Applications for New Awards; Personnel Development To Improve Services and Results for Children With Disabilities-National Center for Supporting School Building and Early Intervention Program Administrators To Effectively Implement IDEA and Improve Systems Serving Children With Disabilities, 42055-42063 [2023-13934]
Download as PDF
lotter on DSK11XQN23PROD with NOTICES1
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
fair and accurate presentation of
achievement data and permits the
collection of background, noncognitive,
or descriptive information that is related
to academic achievement and aids in
fair reporting of results. The intent of
the law is to provide representative
sample data on student achievement for
the nation, the states, and
subpopulations of students and to
monitor progress over time. NAEP
consists of two assessment programs:
the NAEP long-term trend (LTT)
assessment and the main NAEP
assessment. The LTT assessments are
given at the national level only and are
administered to students at ages 9, 13,
and 17 in a manner that is very different
from that used for the main NAEP
assessments. LTT reports mathematics
and reading results that present trend
data since the 1970s. In addition to the
operational assessments, NAEP uses two
other kinds of assessment activities:
pilot assessments and special studies.
Pilot assessments test items and
procedures for future administrations of
NAEP, while special studies (including
the National Indian Education Study
(NIES), the Middle School Transcript
Study (MSTS), and the High School
Transcript Study (HSTS)) are
opportunities for NAEP to investigate
particular aspects of the assessment
without impacting the reporting of the
NAEP results.
The initial request for clearance of
NAEP 2024 received OMB approval in
April 2023 (OMB# 1850–0928 v.28).
Amendment #1 to the NAEP 2024
clearance package received OMB
approval in June 2023 (OMB#1850–0928
v.29). Since that package’s submission
for public comment and OMB approval,
changes have occurred to the scope of
the 2024 NAEP administration,
including the addition of: (1) Addition
of Reading Router Pilot for grades 4 and
8, increasing costs, (2) Addition of
School and District Technology
Coordinator roles and SBE survey
completion, increasing burden hours,
(3) Addition of protocols for the health
and safety of field staff, increasing costs,
(4) Reduction in SQ burden time for
students, teachers and schools since
COVID–19 learning recovery items are
no longer adding additional time to the
SQs; rather, other items were dropped to
accommodate these items, reducing
burden hours; and (5) Addition of Field
Trial for grades, 4, 8 and 12, increasing
burden hours and costs. This revision
updates Part A and Part B detailing the
changes to scope and references to the
communication materials and the
amendment schedule, Appendix A,
Appendix B, Appendix C, Appendix D
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
(added communication materials),
Appendix G, Appendix I, and
Appendices J1, J2, J3, and J–S to include
the operational survey questionnaires
(SQs), COVID–19 Learning Recovery
SQs, NIES SQs, and Pilot SQs.
Dated: June 26, 2023.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and
Clearance, Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2023–13832 Filed 6–28–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Applications for New Awards;
Personnel Development To Improve
Services and Results for Children With
Disabilities—National Center for
Supporting School Building and Early
Intervention Program Administrators
To Effectively Implement IDEA and
Improve Systems Serving Children
With Disabilities
Office of Special Education and
Rehabilitative Services, Department of
Education.
ACTION: Notice.
AGENCY:
The Department of Education
(Department) is issuing a notice inviting
applications for a new award for fiscal
year (FY) 2023 for a National Center for
Supporting School Building and Early
Intervention Program (EIP)
Administrators to Effectively Implement
the Individuals with Disabilities
Education Act (IDEA) and Improve
Systems Serving Children with
Disabilities, Assistance Listing Number
84.325Z. This notice relates to the
approved information collection under
OMB control number 1820–0028.
DATES:
Applications Available: June 29, 2023.
Deadline for Transmittal of
Applications: August 18, 2023.
Pre-Application Webinar Information:
No later than July 5, 2023, the Office of
Special Education and Rehabilitative
Services will post details on prerecorded informational webinars
designed to provide technical assistance
(TA) to interested applicants. Links to
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
SUMMARY:
PO 00000
Frm 00015
Fmt 4703
Sfmt 4703
42055
(87 FR 75045) and available at
www.federalregister.gov/documents/
2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. Please note that these
Common Instructions supersede the
version published on December 27,
2021.
FOR FURTHER INFORMATION CONTACT:
Sarah Allen, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 5135, Potomac Center Plaza,
Washington, DC 20202–5076.
Telephone: (202) 245–7875. Email:
Sarah.Allen@ed.gov.
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 purposes of
the 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, and
youth 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, 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 of IDEA; 20 U.S.C. 1462 and
1481).
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:
The National Center for Supporting
School Building and EIP Administrators
to Effectively Implement IDEA and
Improve Systems Serving Children with
Disabilities.
Background:
Nearly 50 years after the enactment
and implementation of the Education
for All Handicapped Children Act of
1975 (reauthorized as IDEA), which
mandated that all children with
disabilities have access to a free
appropriate public education (FAPE) in
the least restrictive environment (LRE),
to the extent appropriate, the IDEA is
still not being implemented fully and
E:\FR\FM\29JNN1.SGM
29JNN1
lotter on DSK11XQN23PROD with NOTICES1
42056
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
consistently across all States and for all
eligible children. Sections 616(d) and
642 of IDEA require the Secretary to
make an annual determination as to the
extent to which each State’s Part B and
Part C programs are meeting the
requirements of IDEA. In FY 2022, only
37 percent of States and entities, or 22
of 60, met the Part B requirements of
IDEA. Similarly, only 54 percent, or 30
of 56, States and entities met the Part C
requirements of IDEA (U.S. Department
of Education, 2022).
Under section 612(a)(11) of IDEA, the
State educational agency (SEA) is
responsible for ensuring that all local
educational agencies (LEAs) within the
State provide FAPE in the LRE to all
children and youth with disabilities
served under Part B (children with
disabilities) within their local
jurisdiction. Similarly, under section
635(a)(10) of IDEA, the State lead
agency, either directly or through its
early intervention service (EIS)
providers under 34 CFR 303.12, is
responsible for providing early
intervention services to eligible infants
and toddlers with disabilities and their
families. School building
administrators, including principals and
vice principals, and EIP administrators
(which may include administrators
responsible for managing personnel in
State lead agencies, EIS providers, and
EIS programs) are on the front lines of
IDEA implementation and are
responsible for ensuring children with
disabilities are provided the services
and supports for which they are eligible
under the IDEA as well as others
intended to protect children with
disabilities, including under Section
504 of the Rehabilitation Act. School
building and EIP administrators help set
high expectations for performance in
schools and among EIS providers and
ensure that the unique, individualized
needs of each infant, toddler, or child
with a disability are met consistent with
their individualized education program
(IEP) or individualized family service
plan (IFSP).
