[Federal Register Volume 87, Number 13 (Thursday, January 20, 2022)]
[Notices]
[Pages 3090-3099]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-00965]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities--Technical Assistance Center on Positive Social,
Emotional, and Behavioral Outcomes for Young Children With, and At Risk
for, Developmental Delays or Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2022 for a
Technical Assistance Center on Positive Social, Emotional, and
Behavioral Outcomes for Young Children with, and At Risk for,
Developmental Delays or Disabilities, Assistance Listing Number
84.326B. This notice relates to the approved information collection
under OMB control number 1820-0028.
DATES:
Applications Available: January 20, 2022.
Deadline for Transmittal of Applications: March 21, 2022.
Deadline for Intergovernmental Review: May 20, 2022.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979. Please note that these Common
Instructions supersede the version published on February 13, 2019, and,
in part, describe the transition from the requirement to register in
SAM.gov a Data Universal Numbering System (DUNS) number to the
implementation of the Unique Entity Identifier (UEI). More information
on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
FOR FURTHER INFORMATION CONTACT: Sunyoung Ahn, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5012A, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-6460. Email:
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to improve
results for children with disabilities by providing technical
assistance (TA), supporting model demonstration projects, disseminating
useful information, and implementing activities that are supported by
scientifically based research.
Priority: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable
activities specified in the statute (see sections 663 and 681(d) of the
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1463 and
1481(d)).
Absolute Priority: For FY 2022 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is:
Technical Assistance Center on Positive Social, Emotional, and
Behavioral Outcomes for Young Children with, and At Risk for,
Developmental Delays or Disabilities.
Background
The beginning years of a child's life are critical for building the
early
[[Page 3091]]
foundation of learning, health, and wellness. Responsive relationships
and high-quality early care and education experiences are central to
promoting young children's social, emotional, and behavioral
competence, which can lead to more success in school, relationships,
and life (Campbell et al., 2016; Jones et al., 2015). However, early
childhood systems and programs that serve infants, toddlers, and
preschool children (young children) with, and at risk for,
developmental delays or disabilities have struggled to systematically
promote social, emotional, and behavioral competence and address
behavioral challenges. According to a recent survey (Smith et al.,
2020), there is great variation in the capacity of State IDEA Part C
programs to identify and meet the needs of infants and toddlers who
have social-emotional delays, mental health conditions, or
circumstances that put them at high risk of developing these
difficulties. Most States report a shortage of qualified personnel who
can provide services or provide training on evidence-based models that
support young children's social, emotional, and behavioral development.
In classroom settings, early childhood personnel frequently report that
coping with challenging behavior is their most pressing training need
and presents a barrier to including young children with disabilities
into programs with their typically developing peers (Brock & Beaman-
Diglia, 2018; Snell et al., 2012).
The well-documented, and troubling, data on preschool expulsion and
suspension as well as its disproportionate application highlights the
need for early childhood personnel to build competencies on how to
equitably support young children's social, emotional, and behavior
development. Early research by Gilliam (2005) showed that the rate of
expulsion from State-funded pre-K programs was three times higher than
that for K-12 programs. Later studies bolster these initial findings
and demonstrate that suspension and expulsion from early education
disproportionately affect young boys of color (Gilliam & Reyes, 2018;
Malik, 2017; Meek & Gilliam, 2016).
The COVID-19 pandemic has highlighted the need to improve the
capacity of early childhood personnel and programs to promote young
children's social, emotional, and behavioral competence. The pandemic
is exposing many young children to added stressors, including reduced
connection with peers, loss of family or community members, financial
insecurity, or exacerbated physical or mental health needs of family
members. Parents of young children with disabilities reported being
more concerned about their children's behavior, development, and
learning; and feeling more anxious and depressed during the pandemic
(Center for Translational Neuroscience, 2020). Studies indicate that
the COVID-19 pandemic's social distancing restrictions have prompted a
surge in the mental health needs of children (West et al., 2021).
