Applications for New Awards; Educational Technology, Media, and Materials for Individuals With Disabilities-Center on Science, Technology, Engineering, and Mathematics for Young Children With Disabilities, 10884-10893 [2023-03596]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 35 (Wednesday, February 22, 2023)]
[Notices]
[Pages 10884-10893]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-03596]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Educational Technology, Media, and 
Materials for Individuals With Disabilities--Center on Science, 
Technology, Engineering, and Mathematics for Young Children With 
Disabilities

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for a new award for fiscal year (FY) 2023 for 
Educational Technology, Media, and Materials for Individuals with 
Disabilities--Center on Science, Technology, Engineering, and 
Mathematics for Young Children with Disabilities, Assistance Listing 
Number 84.327G. This notice relates to the approved information 
collection under OMB control number 1820-0028.

DATES: 
    Deadline for Transmittal of Applications: April 24, 2023.
    Deadline for Intergovernmental Review: June 22, 2023.
    Pre-Application Webinar Information: No later than February 27, 
2023, 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 
https://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 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Tracie Dickson, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5013, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-7844. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Educational Technology, 
Media, and Materials for Individuals with Disabilities Program (ETechM2 
Program) is to improve results for students with disabilities by: (1) 
promoting the development, demonstration, and use of technology; (2) 
supporting educational media activities designed to be of educational 
value in the classroom for students with disabilities; (3) providing 
support for captioning and video description that is appropriate for 
use in the classroom; and (4) providing accessible educational 
materials to students with disabilities in a timely manner.
    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 674(b)(2) and 681(d) 
of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 
1474(b)(2) and 1481(d)).
    Absolute Priority: For FY 2023 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Center on Science, Technology, Engineering, and Mathematics for 
Young Children with Disabilities.
    Background:
    One of the greatest joys of early learning is the amazing curiosity 
of infants, toddlers, and preschool children (young children). All 
young children are ``little scientists'' who make observations and 
conduct experiments to see what will happen as they play and engage 
with their environment and with each other. In fact, more than half of 
young children's natural playtime is spent on a science or mathematics-
related activity (Head Start Early Childhood Learning and Knowledge 
Center, 2021a). For example, infants explore objects with their hands 
and mouth, learning about similarities and differences; during outdoor 
free play, preschoolers like to explore and naturally learn math 
concepts such as counting or sorting leaves and rocks. This sets the 
earliest foundation for school readiness (National Center on Early 
Childhood Development, Teaching, and Learning, 2021a), and allows young 
children to engage and communicate with others as they develop skills 
and learn new concepts.

[[Page 10885]]

