), 
Characteristics of Postsecondary Faculty. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.
U.S. Department of Education, Office of Special Education Programs. 
2021. Personnel Development Program Data Collection System.
ZERO TO THREE. (2021). State of Babies Yearbook: 2021. https://stateofbabies.org/.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.

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

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

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


    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$250,000,000 for the Personnel Development to Improve Services and 
Results for Children With Disabilities program for FY 2022, of which we 
intend to use an estimated $2,000,000 for this competition. The actual 
level of funding, if any, depends on final congressional action. 
However, we are inviting applications to allow enough time to complete 
the grant process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2023 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $2,000,000 for a 
single budget period of 12 months
    Estimated Number of Awards: 1.

    Note:  The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: State educational agencies; State lead 
agencies under Part C of the IDEA; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see 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, headings, 
footnotes, quotations, reference citations, and captions, as well

[[Page 15225]]

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 services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (15 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Adequacy of resources and quality of project personnel (20 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (iv) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (v) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
is brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of

[[Page 15226]]

reviewers. Therefore, the Department has determined that for some 
discretionary grant competitions, applications may be separated into 
two or more groups and ranked and selected for funding within specific 
groups. This procedure will make it easier for the Department to find 
peer reviewers by ensuring that greater numbers of individuals who are 
eligible to serve as reviewers for any particular group of applicants 
will not have conflicts of interest. It also will increase the quality, 
independence, and fairness of the review process, while permitting 
panel members to review applications under discretionary grant 
competitions for which they also have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee that is awarded competitive grant funds must 
have a plan to disseminate these public grant deliverables. This 
dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to 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

[[Page 15227]]

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

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at 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. 2022-05622 Filed 3-16-22; 8:45 am]
BILLING CODE 4000-01-P