Children of color are especially subject to significant stressors
during the pandemic (Robles-Ramamurthy et al., 2021); however, they and
their families have been less likely than their White counterparts to
receive care or have access to services, placing them in an especially
vulnerable position for social, emotional, and behavioral challenges
(Stephenson, 2021). Because of these stressors, the President's
Executive Order 14000, Supporting the Reopening and Continuing
Operation of Schools and Early Childhood Education Providers (86 FR
7215) identified the need for ``trauma-informed care, and behavioral
and mental health support,'' and the ``promotion of mental health and
social-emotional well-being'' in early childhood programs.
Meeting young children's social, emotional, and behavioral needs
requires a multi-faceted and multi-tiered approach. There is growing
evidence that a multi-tiered system of support \1\ (MTSS) can yield
positive outcomes in early childhood learning and social, emotional,
and behavioral development (Blair et al., 2010; Hebbeler & Spiker,
2016; Sanford & Horner, 2013; Wackerle-Hollman et al., 2021). One of
the foundational premises of MTSS is inclusive, high-quality
instruction in general education settings or a child's natural
environments (Hebbeler & Spiker, 2016). The flexible, tiered structure
of an MTSS framework can allow early childhood personnel and system
leaders to integrate intervention and support components based on the
program's needs and resources (Wackerle-Hollman et al., 2021) and
ensure access, participation, and support for all young children in an
early childhood program. Recently, there has been an effort to
integrate trauma-informed \2\ approaches within MTSS frameworks to
better support children's social, emotional, and behavioral development
(Eber et al., 2020; National Center for Pyramid Model Innovations,
2021; Ormiston et al., 2021). To leverage the flexibility and
inclusiveness of an MTSS framework, and to embed necessary trauma-
informed supports for young children and their families, States and
local early childhood systems and programs need to understand the key
features of an MTSS framework and the supports needed to implement,
scale-up, and sustain it. This includes building collaborative
partnerships with community resources, including social service and
health systems, to integrate necessary services within early childhood
programs and scale-up and sustain effective practices.
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\1\ For the purpose of this priority, ``multi-tiered system of
supports (MTSS)'' is a way to provide high-quality teaching and
responsive caregiving through the delivery of differentiated support
for all young children. Four key practices in an early childhood
MTSS include: (a) Universal screening to determine which children
may need additional services or supports, (b) differentiation of
child goals or outcomes to clarify what individual skills children
need to focus on, (c) tiered instruction or interventions to meet
children's need, and (d) ongoing progress monitoring to adjust
instruction as needed (Division of Early Childhood, 2021).
\2\ For the purpose of this priority, ``trauma-informed'' means
a program, organization, or system realizes the widespread impact of
trauma and understands potential paths for recovery; recognizes the
signs and symptoms of trauma in clients, families, staff, and others
involved with the system; and responds by fully integrating
knowledge about trauma into policies, procedures, and practices, and
seeks to actively resist retraumatization (Substance Abuse and
Mental Health Services Administration, 2014).
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The absolute priority is designed to accomplish these objectives.
It is also aligned to the Secretary's priorities published in the
Federal Register on December 10, 2021 (86 FR 70612) in the area of
meeting student social, emotional, and academic needs.
Priority
The purpose of this priority is to fund a cooperative agreement to
establish and operate a Technical Assistance Center on Positive Social,
Emotional, and Behavioral Outcomes for Young Children with, and At Risk
for, Developmental Delays or Disabilities. The Center will improve
State and local capacity to implement, scale-up, and sustain effective
practices and policies to equitably support the social, emotional, and
behavioral development of young children with, and at risk for,
developmental delays or disabilities.