    Every child deserves equitable access to a culturally informed, 
inclusive, and high-quality education that integrates science, 
technology, engineering, and mathematics (STEM) throughout the daily 
curriculum to prepare them for school and potential future STEM career 
paths. STEM education that focuses on integrating arts into a STEM 
framework creates a multi-disciplinary, creative, and dynamic approach 
to learning STEM (Dell'Erba, 2019). Integrating art in STEM can include 
visual arts (concepts such as color, shape, line/angle, texture, and 
space), movement, dance, and music (Head Start Early Childhood Learning 
and Knowledge Center, 2021b). Integrating art within STEM is about 
using creativity and imagination to increase the development of STEM 
skills and concepts. An early introduction to STEM that integrates art 
builds foundational skills needed for later learning, including problem 
solving, creativity, inquiry skills, analytic skills, math and science 
skills, design thinking for engineering, critical thinking, and 
collaboration (National Center on Early Childhood Development, 
Teaching, and Learning, 2021b). Early STEM experiences that integrate 
art can promote future academic success as children who learn STEM 
concepts earlier are better prepared to meet increasingly technology-
focused instruction later in their education (Linder & Eckhoff, 2020). 
In addition, the importance of early STEM experiences is supported by 
research studies (Purpura et al., 2017) that show early mathematics 
skills are the most consistently predictive measure of future academic 
success.
    While STEM learning opportunities in the early years have been 
shown to be important for later learning, there are still many 
misconceptions about the importance of STEM learning for children with 
disabilities (Yang et al., 2022), including those who are multilingual 
and racially ethnically, and culturally diverse. As a result, such 
young children may lack access or adequate support to engage in STEM 
learning opportunities. Studies show that all young children can 
benefit from participating in early childhood settings that integrates 
art into teaching STEM concepts (Bucher & Pindra, 2020). Young children 
with disabilities may require specialized supports to engage in STEM 
learning to help them achieve developmental and educational outcomes 
under Parts C and B of the IDEA. Many STEM activities require children 
to use fine and gross motor skills to physically engage with objects, 
have the mobility to participate in experiments, or use different 
senses to explore how something works. STEM activities also typically 
require children to ask questions, focus their attention and solve 
problems. Delays in achieving these developmental skills may pose 
challenges for some young children with disabilities to fully engage in 
STEM learning opportunities. Yet the hands-on approach and active 
engagement needed for STEM learning can be an ideal way for young 
children with disabilities to develop skills and achieve goals 
specified in their individualized family service plans (IFSPs) or 
individualized education programs (IEPs). Identifying best practices in 
providing STEM learning to young children with disabilities, including 
the supports needed to integrate these practices into daily routines 
and in inclusive settings, would help maximize their opportunities to 
achieve developmental and educational outcomes.
    Young children who are multilingual and racially, ethnically, and 
culturally diverse also have less exposure to STEM learning 
opportunities (Science, Technology, Engineering and Math: Innovation 
for Inclusion in Early Education, 2023). Therefore, young children with 
disabilities who are multilingual and racially, ethnically, and 
culturally diverse are particularly at risk for not receiving the 
supports they need to fully engage in STEM learning opportunities. 
Culture influences the learning process, and the environment created 
should foster all young children's sense of belonging, purpose, and 
agency. Best practices in providing STEM learning opportunities, 
including using technology and art, need to be culturally and 
linguistically responsive. Additionally, supports need to be in place 
to help early childhood personnel understand, communicate with, and 
effectively interact with multilingual and racially, ethnically, and 
culturally diverse young children with disabilities and their families 
to successfully support developmental and learning outcomes in STEM.
    Providing STEM opportunities for learning, including using 
technology and art, requires more than an awareness of individual STEM 
concepts. Early childhood personnel require an understanding of how 
best to create developmentally appropriate STEM learning opportunities 
using learning trajectories (Clements & Sarama, 2017/2019). Learning 
trajectories are based on the notion that young children follow natural 
developmental progressions in learning. Learning trajectories help 
early childhood providers understand how young children develop 
mathematics understanding, for example, so they are more effective in 
questioning, analyzing, and providing activities that further 
children's development than early childhood providers who are unaware 
of the development process. Consequently, children have a much richer 
and more successful learning experience. Understanding where children's 
skills are within a developmental progression can be a particular 
challenge when addressing the needs of young children with 
disabilities, including those who are multilingual and racially, 
ethnically, and culturally diverse. However, most early childhood 
providers do not receive coursework within their preparation programs 
that include STEM concepts such as learning trajectories and 
developmental progressions to support young children's STEM learning. 
Furthermore, competencies that support early childhood STEM 
instructional methods, such as integrating technology and art; 
inclusive practices; culturally and linguistically informed pedagogy; 
and providing modifications and accessible materials for all children 
with disabilities (Moon et al., 2012), should be embedded in coursework 
to ensure that personnel are prepared to support STEM learning. 
Additionally, there is limited professional development (PD) for early 
childhood personnel on STEM, including using technology and art within 
STEM learning to support their development of this knowledge base 
(Jamil et al., 2017).
    Families who are aware of the benefits of a STEM curriculum are 
more likely to be supportive of STEM education and encourage activities 
in the home that develop STEM concepts (National Center on Early 
Childhood Development, Teaching, and Learning, 2021b). While multiple 
tools used to teach STEM concepts to young children are increasingly 
available to families, including mobile technology, many families do 
not have exposure to and knowledge of STEM development and receive 
little support from early childhood providers on how best to integrate 
these tools into daily routines, art and play to help young children 
explore STEM concepts. This is particularly true for young children 
with disabilities, where families may need to make modifications for 
their young child to participate in STEM opportunities (Waters et al., 
2022).
    This absolute priority will advance the Secretary's Supplemental 
Priorities related to promoting equity in student access to educational 
resources and