School building and EIP
administrators must manage resources,
personnel, and a myriad of educational
and other programs in their schools and
EIPs and ensure compliance with
multiple interacting laws protecting
children with disabilities. Because these
administrators are required to make
decisions about the operations and
financial support of the programs
offered in their building, it is essential
that these school building and EIP
administrators have the knowledge,
skills, and competencies to ensure,
consistent with the IDEA requirements,
the delivery of FAPE in the LRE for
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
children with disabilities or the
provision of early intervention services
for infants and toddlers with disabilities
and their families.
Given that school building and EIP
administrators have complex roles, it is
not surprising that those who are well
trained handle the multi-faceted
demands of the role better and tend to
stay in their jobs longer (Herman et al.,
2022). They are instrumental in
supporting teachers and providers’
practices, motivating school and EIP
staff, maintaining a positive school or
program climate, and ensuring inclusive
settings are offered. High turnover of
school building and EIP administrators
can be disruptive to maintaining an
environment that supports appropriate
outcomes for children with disabilities.
As a result, high administrator turnover
can lead to higher teacher and provider
turnover and lower child outcomes (e.g.,
lower student achievement, lower gains
in learning or development outcomes
for young children) (Levin & Bradley,
2019). Access to professional learning
opportunities is an important factor
influencing job satisfaction and
retention of administrators (Boyce &
Bowers, 2016). In addition to covering
essential research-based content on
topics such as learning and teaching,
instructional leadership, data-based
decision making, and systems
improvement, the structure of continued
professional development for
administrators also matters (DarlingHammond et al., 2022; Leung-Gagne et
al, 2022). Especially important to
building the capacity of administrators
is access to coordinated, continued
professional development with
structured learning opportunities such
as through a cohort model, mentoring,
one-on-one coaching, networking to
build a professional community,
applied learning opportunities, and
problem solving related to the needs of
individual children, including children
with disabilities, children who are
multilingual, and children from diverse
socioeconomic backgrounds. In
addition, we know that school and
district-based administrators’ greatest
source of evidence-based practices and
policy content are their national and
state affiliate professional organizations.
As such, partnering with these
organizations, for the center and local
administrators, would be an effective
and efficient way to facilitate the
dissemination of IDEA implementation
information.
The goals of this national center are
to (a) increase the capacity of school
building and EIP administrators to meet
the statutory and procedural
requirements of IDEA to ensure that
PO 00000
Frm 00016
Fmt 4703
Sfmt 4703
each child with a disability in their
school or EIP receives FAPE consistent
with the child’s IEP or early
intervention services consistent with the
infant or toddler’s IFSP; and (b) increase
the capacity of school building and EIP
administrators to improve services and
outcomes for children with disabilities.
The National Center for Supporting
School Building and Early Intervention
Program Administrators to Effectively
Implement IDEA and Improve Systems
Serving Children with Disabilities will
(1) develop and provide high-quality
professional development on IDEA
requirements and implementation (e.g.,
IDEA related professional competencies)
and essential research-based content on
topics such as learning and teaching, the
structure of continued professional
development, instructional leadership,
data-based decision making, and
systems improvement to school building
and EIP administrators; (2) build and
support partnerships needed to support
and sustain the delivery of intensive
professional development on IDEA
requirements and implementation to
school building and EIP administrators
to improve the outcomes of children
with disabilities; and (3) develop and
implement customized professional
development and TA to address the
unique needs and context of individual
States and local environments.
Priority:
The purpose of this priority is to fund
a cooperative agreement to establish and
operate a National Center for Supporting
School Building and EIP Administrators
to Effectively Implement IDEA and
Improve Systems Serving Children with
Disabilities (Center). The Center will
help SEAs and Part C lead agencies
effectively implement IDEA by building
the capacity of school building and EIP
administrators to meet the requirements
of IDEA.
The Center must achieve, at a
minimum, the following expected
outcomes:
(a) Establish and maintain State-level
partnerships 1 to help local
administrators attain and maintain the
essential IDEA-related professional
competencies needed to ensure the
delivery of FAPE in the LRE for children
with disabilities and the provision of
early intervention services for infants
1 For the purpose of this priority, ‘‘State-level
partnerships’’ refers to State affiliates of nationally
recognized professional and family networks that
form an infrastructure for policy development,
dissemination of information, interaction, and
learning with, among other entities, SEA and Part
C lead agencies, local educational agencies and
service providers, and institutions of higher
education (‘‘State-level partners’’).
E:\FR\FM\29JNN1.SGM
29JNN1
lotter on DSK11XQN23PROD with NOTICES1
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
and toddlers with disabilities and their
families;
(b) Identify the IDEA-related
professional competencies required for
school building and EIP administrators
to ensure the delivery of FAPE in the
LRE for children with disabilities and
early intervention services for infants
and toddlers with disabilities and their
families;
(c) Develop and disseminate openly
licensed products designed for adult
learners to increase knowledge, build
skills, and provide practice-based
opportunities that focus on the IDEArelated professional competencies that
school building and EIP administrators
must master to effectively implement
IDEA in their school or EIP in order to
improve outcomes for children;
(d) Deliver high-quality professional
learning programs using the Center’s
openly licensed products and other
available products designed for adult
learners to increase knowledge, build
skills, and provide practice-based
opportunities that focus on the IDEArelated professional competencies that
school building and EIP administrators
must master to effectively implement
IDEA in their school or EIP in order to
improve outcomes for children;
(e) Evaluate the effectiveness over the
life of the grant of professional
development products and services the
Center designed to increase the capacity
of school building and EIP
administrators to effectively implement
IDEA, by identifying specific school
building and EIP administrators to
participate in a structured professional
development program; and
(f) Enhance the capacity of State-level
partners to use Center products and
deliver high-quality professional
development designed to increase the
capacity of school building and EIP
administrators to effectively implement
IDEA.
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 of the professional
competencies needed by school
building and EIP administrators to
support effective implementation of
IDEA. To meet this requirement, the
applicant must—
(i) Demonstrate knowledge of
common factors for why States do not
meet the requirements of IDEA and
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
strategies to address these challenges to
improve outcomes for children;
(ii) Demonstrate knowledge of the
professional competencies that school
building and EIP administrators need to
manage effective implementation of
IDEA and its interaction with other
Federal laws protecting the rights of
children with disabilities; and
(iii) Demonstrate knowledge of
effective approaches to forming or
expanding and maintaining State-level
partnerships to collaboratively develop
or expand and deliver knowledge,
teaching, and learning tools and
resources that support leadership
development for school building and
EIP administrators managing special
education programs and EIPs and that
focus on the implementation of IDEA.