The Center must achieve, at a minimum, the following expected
outcomes:
(a) Increased knowledge base on effective practices within, and
implementation supports for, the equitable implementation of an early
childhood MTSS framework that integrates necessary educational, social,
and mental health services through partnerships and collaboration with
community resources; supports the
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inclusion of young children with disabilities across various settings;
promotes family engagement; and embeds trauma-informed and culturally
and linguistically responsive practices to promote positive and
equitable social, emotional, and behavioral outcomes for all young
children, including children of color, with, and at risk for,
developmental delays or disabilities;
(b) Improved State infrastructures to support the capacity of local
early childhood programs and personnel to implement, scale-up, and
sustain the MTSS framework to equitably improve the social, emotional,
and behavioral outcomes of all young children with, and at risk for,
developmental delays or disabilities and eliminate inappropriate,
disproportionate, exclusionary, and ineffective discipline practices,
such as suspension, expulsion, and seclusion and the inappropriate use
of restraint that disproportionately impacts children of color and
young children with disabilities.
(c) Increased capacity of State and local early childhood programs
to develop policies and implement practices to address factors that
influence disparities in early childhood social, emotional, and
behavioral outcomes, including, but not limited to, equitable access to
services and supports for young children and families; impacts of
adverse childhood experiences, toxic stress, and trauma on young
children and families; and inappropriate and disproportionate
discipline practices; and
(d) Improved capacity of State and local early childhood programs
to collect and use data to measure progress towards meeting social,
emotional, and behavioral outcomes of young children with, and at risk
for, developmental delays or disabilities at the child and program
levels, and identifying any disparities across race, ethnicity, home
language, and income levels within the data.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address the current and emerging needs of States, early
childhood programs, and personnel to improve the social, emotional, and
behavioral outcomes of all young children with, and at risk for,
developmental delays or disabilities through the implementation of an
early childhood MTSS framework. To meet this requirement, the applicant
must--
(i) Present applicable national or State data demonstrating the
need to improve positive social, emotional, and behavioral outcomes for
all young children with, and at risk for, developmental delays or
disabilities, and the needs of States, early childhood programs, and
personnel in equitably implementing an early childhood MTSS framework
focused on social, emotional, and behavioral development;
(ii) Demonstrate knowledge of the current capacity of personnel to
implement family engagement, trauma-informed, and culturally and
linguistically responsive practices to promote positive and equitable
social, emotional, and behavioral outcomes for all young children with,
and at risk for, developmental delays or disabilities;
(iii) Demonstrate knowledge of current educational issues and
policy initiatives relating to--
(A) Implementing and sustaining an early childhood MTSS framework
that promotes positive and equitable social, emotional, and behavioral
outcomes for all young children with, and at risk for, developmental
delays or disabilities across early childhood systems and programs,
including IDEA Part C and Part B, section 619, Head Start and Early
Head Start, child care, and public preschool;
(B) Reducing disparities in early childhood social, emotional, and
behavioral outcomes, including through eliminating inappropriate and
ineffective discipline practices, such as suspension, expulsion, and
seclusion and the inappropriate use of restraint that
disproportionately impacts children of color and young children with
disabilities;
(C) Increasing inclusive opportunities for young children with, and
at risk for, developmental delays or disabilities; and
(D) Providing equitable access to educational, social, and mental
health services to young children and families to promote the social,
emotional, and behavioral outcomes of young children with, and at risk
for, developmental delays or disabilities and the intersection of these
services; and
(iv) Present information about the current level of State and local
implementation of--
(A) Early childhood MTSS frameworks focused on social, emotional,
and behavioral development across early childhood systems and programs,
including IDEA Part C and Part B, section 619, Head Start and Early
Head Start, child care, and public preschool programs;
(B) Policies and practices to reduce disparities in early childhood
social, emotional, and behavioral outcomes, including through
eliminating inappropriate and inequitable discipline practices,
including suspension, expulsion, and seclusion, and the inappropriate
use of restraint in early childhood programs;
(C) Activities to measure changes in social, emotional, and
behavioral outcomes at the child and program levels and make data-based
decisions to inform more equitable practices and policies; and
(D) Activities to support scaling-up and sustaining effective
practices to improve social, emotional, and behavioral outcomes for
young children with, and at risk for, developmental delays or
disabilities through key implementation drivers, including
comprehensive preservice preparation, professional development and
support, family engagement and support, and policy changes; and
(2) Improve State and local capacity to implement, scale-up, and
sustain effective practices and policies to equitably support the
social, emotional, and behavioral development of young children with,
and at risk for, developmental delays or disabilities, and indicate the
likely magnitude or importance of the improvements.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients for TA and
information; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the grant;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) In Appendix A, the logic model \3\ (as defined in 34 CFR 77.1)
by which the proposed project will achieve its intended outcomes that
depicts, at a
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minimum, the goals, activities, outputs, and intended outcomes of the
proposed project;
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\3\ Logic model (34 CFR 77.1) (also referred to as a theory of
action) means a framework that identifies key project components of
the proposed project (i.e., the active ``ingredients'' that are
hypothesized to be critical to achieving the relevant outcomes) and
describes the theoretical and operational relationships among the
key project components and relevant outcomes.