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opportunities, and meeting students' social, emotional, and academic 
needs. See Secretary's Final Priorities and Definitions for 
Discretionary Grants Programs, 86 FR 70612 (Dec. 10, 2021).
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a national Center on Science, Technology, 
Engineering, and Mathematics (STEM) for Young Children with 
Disabilities to achieve, at a minimum, the following expected outcomes:
    (a) Expanded body of knowledge on implementing evidence-based \1\ 
practices (EBPs) for early STEM learning that integrates STEM learning 
trajectories \2\ and inclusive and culturally and linguistically 
informed evidence-based STEM instructional methods and practices, 
including through the use of technology and art, within learning 
opportunities to support all young children with disabilities and their 
families, including those who are multilingual and racially, 
ethnically, and culturally diverse in developing STEM concepts.
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    \1\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence demonstrating a rationale (as defined in 34 
CFR 77.1) based on high-quality research findings or positive 
evaluation that such activity, strategy, or intervention is likely 
to improve student outcomes or other relevant outcomes.
    \2\ Research-based learning trajectories include three parts: 
(1) a goal; (2) a developmental progression; and (3) teaching. 
Learning trajectories are grounded in content knowledge of the topic 
(for example science, technology, engineering, or math). To reach 
the goal, children learn each successive level of thinking in the 
developmental progression. Children move through the progression via 
teaching designed to build understanding and skill that enables 
thinking at each higher level. Teaching includes the environment, 
interactions, and activities. At the core of learning trajectories 
is children's thinking and learning so that educational experiences 
developmentally appropriate (Clements & Sarama, 2017/2019).
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    (b) Increased capacity of faculty in institutions of higher 
education (IHEs), including Historically Black Colleges and 
Universities (HBCUs), Tribally Controlled Colleges and Universities 
(TCCUs), and other Minority Serving Institutions (MSIs),\3\ to 
integrate STEM learning trajectories and inclusive and culturally and 
linguistically informed evidence-based STEM instructional methods and 
practices, including through the use of technology and art, within 
programs of study to prepare an early childhood workforce with the 
necessary knowledge, skills, and competencies to support STEM learning 
for all young children with disabilities and their families, including 
those who are multilingual and racially, ethnically, and culturally 
diverse.
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    \3\ For purposes of this priority, ``Historically Black Colleges 
and Universities'' means colleges and universities that meet the 
criteria set out in 34 CFR 608.2; ``Tribally Controlled Colleges and 
Universities'' has the meaning ascribed to it in section 316(b)(3) 
of the Higher Education Act of 1965 (HEA); and ``Minority-Serving 
Institutions'' means institutions that are eligible to receive 
assistance under sections 316 through 320 of part A of title III, 
under part B of title III, or under title V of the HEA.
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    (c) Increased capacity of early childhood PD providers in State and 
local early childhood systems to integrate STEM learning trajectories 
and inclusive and culturally and linguistically informed evidence-based 
STEM instructional methods and practices, including through the use of 
technology and art, into their PD to build competence in the early 
childhood workforce to support STEM learning for all young children 
with disabilities and their families, including those who are 
multilingual and racially, ethnically, and culturally diverse.
    (d) Increased capacity of early childhood personnel to integrate 
STEM learning trajectories and inclusive and culturally and 
linguistically informed STEM instructional methods and practices, 
including through the use of technology and art, into supports and 
services provided to all young children with disabilities and their 
families, including those who are multilingual and racially, 
ethnically, and culturally diverse.
    (e) Increased capacity of families, including those who are 
multilingual and racially, ethnically, and culturally diverse, to 
integrate developmentally appropriate STEM learning opportunities into 
everyday routines, including through the use of technology and art.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the need in the field for increased knowledge about 
STEM learning, including through the use of technology and art, for 
young children with disabilities and their families, including those 
who are multilingual and racially, ethnically, or culturally diverse. 
To meet this requirement the applicant must--
    (i) Demonstrate knowledge of the current and emerging EBPs in STEM 
learning for all young children; and inclusive and culturally and 
linguistically informed evidence-based STEM instructional methods and 
practices, including the use of technology, art, and other 
accommodations to improve access to STEM learning for young children 
with disabilities, including those who are multilingual and racially, 
ethnically, and culturally diverse;
    (ii) Demonstrate knowledge of equity issues within STEM learning 
for young children with disabilities and their families, including 
those who are multilingual and racially, ethnically, and culturally 
diverse, and the role of faculty, including faculty at HBCUs, TCCUs, 
and other MSIs, and PD providers in addressing these issues; and
    (iii) Demonstrate knowledge of current educational and policy 
issues and national initiatives relating STEM learning, including 
through the use of technology and art, for all young children and their 
families; and specifically for young children with disabilities and 
their families, including those who are multilingual and racially, 
ethnically, and culturally diverse;
    (2) Address current and emerging capacity needs of faculty, 
including faculty at HBCUs, TCCUs, and other MSIs, to integrate STEM 
learning trajectories and inclusive and culturally and linguistically 
informed evidence-based STEM instructional methods and practices, 
including through the use of technology and art, into early childhood 
preparation programs of study that will prepare high-quality providers 
that serve young children with disabilities and their families, 
including those who are multilingual and racially, ethnically, and 
culturally diverse. To meet this requirement, the applicant must--
    (i) Present information and data on the current capacity of IHE 
faculty, including faculty in HBCUs, TCCUs, and other MSIs, to 
effectively prepare early childhood preservice personnel to integrate 
STEM learning trajectories and inclusive and culturally and 
linguistically informed evidence-based STEM instructional methods and 
practices, including through the use of technology and art, within 
early childhood curriculum and learning opportunities to serve young 
children with disabilities, including those who are multilingual and 
racially, ethnically, and culturally diverse; and
    (ii) Present information and data on how STEM learning, including 
through the use of technology and art, is currently included within 
early childhood personnel preparation programs, including programs in 
HBCUs, TCCUs, and other MSIs;
    (3) Address current and emerging needs of PD providers to provide 
PD to early childhood personnel to integrate STEM learning trajectories 
and