The leadership development activities
must focus on a variety of entities,
including local educational and early
intervention agencies; schools; EIS
providers and programs; institutions of
higher education (IHEs); other nonprofit
organizations that provide special
education, early intervention, or related
services to children, infants, and
toddlers with disabilities and their
families; and other TA providers;
(2) Demonstrate knowledge of
effective approaches to forming or
expanding and maintaining State-level
partnerships to collaboratively develop
or expand and deliver evidence-based 2
professional development to a variety of
entities, including local educational and
early intervention agencies; schools; EIS
providers and programs; IHEs; other
nonprofit organizations that provide
special education, early intervention, or
related services to children, infants, and
toddlers with disabilities and their
families; and other TA providers; and
(3) Improve outcomes for children
with disabilities and their families by
supporting school building and EIP
administrators to effectively implement
IDEA and improve systems serving
children with disabilities and early
intervention services for infants and
toddlers with disabilities and their
families. To meet this requirement, the
applicant must—
(i) Present information and data on
the current capacity of LEAs and EIS
providers, IHEs, and other entities to
provide training and TA needed to build
the professional competencies of school
building and EIP administrators to
support delivery of special education
2 For the purposes of this priority, ‘‘evidencebased’’ means, at a minimum, evidence that
demonstrates a rationale (as defined in 34 CFR
77.1), where a key project component included in
the project’s logic model is informed by research or
evaluation findings that suggest the project
component is likely to improve relevant outcomes.
PO 00000
Frm 00017
Fmt 4703
Sfmt 4703
42057
and early intervention services, as
mandated by IDEA;
(ii) Present information and data on
the current capacity of LEAs and EIS
providers, IHEs, and other entities to
provide training and TA needed to build
the professional competencies of school
building and EIP administrators to
improve systems delivering special
education and early intervention
services, as mandated by IDEA; and
(iii) Indicate the likely magnitude or
importance of the improvements that
the project is expected to make.
(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;
(2) Identify the needs of the intended
recipients for TA and information,
specifically the needs of school building
and EIP administrators to meet the
statutory and procedural requirements
of IDEA, and ensure that products and
services meet the needs of the intended
recipients;
(3) 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;
(4) 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/resourcesgrantees/program-areas/ta-ta/tadproject-logic-model-and-conceptualframework.
(5) Be based on current research and
make use of evidence-based practices
(EBPs). To meet this requirement, the
applicant must describe—
(i) The current research on the
professional competencies,
E:\FR\FM\29JNN1.SGM
29JNN1
42058
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
lotter on DSK11XQN23PROD with NOTICES1
implementation science, systems
change, capacity building, and essential
research-based content on topics such as
learning and teaching, the structure of
continued professional development,
instructional leadership, data-based
decision making, and systems
improvement, for school building and
EIP administrators of IDEA;
(ii) The current research about adult
learning principles that will inform the
proposed product development,
training, and TA; and
(iii) How the proposed project will
incorporate current research and EBPs
in the development and delivery of its
products and services;
(6) 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 develop or
expand the knowledge base that
delineates the professional
competencies (i.e., knowledge, skills,
and dispositions) that school building
and EIP administrators need to
effectively implement IDEA and comply
with other Federal laws protecting the
rights of children with disabilities,
support the delivery of FAPE to
children with disabilities and early
intervention services to infants and
toddlers with disabilities and their
families, and improve systems serving
children with disabilities and their
families;
(ii) Its plan to collaborate with Statelevel partners to develop and
disseminate products and services for
building the capacity of school building
and EIP administrators to effectively
implement IDEA, which should include,
at a minimum, activities focused on—
(A) Establishing a cohort of States to
assist in planning and development of
products, training, and technical
assistance protocols using their Statelevel partnerships; and
(B) Building the capacity of school
building and EIP administrators in
States, or in LEAs or EIPs, that do not
meet requirements based on the
Secretary’s annual determination under
section 616(d) of IDEA;
(iii) Its proposed approach to
universal, general TA,3 which must
3 ‘‘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 onetime, 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.
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
identify the intended recipients,
including the type and number of
recipients, that will receive the products
and services under this approach and
must include, at minimum, activities
focused on—
(A) Partnering with SEAs and Part C
lead agencies to support their efforts to
develop and disseminate products for
effective implementation of IDEA,
including adding State-specific policies
and procedures to such products, that
align with Federal mandates for the
delivery of FAPE in the LRE to children
with disabilities and early intervention
services to infants and toddlers with
disabilities and their families;
(B) Partnering with State-level
partners to support dissemination and
use of Center products in personnel
preparation and continuing professional
development, and increase the reach of
Center products and services to all
States, the District of Columbia, U.S.
territories, and, for Part B only, the
freely associated States; and
(C) Differentiating products and
services to address the roles and
responsibilities of school building and
EIP administrators in policy relating to,
and management of, resources,
personnel, and programs needed for
effective implementation of IDEA;
(iv) Its proposed approach to targeted,
specialized TA,4 which must identify—
(A) The intended recipients,
including the type and number of
recipients, that will receive the products
and services, a description of the
products and services that the Center
proposes to make available, and the
expected impact of those products and
services under this approach;
(B) Its proposed approach to identify
the need for and measure the readiness
of potential TA recipients to work with
the project, assessing, at a minimum, the
State’s current determination status,
with priority given to States that do not
meet IDEA requirements based on the
Secretary’s annual determination under
section 616(d) of IDEA, infrastructure,
available resources, and ability to build
capacity at the local level; and
Brief communications by TA Center staff with
recipients, either by telephone or email, are also
considered universal, general TA.
4 ‘‘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 laborintensive 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.
PO 00000
Frm 00018
Fmt 4703
Sfmt 4703
(C) Its proposed approach to partner
with SEAs and Part C lead agencies and
collaborate with State-affiliated partners
and Office of Special Education
Programs (OSEP)-funded centers to
support dissemination of products,
training, and TA designed to address the
needs of school building and EIP
administrators across policy,
management, and service delivery roles
and responsibilities; and
(v) Its proposed approach to intensive,
sustained TA,5 which must—
(A) Identify the intended participants,
including by Year 2, school building
and EIP administrators in States or LEAs
or EIPs that do not meet IDEA
requirements based on the Secretary’s
annual determination under section
616(d) of IDEA;
(B) Include a description of the
products and services that the Center
proposes to make available, and the
expected impact of those products and
service under this approach;
(C) Describe its proposed approach to
measure the readiness of the SEAs and
Part C lead agencies to partner with the
project; and
(D) Include its proposed plan for
assisting SEAs and Part C lead agencies
to partner with State-affiliated partners
and OSEP-funded centers to build or
enhance training systems that include
professional development based on
adult learning principles and coaching
for school building and EIP
administrators;
(7) 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
(8) 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.
5 ‘‘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.
E:\FR\FM\29JNN1.SGM
29JNN1
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
lotter on DSK11XQN23PROD with NOTICES1
(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),6 the project
director, and the OSEP project officer on
the following tasks:
(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
clearly—
(A) Specifies the evaluation questions,
measures, and associated instruments or
6 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.