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(3) Use a conceptual framework (and provide a copy in Appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
Note: The following websites provide more information on logic
models and conceptual frameworks: www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework; https://osepideasthatwork.org/evaluation?tab=eval-logic; and
https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2021112.pdf.
(4) Be based on current research and make use of evidence-based
practices (EBPs).\4\ To meet this requirement, the applicant must
describe--
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\4\ For the purposes of this priority, ``evidence-based
practices'' means practices that, at a minimum, demonstrate a
rationale (as defined in 34 CFR 77.1), where a key project component
included in the project's logic model is informed by research or
evaluation findings that suggest the project component is likely to
improve relevant outcomes.
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(i) The current research on effective and equitable early childhood
MTSS frameworks that promote positive social, emotional, and behavioral
outcomes; family engagement, trauma-informed, and culturally and
linguistically responsive practices to support young children's social,
emotional, and behavioral outcomes; service integration across
education, social services, and health systems; systems change; and
capacity building;
(ii) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(iii) How the proposed project will incorporate current research
and practices in the development and delivery of its products and
services;
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it proposes to identify or develop the knowledge base on
effective practices within, and implementation supports for, an early
childhood MTSS framework focused on social, emotional, and behavioral
development across early childhood settings that--
(A) Integrates effective educational, social and mental health
services to support equitable access to needed services for young
children with, and at risk for, developmental delays or disabilities
and their families;
(B) Promotes family engagement and supports, including those for
families that have been traditionally underrepresented;
(C) Embeds trauma-informed and culturally and linguistically
responsive practices to promote positive and equitable social,
emotional, and behavioral outcomes for all young children with, and at
risk for, developmental delays or disabilities;
(D) Increases the inclusion of young children with disabilities in
early childhood programs;
(E) Reduces disparities in early childhood social, emotional, and
behavioral outcomes, including through eliminating the use of
inappropriate, disproportionate, exclusionary, and ineffective
discipline practices in early childhood programs;
(F) Allows for the collection and use of data to inform decision-
making and identify disparities in social, emotional, and behavioral
outcomes; and
(G) Supports scaling-up and sustaining effective practices through
key implementation drivers, such as preservice preparation,
professional development and staffing support, family engagement and
support, systems change, and policy changes;
(ii) Its proposed approach to universal, general TA,\5\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach. At minimum, the approach should include activities
focused on--
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\5\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA center staff and including one-time,
invited or offered conference presentations by TA center staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA center's website by independent users. Brief communications by TA
center staff with recipients, either by telephone or email, are also
considered universal, general TA.