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inclusive and culturally and linguistically informed evidence-based 
STEM instructional methods and practices, including through the use of 
technology and art, into early childhood learning opportunities that 
will improve early STEM learning for young children with disabilities, 
including those who are multilingual and racially, ethnically, and 
culturally diverse. To meet this requirement, the applicant must--
    (i) Present information and data on the current capacity of PD 
providers to effectively provide PD to early childhood personnel to 
integrate STEM learning trajectories and inclusive and culturally and 
linguistically informed evidence-based STEM instructional methods and 
practices, including through the use of technology and art, into early 
learning curriculum and learning opportunities;
    (ii) Demonstrate knowledge of the implementation supports necessary 
for early childhood personnel to implement new practices;
    (iii) Demonstrate knowledge of the current capacity of early 
childhood personnel to integrate STEM learning trajectories and 
inclusive and culturally and linguistically informed evidence-based 
STEM instructional methods and practices, including through the use of 
technology and art, into early childhood curriculum and early learning 
opportunities; and
    (iv) Demonstrate knowledge of the current capacity of early 
childhood personnel to educate, engage, and support families of young 
children with disabilities, including those who are multilingual and 
racially, ethnically, and culturally diverse, to implement early STEM 
learning activities, including through the use of technology and art, 
into everyday routines;
    (4) Address current and emerging needs of all families, including 
those who are multilingual and racially, ethnically, and culturally 
diverse, to integrate developmentally appropriate STEM learning 
opportunities, into everyday routines, including through the use of 
technology and art; and
    (5) Improve the potential for early STEM outcomes for young 
children with disabilities, including those who are multilingual and 
racially, ethnically, and culturally diverse; and indicate the likely 
magnitude or importance of these outcomes.
    (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 technical 
assistance (TA) and information;
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant; and
    (iii) Address the needs of young children with disabilities and 
their families who are multilingual and racially, ethnically, and 
culturally diverse, to access early childhood programs that integrate 
STEM learning trajectories and inclusive and culturally and 
linguistically informed evidence-based STEM instructional methods and 
practices, including through the use of technology and art;
    (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 (as defined in 34 CFR 77.1) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project;
    (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: https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf 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 in STEM 
learning, including through the use of technology and art. To meet this 
requirement, the applicant must describe--
    (i) The current research on practices to support STEM learning, 
including through the use of technology and art, for young children 
with disabilities, including those who are multilingual and racially, 
ethnically, and culturally diverse;
    (ii) The current research about adult learning principles and 
implementation science or improvement science that will inform the 
proposed products and services; and
    (iii) How the proposed project will incorporate current STEM 
research and EBPs that promote inclusive and culturally and 
linguistically informed early STEM learning, including through the use 
of technology and art, in the development and dissemination 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 expand the knowledge base on:
    (A) EBPs on early STEM learning and inclusive and culturally and 
linguistically informed evidence-based STEM instructional methods and 
practices, including through the use of technology and art, for young 
children with disabilities, including those who are multilingual and 
racially, ethnically, and culturally diverse;
    (B) The use of technology and art to improve access to early STEM 
learning for young children with disabilities, including those who are 
multilingual and racially, ethnically, and culturally diverse;
    (C) What young children should learn in early STEM at different 
ages, taking into consideration linguistics and racial, ethnic, and 
cultural diversity;
    (D) The use of mobile technology to support STEM learning for young 
children with disabilities, including those who are multilingual and 
racially, ethnically, and culturally diverse;
    (E) Integration of early STEM learning, including through the use 
of technology and art, into IFSPs under Part C of the IDEA and IEPs 
under Part B of the IDEA;
    (F) Implementation supports for early childhood programs and 
providers to apply inclusive and culturally and linguistically informed 
evidence-based STEM instructional methods and practices, including 
through the use of technology and art in early learning settings; and
    (G) Implementation supports for early childhood programs and 
providers to educate, engage, and support families of young children 
with disabilities, including those who are multilingual and racially, 
ethnically, and culturally diverse to effectively integrate STEM 
learning opportunities in daily routines.
    (ii) Its proposed approach to universal, general TA,\4\ which must