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
sources for data appropriate to answer
these questions, suggests analytic
strategies for those data, provides a
timeline for conducting the evaluation,
and includes staff assignments for
completing the evaluation activities;
(B) Delineates the data expected to be
available by the end of the second
project year for use during the project’s
evaluation (3+2 review) 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,
to accomplish the tasks described in
paragraph (c)(1) of this section; and
(3) Dedicate sufficient funds in each
budget year to cover the costs of
carrying out the tasks described in
paragraphs (c)(1) and (2) of this section
and revising and implementing the
evaluation plan. Please note in your
budget narrative the funds dedicated for
this activity.
(d) Demonstrate, in the narrative
section of the application under
‘‘Adequacy of resources and quality of
project personnel,’’ how—
(1) The proposed project will
encourage applications for employment
from persons who are members of
groups that have traditionally been
underrepresented based on race, color,
national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project
personnel, consultants, and
subcontractors have the qualifications
and experience to carry out the
proposed activities and achieve the
project’s intended outcomes;
(3) The applicant and any key
partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable
in relation to the anticipated results and
benefits.
(e) Demonstrate, in the narrative
section of the application under
‘‘Quality of the management plan,’’
how—
(1) The proposed management plan
will ensure that the project’s intended
outcomes will be achieved on time and
within budget. To address this
requirement, the applicant must
describe—
PO 00000
Frm 00019
Fmt 4703
Sfmt 4703
42059
(i) Clearly defined responsibilities for
key project personnel, consultants, and
subcontractors, as applicable; and
(ii) Timelines and milestones for
accomplishing the project tasks;
(2) Key project personnel and any
consultants and subcontractors will be
allocated and how these allocations are
appropriate and adequate to achieve the
project’s intended outcomes;
(3) The proposed management plan
will ensure that the products and
services provided are of high quality,
relevant, and useful to recipients; and
(4) The proposed project will benefit
from a diversity of perspectives,
including those of families, educators,
TA providers, researchers, and policy
makers, among others, in its
development and operation.
(f) Address the following application
requirements. The applicant must—
(1) Include, in Appendix A,
personnel-loading charts and timelines,
as applicable, to illustrate the
management plan described in the
narrative;
(2) Include, in the budget, attendance
at the following:
(i) A one and one-half day kick-off
meeting in Washington, DC, 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 5 percent of
the grant amount to support emerging
needs that are consistent with the
proposed project’s intended outcomes,
as those needs are identified in
consultation with, and approved by, the
OSEP project officer. With approval
from the OSEP project officer, the
project must reallocate any remaining
funds from this annual set-aside no later
than the end of the third quarter of each
budget period;
(4) Maintain a high-quality website,
with an easy-to-navigate design, that
E:\FR\FM\29JNN1.SGM
29JNN1
42060
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
meets government or industryrecognized standards for accessibility;
(5) Ensure that annual project
progress toward meeting project goals is
posted on the project website; and
(6) Include, in Appendix A, an
assurance to assist OSEP with the
transfer of pertinent resources and
products and to maintain the continuity
of services to States during the
transition to this new award period and
at the end of this award period, as
appropriate.
Fourth and Fifth Years of the Project:
In deciding whether to continue
funding the project for the fourth and
fifth years, the Secretary will consider
the requirements of 34 CFR 75.253(a),
including—
(a) The recommendations of a 3+2
review team consisting of experts who
have experience and knowledge in
implementing IDEA and improving
systems serving children with
disabilities. 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.
lotter on DSK11XQN23PROD with NOTICES1
References
Boyce, J. & Bowers, A.J. (2016). Principal
turnover: Are there different types of
principals who move from or leave their
schools? A latent class analysis of the
2007–2008 Schools and Staffing Survey
and the 2008–2009 Principal Follow-Up
Survey. Leadership and Policy in
Schools, 15(3), 237–272.
Darling-Hammond, L., Wechsler, M.E., Levin,
S., Leung-Gagne´, M., & Tozer, S. (2022).
Developing effective principals: What
kind of learning matters? [Report].
Learning Policy Institute. https://doi.org/
10.54300/641.201.
Herman, R., Wang, E.L., Woo, A., Gates, S.M.,
Berglund, T., Schweig, J., Andrew, M., &
Todd, I. (2022). Redesigning university
principal preparation programs: A
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
systemic approach for change and
sustainability. A Rand Principal
Preparation Series, 3(2).
www.wallacefoundation.org/knowledgecenter/pages/redesigning-universityprincipal-preparation-programs-asystemic-approach-for-change-andsustainability.aspx.
Leung-Gagne´, M., Levin, S., & Wechsler, M.E.
(2022). Developing effective principals:
What kind of learning matters?
[Technical supplement]. Learning Policy
Institute. https://
learningpolicyinstitute.org/product/
developing-effective-principals-report.
Levin, S. & Bradley, K. (2019). Understanding
and addressing principal turnover: A
review of the research. National
Association of Secondary School
Principals. https://
learningpolicyinstitute.org/product/
nassp-understanding-addressingprincipal-turnover-review-researchreport.
U.S. Department of Education, Office of
Special Education Programs. 2022. 43rd
Annual Report to Congress on the
Implementation of the Individuals with
Disabilities Education Act, 2021.
www.ed.gov/about/reports/annual/osep.
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 absolute 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.
PO 00000
Frm 00020
Fmt 4703
Sfmt 4703
Estimated Available Funds:
$3,000,000.
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 $15,000,000 for a
project period of 60 months or an award
that exceeds $4,000,000 for any single
budget period.
Estimated Number of Awards: 1.
Note: The Department is not bound by
any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; IHEs;
other public agencies, including State
lead agencies; private nonprofit
organizations; public agencies from the
freely associated States and outlying
areas; Indian Tribes or Tribal
organizations; and for-profit
organizations.
2.a. Cost Sharing or Matching: This
program does not require cost sharing or
matching.
b. Indirect Cost Rate Information: This
program uses an unrestricted indirect
cost rate. For more information
regarding indirect costs, or to obtain a
negotiated indirect cost rate, please see
www2.ed.gov/about/offices/list/ocfo/
intro.html.
c. Administrative Cost Limitation:
This program does not include any
program-specific limitation on
administrative expenses. All
administrative expenses must be
reasonable and necessary and conform
to the Cost Principles described in 2
CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: Under 34 CFR
75.708(b) and (c), a grantee under this
competition may award subgrants—to
directly carry out project activities
described in its application—to the
following types of entities: IHEs,
nonprofit organizations, and public
agencies. The grantee may award
subgrants to entities it has identified in
an approved application or that it
selects through a competition under
procedures established by the grantee,
consistent with 34 CFR 75.708(b)(2).
4. Other General Requirements: a.
Recipients of funding under this
competition must make positive efforts
to employ and advance in employment
qualified individuals with disabilities
(see section 606 of IDEA).
b. Applicants for, and recipients of,
funding must, with respect to the
aspects of their proposed project
relating to the absolute priority, involve
individuals with disabilities, or parents
E:\FR\FM\29JNN1.SGM
29JNN1
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
recommended page limit does apply to
all of the application narrative,
including all text in charts, tables,
figures, graphs, and screen shots.
lotter on DSK11XQN23PROD with NOTICES1
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-todepartment-of-education-discretionarygrant-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. However, under 34 CFR
79.8, we waive intergovernmental
review in order to man an award by the
end of FY 2023.