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(A) Identifying and developing resources and materials to increase
the awareness of the benefits of implementing, scaling-up, and
sustaining an early childhood MTSS framework focused on social,
emotional, and behavioral development across early childhood systems
and programs, and the importance of developing policies and practices
to reduce disparities in early childhood social, emotional, and
behavioral outcomes; and
(B) Identifying and developing materials, resources, and tools to
help States, local early childhood programs, and providers increase
their knowledge of an MTSS framework and implement effective policies
and practices to support positive and equitable social, emotional, and
behavioral outcomes for all young children with, or at risk for,
developmental delays or disabilities;
(iii) Its proposed approach to targeted, specialized TA,\6\ which
must identify--
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\6\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA center staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
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(A) The intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach;
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
current infrastructure, available resources, and ability to build
capacity at the local level;
(C) The process by which the proposed project will collaborate with
other federally funded TA centers, including those funded by OSEP and
the Department of Health and Human Services (HHS), that are focused on
supporting the social, emotional, and behavioral development of young
children with, and at risk for, developmental delays or disabilities
across various early childhood systems and programs; and
(D) Its proposed approach to increasing the engagement and
leadership of State IDEA Part C and Part B, section 619 coordinators to
collaborate with other early childhood State leaders to develop and
implement policies and practices that address factors that influence
disparities in early childhood social, emotional, and behavioral
outcomes, including, but not limited to, eliminating the use of
inappropriate, disproportionate, exclusionary, and ineffective
discipline practices in early childhood programs and supporting
equitable access to needed services and supports.
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(iv) Its proposed approach to intensive, sustained TA,\7\ which
must identify--
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\7\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the TA
center staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
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(A) The intended recipients, including the type and number of
recipients, that will receive the services, a description of the
services that the Center proposes to make available, and the expected
impact of those services under this approach;
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
commitment to the initiative, alignment of the initiative to their
needs, current infrastructure, available resources, and ability to
build capacity within at the local level;
(C) Its proposed plan for assisting State early childhood systems
to build or enhance professional development systems, including by
engaging key preservice preparation programs and in-service
professional development providers;
(D) Its proposed plan for working across early childhood, social
service, and health systems to ensure that there are processes in place
to support the implementation of an early childhood MTSS framework that
integrates necessary educational, social, and mental health services to
promote young children's social, emotional, and behavioral development;
and
(E) The process by which the proposed project will ensure the use
of effective TA practices and continuously evaluate the practices to
improve the delivery of TA; and
(v) How the proposed project will use non-project resources to
achieve the intended project outcomes.
(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(7) Develop a dissemination plan that describes how the applicant
will systematically distribute information, products, and services to
varied intended audiences, using a variety of dissemination strategies,
to promote awareness and use of the Center's products and services.
(c) In the narrative section of the application under ``Quality of
the project evaluation,'' include an evaluation plan for the project
developed in consultation with and implemented by a third-party
evaluator.\8\ The evaluation plan must--
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\8\ A ``third-party'' evaluator is an independent and impartial
program evaluator who is contracted by the grantee to conduct an
objective evaluation of the project. This evaluator must not have
participated in the development or implementation of any project
activities, except for the evaluation activities, nor have any
financial interest in the outcome of the evaluation.