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identify the intended recipients of the products and services under 
this approach and should include, at minimum, activities focused on--
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    \4\ ``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) Developing and disseminating resources, materials, and tools to 
support faculty, including faculty at HBCUs, TCCUs, and other MSIs, and 
PD providers to embed current STEM learning trajectories and inclusive 
and culturally and linguistically informed evidence-based STEM 
instructional methods and practices, including through the use of 
technology and art, for young children with disabilities, including 
those who are multilingual and racially, ethnically, and culturally 
diverse, within personnel preparation programs and PD opportunities;
    (B) Developing and disseminating resources, materials, and tools 
for early childhood programs and providers on current EBPs on early 
STEM learning for young children with disabilities, including those who 
are multilingual and racially, ethnically, and culturally diverse, such 
as: how to incorporate early STEM learning into IFSPs and IEPs to 
achieve child outcomes; how to use technology, including mobile 
technology, and art to increase opportunities for early STEM learning; 
how to deliver inclusive and culturally and linguistically informed 
instruction or interventions that promote early STEM learning; and how 
to work with families, including those who are multilingual and 
racially, ethnically, and culturally diverse, to help promote early 
STEM learning, including through the use of technology and art, with 
their child; and
    (C) Partnering with national professional organizations, 
foundations, industry and research organizations and TA centers to 
disseminate information on how young children with disabilities, 
including those who are multilingual and racially, ethnically, and 
culturally diverse, can be included in broader early STEM learning 
research, policies, and practices, including within new curricula and 
learning materials.
    (iii) Its proposed approach to targeted, specialized TA,\5\ which 
must identify the intended recipients, including the type and number of 
recipients that will receive the products and services under this 
approach, including recipients that are multilingual and racially, 
ethnically, and culturally diverse; and
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    \5\ ``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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    (6) Develop products and implement services that maximize 
efficiency and consider linguistic, racial, ethnic, and cultural 
diversity. 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.
    (7) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the Center's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project 
developed in consultation with and implemented by a third-party 
evaluator.\6\ The evaluation plan must--
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    \6\ 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, or have any 
financial interest in the outcome of the evaluation.
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    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(2)(ii) of 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);
    (5) Dedicate sufficient funds in each budget year to cover the 
costs of developing or refining the evaluation plan in consultation 
with the 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 providers, 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 providers, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Responsibilities are allocated among key project personnel and 
any consultants and subcontractors, 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