3. Funding Restrictions: We reference
regulations outlining funding
restrictions in the Applicable
Regulations section of this notice.
4. Recommended Page Limit: The
application narrative is where you, the
applicant, address the selection criteria
that reviewers use to evaluate your
application. We recommend that you (1)
limit the application narrative to no
more than 70 pages and (2) use the
following standards:
• 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
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
V. Application Review Information
1. Selection Criteria: The selection
criteria for this competition are from 34
CFR 75.210 and are listed below:
(a) Significance (10 points).
(1) The Secretary considers the
significance of the proposed project.
(2) In determining the significance of
the proposed project, the Secretary
considers the following factors:
(i) The extent to which specific gaps
or weaknesses in services,
infrastructure, or opportunities have
been identified and will be addressed by
the proposed project, including the
nature and magnitude of those gaps or
weaknesses.
(ii) The importance or magnitude of
the results or outcomes likely to be
attained by the proposed project.
(b) Quality of project services (35
points).
(1) The Secretary considers the
quality of the services to be provided by
the proposed project.
(2) In determining the quality of the
services to be provided by the proposed
project, the Secretary considers the
quality and sufficiency of strategies for
ensuring equal access and treatment for
eligible project participants who are
members of groups that have
traditionally been underrepresented
based on race, color, national origin,
gender, age, or disability.
(3) In addition, the Secretary
considers the following factors:
(i) The extent to which the goals,
objectives, and outcomes to be achieved
by the proposed project are clearly
specified and measurable.
(ii) The extent to which there is a
conceptual framework underlying the
proposed research or demonstration
activities and the quality of that
framework.
(iii) The extent to which the services
to be provided by the proposed project
reflect up-to-date knowledge from
research and effective practice.
(iv) The extent to which the training
or professional development services to
be provided by the proposed project are
of sufficient quality, intensity, and
duration to lead to improvements in
practice among the recipients of those
services.
(v) The extent to which the TA
services to be provided by the proposed
project involve the use of efficient
strategies, including the use of
technology, as appropriate, and the
leveraging of non-project resources.
(c) Quality of the project evaluation
(20 points).
PO 00000
Frm 00021
Fmt 4703
Sfmt 4703
42061
(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 (15 points).
(1) The Secretary considers the
adequacy of resources for the proposed
project and the quality of the personnel
who will carry out the proposed project.
(2) In determining the quality of
project personnel, the Secretary
considers the extent to which the
applicant encourages applications for
employment from persons who are
members of groups that have
traditionally been underrepresented
based on race, color, national origin,
gender, age, or disability.
(3) In addition, the Secretary
considers the following factors:
(i) The qualifications, including
relevant training and experience, of 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
E:\FR\FM\29JNN1.SGM
29JNN1
lotter on DSK11XQN23PROD with NOTICES1
42062
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
milestones for accomplishing project
tasks.
(ii) The extent to which the time
commitments of the project director and
principal investigator and other key
project personnel are appropriate and
adequate to meet the objectives of the
proposed project.
(iii) The adequacy of mechanisms for
ensuring high-quality products and
services from the proposed project.
(iv) How the applicant will ensure
that a diversity of perspectives are
brought to bear in the operation of the
proposed project, including those of
parents, teachers, the business
community, a variety of disciplinary
and professional fields, recipients or
beneficiaries of services, or others, as
appropriate.
2. Review and Selection Process: We
remind potential applicants that in
reviewing applications in any
discretionary grant competition, the
Secretary may consider, under 34 CFR
75.217(d)(3), the past performance of the
applicant in carrying out a previous
award, such as the applicant’s use of
funds, achievement of project
objectives, and compliance with grant
conditions. The Secretary may also
consider whether the applicant failed to
submit a timely performance report or
submitted a report of unacceptable
quality.
In addition, in making a competitive
grant award, the Secretary requires
various assurances, including those
applicable to Federal civil rights laws
that prohibit discrimination in programs
or activities receiving Federal financial
assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection
Process Factors: In the past, the
Department has had difficulty finding
peer reviewers for certain competitions
because so many individuals who are
eligible to serve as peer reviewers have
conflicts of interest. The standing panel
requirements under section 682(b) of
IDEA also have placed additional
constraints on the availability of
reviewers. Therefore, the Department
has determined that applications may be
separated into two or more groups and
ranked and selected for funding within
specific groups 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
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
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
PO 00000
Frm 00022
Fmt 4703
Sfmt 4703
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.
E:\FR\FM\29JNN1.SGM
29JNN1
lotter on DSK11XQN23PROD with NOTICES1
Federal Register / Vol. 88, No. 124 / Thursday, June 29, 2023 / Notices
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.
(c) Under 34 CFR 75.250(b), the
Secretary may provide a grantee with
additional funding for data collection
analysis and reporting. In this case the
Secretary establishes a data collection
period.
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,
which apply to projects funded under
this competition. Grantees are required
to submit data on these measures as
directed by OSEP. 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 special
education personnel preparation and
professional development, or practice.
• Program Performance Measure 3:
The percentage of all Special Education
Technical Assistance and Dissemination
products and services deemed by an
independent review panel of qualified
experts to be useful in improving
special education personnel preparation
and professional development, or
practice.
VerDate Sep<11>2014
17:21 Jun 28, 2023
Jkt 259001
• Program Performance Measure 4:
The cost efficiency of the Technical
Assistance and Dissemination Program,
including the percentage of milestones
achieved in the current annual
performance report period and the
percentage of funds spent during the
current fiscal year.
• Long-term Program Performance
Measure: The percentage of States
receiving Special Education Technical
Assistance and Dissemination services
regarding scientifically or evidencebased practices for children and youth
with disabilities that successfully
promote the implementation of those
practices in school districts and service
agencies.
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 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.
PO 00000
Frm 00023
Fmt 4703
Sfmt 4703
42063
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.
Glenna Wright-Gallo,
Assistant Secretary for Special Education and
Rehabilitative Services.
[FR Doc. 2023–13934 Filed 6–27–23; 4:15 pm]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0116]
Agency Information Collection
Activities; Comment Request; Student
Support Services Annual Performance
Report
Office of Postsecondary
Education (OPE), Department of
Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing a
revision of a currently approved
information collection request (ICR).
DATES: Interested persons are invited to
submit comments on or before August
28, 2023.
ADDRESSES: To access and review all the
documents related to the information
collection listed in this notice, please
use https://www.regulations.gov by
searching the Docket ID number ED–
2023–SCC–0116. Comments submitted
in response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting the
Docket ID number or via postal mail,
commercial delivery, or hand delivery.
If the regulations.gov site is not
available to the public for any reason,
the Department will temporarily accept
comments at ICDocketMgr@ed.gov.
Please include the docket ID number
and the title of the information
SUMMARY:
E:\FR\FM\29JNN1.SGM
29JNN1
Agencies
[Federal Register Volume 88, Number 124 (Thursday, June 29, 2023)]
[Notices]
[Pages 42055-42063]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-13934]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--National Center
for Supporting School Building and Early Intervention Program
Administrators To Effectively Implement IDEA and Improve Systems
Serving Children With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for a new award for fiscal year (FY) 2023 for a
National Center for Supporting School Building and Early Intervention
Program (EIP) Administrators to Effectively Implement the Individuals
with Disabilities Education Act (IDEA) and Improve Systems Serving
Children with Disabilities, Assistance Listing Number 84.325Z. This
notice relates to the approved information collection under OMB control
number 1820-0028.
DATES:
Applications Available: June 29, 2023.
Deadline for Transmittal of Applications: August 18, 2023.
Pre-Application Webinar Information: No later than July 5, 2023,
the Office of Special Education and Rehabilitative Services will post
details on pre-recorded informational webinars designed to provide
technical assistance (TA) to interested applicants. Links to 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: Sarah Allen, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5135, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7875. 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 purposes of the 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, and youth 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, 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 of IDEA;
20 U.S.C. 1462 and 1481).
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:
The National Center for Supporting School Building and EIP
Administrators to Effectively Implement IDEA and Improve Systems
Serving Children with Disabilities.
Background:
Nearly 50 years after the enactment and implementation of the
Education for All Handicapped Children Act of 1975 (reauthorized as
IDEA), which mandated that all children with disabilities have access
to a free appropriate public education (FAPE) in the least restrictive
environment (LRE), to the extent appropriate, the IDEA is still not
being implemented fully and
[[Page 42056]]
consistently across all States and for all eligible children. Sections
616(d) and 642 of IDEA require the Secretary to make an annual
determination as to the extent to which each State's Part B and Part C
programs are meeting the requirements of IDEA. In FY 2022, only 37
percent of States and entities, or 22 of 60, met the Part B
requirements of IDEA. Similarly, only 54 percent, or 30 of 56, States
and entities met the Part C requirements of IDEA (U.S. Department of
Education, 2022).
Under section 612(a)(11) of IDEA, the State educational agency
(SEA) is responsible for ensuring that all local educational agencies
(LEAs) within the State provide FAPE in the LRE to all children and
youth with disabilities served under Part B (children with
disabilities) within their local jurisdiction. Similarly, under section
635(a)(10) of IDEA, the State lead agency, either directly or through
its early intervention service (EIS) providers under 34 CFR 303.12, is
responsible for providing early intervention services to eligible
infants and toddlers with disabilities and their families. School
building administrators, including principals and vice principals, and
EIP administrators (which may include administrators responsible for
managing personnel in State lead agencies, EIS providers, and EIS
programs) are on the front lines of IDEA implementation and are
responsible for ensuring children with disabilities are provided the
services and supports for which they are eligible under the IDEA as
well as others intended to protect children with disabilities,
including under Section 504 of the Rehabilitation Act. School building
and EIP administrators help set high expectations for performance in
schools and among EIS providers and ensure that the unique,
individualized needs of each infant, toddler, or child with a
disability are met consistent with their individualized education
program (IEP) or individualized family service plan (IFSP).
School building and EIP administrators must manage resources,
personnel, and a myriad of educational and other programs in their
schools and EIPs and ensure compliance with multiple interacting laws
protecting children with disabilities. Because these administrators are
required to make decisions about the operations and financial support
of the programs offered in their building, it is essential that these
school building and EIP administrators have the knowledge, skills, and
competencies to ensure, consistent with the IDEA requirements, the
delivery of FAPE in the LRE for children with disabilities or the
provision of early intervention services for infants and toddlers with
disabilities and their families.
Given that school building and EIP administrators have complex
roles, it is not surprising that those who are well trained handle the
multi-faceted demands of the role better and tend to stay in their jobs
longer (Herman et al., 2022). They are instrumental in supporting
teachers and providers' practices, motivating school and EIP staff,
maintaining a positive school or program climate, and ensuring
inclusive settings are offered. High turnover of school building and
EIP administrators can be disruptive to maintaining an environment that
supports appropriate outcomes for children with disabilities. As a
result, high administrator turnover can lead to higher teacher and
provider turnover and lower child outcomes (e.g., lower student
achievement, lower gains in learning or development outcomes for young
children) (Levin & Bradley, 2019). Access to professional learning
opportunities is an important factor influencing job satisfaction and
retention of administrators (Boyce & Bowers, 2016). In addition to
covering essential research-based content on topics such as learning
and teaching, instructional leadership, data-based decision making, and
systems improvement, the structure of continued professional
development for administrators also matters (Darling-Hammond et al.,
2022; Leung-Gagne et al, 2022). Especially important to building the
capacity of administrators is access to coordinated, continued
professional development with structured learning opportunities such as
through a cohort model, mentoring, one-on-one coaching, networking to
build a professional community, applied learning opportunities, and
problem solving related to the needs of individual children, including
children with disabilities, children who are multilingual, and children
from diverse socioeconomic backgrounds. In addition, we know that
school and district-based administrators' greatest source of evidence-
based practices and policy content are their national and state
affiliate professional organizations. As such, partnering with these
organizations, for the center and local administrators, would be an
effective and efficient way to facilitate the dissemination of IDEA
implementation information.
The goals of this national center are to (a) increase the capacity
of school building and EIP administrators to meet the statutory and
procedural requirements of IDEA to ensure that each child with a
disability in their school or EIP receives FAPE consistent with the
child's IEP or early intervention services consistent with the infant
or toddler's IFSP; and (b) increase the capacity of school building and
EIP administrators to improve services and outcomes for children with
disabilities. The National Center for Supporting School Building and
Early Intervention Program Administrators to Effectively Implement IDEA
and Improve Systems Serving Children with Disabilities will (1) develop
and provide high-quality professional development on IDEA requirements
and implementation (e.g., IDEA related professional competencies) and
essential research-based content on topics such as learning and
teaching, the structure of continued professional development,
instructional leadership, data-based decision making, and systems
improvement to school building and EIP administrators; (2) build and
support partnerships needed to support and sustain the delivery of
intensive professional development on IDEA requirements and
implementation to school building and EIP administrators to improve the
outcomes of children with disabilities; and (3) develop and implement
customized professional development and TA to address the unique needs
and context of individual States and local environments.
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Center for Supporting School Building
and EIP Administrators to Effectively Implement IDEA and Improve
Systems Serving Children with Disabilities (Center). The Center will
help SEAs and Part C lead agencies effectively implement IDEA by
building the capacity of school building and EIP administrators to meet
the requirements of IDEA.