[[Page 10889]]

    (4) The proposed project will benefit from a diversity of 
perspectives, including those who are multilingual and racially, 
ethnically, and culturally diverse; those with disabilities; 
researchers; faculty, including those at HBCUs, TCCUs and other MSIs; 
early childhood administrators; providers across different types of 
early childhood programs; families; and policy makers; among others, in 
its development and operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting in 
Washington, DC with the OSEP project officer and other relevant staff 
during each subsequent year of the project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;
    (ii) A two- and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Two annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
five 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 doctoral students or post-doctoral fellows, 
including those who are multilingual and racially, ethnically and 
culturally diverse, will be engaged in the project to increase the 
number of future leaders, especially those who are multilingual and 
racially, ethnically, and culturally diverse, in the field who are 
knowledgeable about STEM learning for young children with disabilities, 
including the use of technology and art, to increase access to STEM 
learning;
    (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 that the project will 
assist OSEP with the transfer of pertinent resources and products and 
will maintain the continuity of services during the transition 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), as well as--
    (a) The recommendations of a 3+2 review team consisting of experts 
who have experience and knowledge in STEM for young children with 
disabilities, including those who are multilingual and racially, 
ethnically, and culturally diverse. 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.
    References:

Bucher, E., & Pindra, S. (2020, May). Infant and toddler STEAM: 
Supporting interdisciplinary experiences with our youngest learners. 
Young Children, 75(2). www.naeyc.org/resources/pubs/yc/may2020/infant-and-toddler-steam-supporting-interdisciplinary-experiences.
Dell'Erba, M. (2019, March). Policy considerations for STEAM 
education [Policy brief]. Education Commission of the States, Arts 
Education Partnership. www.ecs.org/policy-considerations-for-steam-education/.
Clements, D.H., & Sarama, J. (2017/2019). Learning and teaching with 
learning trajectories [LT]2. Marsico Institute, Morgridge College of 
Education, University of Denver. www.LearningTrajectories.org.
Head Start Early Childhood Learning and Knowledge Center. (2021a). 
Little scientists: Building early STEAM skills. https://eclkc.ohs.acf.hhs.gov/publication/little-scientists-building-early-steam-skills.
Head Start Early Childhood Learning and Knowledge Center. (2021b). 
Supporting the A in STEAM with infants and toddlers. https://eclkc.ohs.acf.hhs.gov/publication/supporting-steam-infants-toddlers.
Jamil, F.M., Linder, S.M., & Stegelin, D.A. (2017). Early childhood 
teacher beliefs about STEAM education after a professional 
development conference. Early Childhood Education Journal, 46, 409-
417 (2018). https://doi.org/10.1007/s10643-017-0875-5.
Kricorian, K., Seu, M., Lopez, D., Ureta, E., & Equils O. (2020). 
Factors influencing participation of underrepresented students in 
STEM fields: Matched mentors and mindsets. International Journal of 
STEM Education, 7:16. https://doi.org/10.1186/s40594-020-00219-2.
Linder, S.M., & Eckhoff, A. (2020, March). Breaking down STEAM for 
young children. Teaching Young Children, 13(3). National Association 
for the Education of Young Children www.naeyc.org/resources/pubs/tyc/feb2020/breaking-down-steam.
Moon, N.W., Todd, R.L., Morton, D.L., & Ivey, E. (2012). 
Accommodating students with disabilities in science, technology, 
engineering, and mathematics (STEM). Center for Assistive Technology 
and Environmental Access, Georgia Institute of Technology. https://advance.cc.lehigh.edu/sites/advance.cc.lehigh.edu/files/accommodating.pdf.
National Center on Early Childhood Development, Teaching, and 
Learning. (2021a). STEAM: Thinking STEAM. U.S. Department of Health 
and Human Services, Administration for Children and Families, Office 
of Head Start, Office of Child Care. https://childcareta.acf.hhs.gov/sites/default/files/public/dtl-steam-box-booklet-5.pdf.
National Center on Early Childhood Development, Teaching, and 
Learning. (2021b). STEAM: Exploring STEAM at home. U.S. Department 
of Health and Human Services, Administration for Children and 
Families, Office of Head Start, Office of Child Care. https://childcareta.acf.hhs.gov/sites/default/files/public/dtl-steam-box-booklet-4.pdf.
Purpura D.J., Logan, J.A.R., Hassinger-Das, B., & Napoli, A.R. 
(2017). Why do early mathematics skills predict later reading? The 
role of mathematical language. Developmental Psychology, 53(9), 
1633-1642. https://doi.org/10.1037/dev0000375.
Science, Technology, Engineering and Math: Innovation for Inclusion 
in Early Education. (2023). Five things to know about STEM Learning 
in Young Children. https://stemie.fpg.unc.edu/five-things-know-about-stem-learning-young-children.
Waters, V., West, T., Lim, C., & Vinh, M. (2022). A Guide to 
Adaptations. National Center on Science, Technology, Engineering, 
and Math: Innovation for Inclusion in Early Childhood. https://stemie.fpg.unc.edu/guide-adaptations.
Yang, H., Waters, V., Lim, C., Pedonti, S., & Harradine, C. (2022). 
A guide to