The Center must achieve, at a minimum, the following expected
outcomes:
(a) Establish and maintain State-level partnerships \1\ to help
local administrators attain and maintain the essential IDEA-related
professional competencies needed to ensure the delivery of FAPE in the
LRE for children with disabilities and the provision of early
intervention services for infants
[[Page 42057]]
and toddlers with disabilities and their families;
---------------------------------------------------------------------------
\1\ For the purpose of this priority, ``State-level
partnerships'' refers to State affiliates of nationally recognized
professional and family networks that form an infrastructure for
policy development, dissemination of information, interaction, and
learning with, among other entities, SEA and Part C lead agencies,
local educational agencies and service providers, and institutions
of higher education (``State-level partners'').
---------------------------------------------------------------------------
(b) Identify the IDEA-related professional competencies required
for school building and EIP administrators to ensure the delivery of
FAPE in the LRE for children with disabilities and early intervention
services for infants and toddlers with disabilities and their families;
(c) Develop and disseminate openly licensed products designed for
adult learners to increase knowledge, build skills, and provide
practice-based opportunities that focus on the IDEA-related
professional competencies that school building and EIP administrators
must master to effectively implement IDEA in their school or EIP in
order to improve outcomes for children;
(d) Deliver high-quality professional learning programs using the
Center's openly licensed products and other available products designed
for adult learners to increase knowledge, build skills, and provide
practice-based opportunities that focus on the IDEA-related
professional competencies that school building and EIP administrators
must master to effectively implement IDEA in their school or EIP in
order to improve outcomes for children;
(e) Evaluate the effectiveness over the life of the grant of
professional development products and services the Center designed to
increase the capacity of school building and EIP administrators to
effectively implement IDEA, by identifying specific school building and
EIP administrators to participate in a structured professional
development program; and
(f) Enhance the capacity of State-level partners to use Center
products and deliver high-quality professional development designed to
increase the capacity of school building and EIP administrators to
effectively implement IDEA.
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 of the
professional competencies needed by school building and EIP
administrators to support effective implementation of IDEA. To meet
this requirement, the applicant must--
(i) Demonstrate knowledge of common factors for why States do not
meet the requirements of IDEA and strategies to address these
challenges to improve outcomes for children;
(ii) Demonstrate knowledge of the professional competencies that
school building and EIP administrators need to manage effective
implementation of IDEA and its interaction with other Federal laws
protecting the rights of children with disabilities; and
(iii) Demonstrate knowledge of effective approaches to forming or
expanding and maintaining State-level partnerships to collaboratively
develop or expand and deliver knowledge, teaching, and learning tools
and resources that support leadership development for school building
and EIP administrators managing special education programs and EIPs and
that focus on the implementation of IDEA. The leadership development
activities must focus on a variety of entities, including local
educational and early intervention agencies; schools; EIS providers and
programs; institutions of higher education (IHEs); other nonprofit
organizations that provide special education, early intervention, or
related services to children, infants, and toddlers with disabilities
and their families; and other TA providers;
(2) Demonstrate knowledge of effective approaches to forming or
expanding and maintaining State-level partnerships to collaboratively
develop or expand and deliver evidence-based \2\ professional
development to a variety of entities, including local educational and
early intervention agencies; schools; EIS providers and programs; IHEs;
other nonprofit organizations that provide special education, early
intervention, or related services to children, infants, and toddlers
with disabilities and their families; and other TA providers; and
---------------------------------------------------------------------------
\2\ For the purposes of this priority, ``evidence-based'' means,
at a minimum, evidence that demonstrates a rationale (as defined in
34 CFR 77.1), where a key project component included in the
project's logic model is informed by research or evaluation findings
that suggest the project component is likely to improve relevant
outcomes.
---------------------------------------------------------------------------
(3) Improve outcomes for children with disabilities and their
families by supporting school building and EIP administrators to
effectively implement IDEA and improve systems serving children with
disabilities and early intervention services for infants and toddlers
with disabilities and their families. To meet this requirement, the
applicant must--
(i) Present information and data on the current capacity of LEAs
and EIS providers, IHEs, and other entities to provide training and TA
needed to build the professional competencies of school building and
EIP administrators to support delivery of special education and early
intervention services, as mandated by IDEA;
(ii) Present information and data on the current capacity of LEAs
and EIS providers, IHEs, and other entities to provide training and TA
needed to build the professional competencies of school building and
EIP administrators to improve systems delivering special education and
early intervention services, as mandated by IDEA; and
(iii) Indicate the likely magnitude or importance of the
improvements that the project is expected to make.
(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;
(2) Identify the needs of the intended recipients for TA and
information, specifically the needs of school building and EIP
administrators to meet the statutory and procedural requirements of
IDEA, and ensure that products and services meet the needs of the
intended recipients;
(3) 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;
(4) 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.
(5) Be based on current research and make use of evidence-based
practices (EBPs). To meet this requirement, the applicant must
describe--
(i) The current research on the professional competencies,
[[Page 42058]]
implementation science, systems change, capacity building, and
essential research-based content on topics such as learning and
teaching, the structure of continued professional development,
instructional leadership, data-based decision making, and systems
improvement, for school building and EIP administrators of IDEA;
(ii) The current research about adult learning principles that will
inform the proposed product development, training, and TA; and
(iii) How the proposed project will incorporate current research
and EBPs in the development and delivery of its products and services;
(6) 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 develop or expand the knowledge base that
delineates the professional competencies (i.e., knowledge, skills, and
dispositions) that school building and EIP administrators need to
effectively implement IDEA and comply with other Federal laws
protecting the rights of children with disabilities, support the
delivery of FAPE to children with disabilities and early intervention
services to infants and toddlers with disabilities and their families,
and improve systems serving children with disabilities and their
families;
(ii) Its plan to collaborate with State-level partners to develop
and disseminate products and services for building the capacity of
school building and EIP administrators to effectively implement IDEA,
which should include, at a minimum, activities focused on--
(A) Establishing a cohort of States to assist in planning and
development of products, training, and technical assistance protocols
using their State-level partnerships; and
(B) Building the capacity of school building and EIP administrators
in States, or in LEAs or EIPs, that do not meet requirements based on
the Secretary's annual determination under section 616(d) of IDEA;
(iii) Its proposed approach to universal, general TA,\3\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services under this
approach and must include, at minimum, activities focused on--
---------------------------------------------------------------------------
\3\ ``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.