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addressing STEM myths. Center on Science, Technology, Engineering, 
and Mathematics Innovation for Inclusion in Early Education. https://stemie.fpg.unc.edu/guide-addressing-stem-myths.

    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. 1474 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: $1,450,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2024 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $1,450,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: State educational agencies; State lead 
agencies under Part C of the IDEA; local educational agencies (LEAs), 
including charter schools that operate as 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 https://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: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs, nonprofit organizations suitable to carry out the 
activities proposed in the application, and other public agencies. The 
grantee may award subgrants to entities it has identified in an 
approved application or that it selects through a competition under 
procedures established by the grantee.
    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 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
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 as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by

[[Page 10891]]

the proposed project, including the nature and magnitude of those gaps 
or weaknesses;
    (ii) The potential contribution of the proposed project to the 
development and advancement of theory, knowledge, and practices in the 
field of study; and
    (iii) 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; and
    (v) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (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; and
    (iv) The qualifications, including relevant training, experience, 
and independence, of the evaluator.
    (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 project personnel.
    (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 determining the adequacy of resources and quality of project 
personnel for the proposed project, 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; 
and
    (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; and
    (iv) How the applicant will ensure that a diversity of perspectives 
is brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in

[[Page 10892]]

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 purposes of Department reporting under 
34 CFR 75.110, the Department has established a set of performance 
measures, including long-term measures, that are designed to yield 
information on various aspects of the effectiveness and quality of the 
ETechM2 Program. These measures are:
     Program Performance Measure 1: The percentage of ETechM2 
Program products and services judged to be of high quality by an 
independent review panel of experts qualified to review the substantial 
content of the products and services.
     Program Performance Measure 2: The percentage of ETechM2 
Program products and services judged to be of high relevance to 
improving outcomes for infants, toddlers, children, and youth with 
disabilities.
     Program Performance Measure 3: The percentage of ETechM2 
Program products and services judged to be useful in improving results 
for infants, toddlers, children, and youth with disabilities.
     Program Performance Measure 4.1: The Federal cost per unit 
of accessible educational materials funded by the ETechM2 Program.
     Program Performance Measure 4.2: The Federal cost per unit 
of accessible educational materials from the National Instructional 
Materials Accessibility Center funded by the ETechM2 Program.
     Program Performance Measure 4.3: The Federal cost per unit 
of video description funded by the ETechM2 Program.
    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 project meet needs identified by 
stakeholders and may require the project to report on such alignment in

[[Page 10893]]

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. 2023-03596 Filed 2-21-23; 8:45 am]
BILLING CODE 4000-01-P