---------------------------------------------------------------------------
(A) Partnering with SEAs and Part C lead agencies to support their
efforts to develop and disseminate products for effective
implementation of IDEA, including adding State-specific policies and
procedures to such products, that align with Federal mandates for the
delivery of FAPE in the LRE to children with disabilities and early
intervention services to infants and toddlers with disabilities and
their families;
(B) Partnering with State-level partners to support dissemination
and use of Center products in personnel preparation and continuing
professional development, and increase the reach of Center products and
services to all States, the District of Columbia, U.S. territories,
and, for Part B only, the freely associated States; and
(C) Differentiating products and services to address the roles and
responsibilities of school building and EIP administrators in policy
relating to, and management of, resources, personnel, and programs
needed for effective implementation of IDEA;
(iv) Its proposed approach to targeted, specialized TA,\4\ which
must identify--
---------------------------------------------------------------------------
\4\ ``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.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach;
(B) Its proposed approach to identify the need for and measure the
readiness of potential TA recipients to work with the project,
assessing, at a minimum, the State's current determination status, with
priority given to States that do not meet IDEA requirements based on
the Secretary's annual determination under section 616(d) of IDEA,
infrastructure, available resources, and ability to build capacity at
the local level; and
(C) Its proposed approach to partner with SEAs and Part C lead
agencies and collaborate with State-affiliated partners and Office of
Special Education Programs (OSEP)-funded centers to support
dissemination of products, training, and TA designed to address the
needs of school building and EIP administrators across policy,
management, and service delivery roles and responsibilities; and
(v) Its proposed approach to intensive, sustained TA,\5\ which
must--
---------------------------------------------------------------------------
\5\ ``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.
---------------------------------------------------------------------------
(A) Identify the intended participants, including by Year 2, school
building and EIP administrators in States or LEAs or EIPs that do not
meet IDEA requirements based on the Secretary's annual determination
under section 616(d) of IDEA;
(B) Include a description of the products and services that the
Center proposes to make available, and the expected impact of those
products and service under this approach;
(C) Describe its proposed approach to measure the readiness of the
SEAs and Part C lead agencies to partner with the project; and
(D) Include its proposed plan for assisting SEAs and Part C lead
agencies to partner with State-affiliated partners and OSEP-funded
centers to build or enhance training systems that include professional
development based on adult learning principles and coaching for school
building and EIP administrators;
(7) 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
(8) 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.
[[Page 42059]]
(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),\6\ the
project director, and the OSEP project officer on the following tasks:
---------------------------------------------------------------------------
\6\ 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.
---------------------------------------------------------------------------
(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 clearly--
(A) Specifies the evaluation questions, measures, and associated
instruments or sources for data appropriate to answer these questions,
suggests analytic strategies for those data, provides a timeline for
conducting the evaluation, and includes staff assignments for
completing the evaluation activities;
(B) Delineates the data expected to be available by the end of the
second project year for use during the project's evaluation (3+2
review) 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, to accomplish the tasks described in
paragraph (c)(1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (c)(1) and (2)
of this section and revising and implementing the evaluation plan.
Please note in your budget narrative the funds dedicated for this
activity.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
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
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(4) Maintain a high-quality website, with an easy-to-navigate
design, that
[[Page 42060]]
meets government or industry-recognized standards for accessibility;
(5) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(6) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to this new
award period and at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), including--
(a) The recommendations of a 3+2 review team consisting of experts
who have experience and knowledge in implementing IDEA and improving
systems serving children with disabilities. 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
Boyce, J. & Bowers, A.J. (2016). Principal turnover: Are there
different types of principals who move from or leave their schools?
A latent class analysis of the 2007-2008 Schools and Staffing Survey
and the 2008-2009 Principal Follow-Up Survey. Leadership and Policy
in Schools, 15(3), 237-272.
Darling-Hammond, L., Wechsler, M.E., Levin, S., Leung-Gagn[eacute],
M., & Tozer, S. (2022). Developing effective principals: What kind
of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201.
Herman, R., Wang, E.L., Woo, A., Gates, S.M., Berglund, T., Schweig,
J., Andrew, M., & Todd, I. (2022). Redesigning university principal
preparation programs: A systemic approach for change and
sustainability. A Rand Principal Preparation Series, 3(2).
www.wallacefoundation.org/knowledge-center/pages/redesigning-university-principal-preparation-programs-a-systemic-approach-for-change-and-sustainability.aspx.
Leung-Gagn[eacute], M., Levin, S., & Wechsler, M.E. (2022).
Developing effective principals: What kind of learning matters?
[Technical supplement]. Learning Policy Institute. https://learningpolicyinstitute.org/product/developing-effective-principals-report.
Levin, S. & Bradley, K. (2019). Understanding and addressing
principal turnover: A review of the research. National Association
of Secondary School Principals. https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report.
U.S. Department of Education, Office of Special Education Programs.
2022. 43rd Annual Report to Congress on the Implementation of the
Individuals with Disabilities Education Act, 2021. www.ed.gov/about/reports/annual/osep.
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 absolute 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: $3,000,000.
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 $15,000,000 for
a project period of 60 months or an award that exceeds $4,000,000 for
any single budget period.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; IHEs; other public agencies,
including State lead agencies; private nonprofit organizations; public
agencies from the freely associated States and outlying areas; Indian
Tribes or Tribal organizations; and for-profit organizations.
2.a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
the Cost Principles described in 2 CFR part 200 subpart E of the
Uniform Guidance.
3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under
this competition may award subgrants--to directly carry out project
activities described in its application--to the following types of
entities: IHEs, nonprofit organizations, and public agencies. The
grantee may award subgrants to entities it has identified in an
approved application or that it selects through a competition under
procedures established by the grantee, consistent with 34 CFR
75.708(b)(2).
4. Other General Requirements: a. Recipients of funding under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
IDEA).
b. Applicants for, and recipients of, funding must, with respect to
the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents
[[Page 42061]]
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. However,
under 34 CFR 79.8, we waive intergovernmental review in order to man an
award by the end of FY 2023.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 70 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
Use a font that is 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority requirements, the resumes, the
reference list, the letters of support, or the appendices. However, the
recommended page limit does apply to all of the application narrative,
including all text in charts, tables, figures, graphs, and screen
shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are listed below:
(a) Significance (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of project services (35 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iv) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(v) The extent to which the TA services to be provided by the
proposed project involve the use of efficient strategies, including the
use of technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation (20 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers 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 (15
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of 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
[[Page 42062]]
milestones for accomplishing project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that applications may be separated into two or more
groups and ranked and selected for funding within specific groups 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.
[[Page 42063]]
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.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
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, which apply to projects funded
under this competition. Grantees are required to submit data on these
measures as directed by OSEP. 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 special education personnel preparation and
professional development, or practice.
Program Performance Measure 3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving special education personnel preparation and
professional development, or practice.
Program Performance Measure 4: The cost efficiency of the
Technical Assistance and Dissemination Program, including the
percentage of milestones achieved in the current annual performance
report period and the percentage of funds spent during the current
fiscal year.
Long-term Program Performance Measure: The percentage of
States receiving Special Education Technical Assistance and
Dissemination services regarding scientifically or evidence-based
practices for children and youth with disabilities that successfully
promote the implementation of those practices in school districts and
service agencies.
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
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.
Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2023-13934 Filed 6-27-23; 4:15 pm]
BILLING CODE 4000-01-P