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(1) Articulate formative and summative evaluation questions,
including important process and outcome evaluation questions. These
questions should be related to the project's proposed logic model
required in paragraph (b)(2)(ii) of the application and administrative
requirements in this priority;
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes will be measured to answer the evaluation
questions. Specify the measures and associated instruments or sources
for data appropriate to the evaluation questions. Include information
regarding reliability and validity of measures where appropriate;
(3) Describe strategies for analyzing data and how data collected
as part of this plan will be used to inform and improve service
delivery over the course of the project and to refine the proposed
logic model and evaluation plan, including subsequent data collection;
(4) Provide a timeline for conducting the evaluation, and include
staff assignments for completing the plan. The timeline must indicate
that the data will be available annually for the annual performance
report (APR) and at the end of Year 2 for the review process described
under the heading, Fourth and Fifth Years of the Project;
(5) Dedicate sufficient funds in each budget year to cover the
costs of developing or refining the evaluation plan in consultation
with a ``third-party'' evaluator, as well as the costs associated with
the implementation of the evaluation plan by the third-party evaluator.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, including racially,
ethnically, and linguistically diverse families, early childhood
educators, early intervention and early childhood special educators,
administrators, TA providers, researchers, and policy makers, among
others, in its development and operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC, or
virtually, after receipt of the award, and an annual planning meeting
in Washington, DC, or virtually, with the OSEP project officer and
other relevant staff during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference
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must be held between the OSEP project officer and the grantee's project
director or other authorized representative;
(ii) A two and one-half day project directors' conference in
Washington, DC, or virtually, during each year of the project period;
(iii) Two annual two-day trips, or virtually, to attend Department
briefings, Department-sponsored conferences, and other meetings, as
requested by OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC, or
virtually, during the second year of the project period;
(3) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(4) Engage doctoral students or post-doctoral fellows in the
project to increase future leaders in the field who are knowledgeable
on how to implement, scale-up, and sustain an MTSS framework focused on
social, emotional, and behavioral development; and culturally
responsive practices and policies that support positive and equitable
social, emotional, and behavioral outcomes for young children with, and
at risk for, developmental delays or disabilities;
(5) Maintain a high-quality website, with an easy-to-navigate
design, that meets government or industry- recognized standards for
accessibility;
(6) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(7) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to a new award
at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will, under 34 CFR 75.253(a), consider
certain requirements, including--
(a) The recommendations of a 3+2 review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the
second year of the project period;
(b) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
Under 34 CFR 75.253, the Secretary may reduce continuation awards
or discontinue awards in any year of the project period for excessive
carryover balances or a failure to make substantial progress. The
Department intends to closely monitor unobligated balances and
substantial progress under this program and may reduce or discontinue
funding accordingly.
References
Blair, K.S.C., Fox, L., & Lentini, R. (2010). Use of positive
behavior support to address the challenging behavior of young
children within a community early childhood program. Topics in Early
Childhood Special Education, 30(2), 68-79.
Brock, M.E., & Beaman-Diglia, L.E. (2018). Efficacy of coaching
preschool teachers to manage challenging behavior. Education and
Treatment of Children, 41(1), 31-48.
Campbell, S.B., Denham, S.A., Howarth, G.Z., Jones, S.M., Whittaker,
J.V., Williford, A.P., Willoughby, M.T., Yudron, M., & Darling-
Churchill, K. (2016). Commentary on the review of measures of early
childhood social and emotional development: Conceptualization,
critique, and recommendations. Journal of Applied Developmental
Psychology, 45, 19-41.
Center for Translational Neuroscience. (2020). Overloaded: Families
with children who have special needs are bearing an especially heavy
weight, and support is needed. University of Oregon. https://medium.com/rapid-ec-project/overloaded-families-with-children-who-have-special-needs-are-bearing-an-especially-heavy-weight-4e613a7681bd.
Division for Early Childhood. (2021). New position statement:
Multitiered system of support framework in early childhood.
www.decdocs.org/position-statement-mtss.
Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K.
(2020). Integrating a trauma-informed approach within a PBIS
framework. Center on Positive Behavioral Interventions and Supports,
University of Oregon. www.pbis.org/resource/integrating-a-trauma-informed-approach-within-a-pbis-framework.
Exec. Order No. 14000, 86 FR 7215 (7215-7218). www.govinfo.gov/content/pkg/FR-2021-01-26/pdf/2021-01864.pdf.
Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion
rates in state prekindergarten systems. Foundation for Child
Development. www.researchgate.net/publication/228701481_Prekindergarteners_Left_Behind_Expulsion_Rates_in_State_Prekindergarten_Systems.
Gilliam, W.S., & Reyes, C.R. (2018). Teacher decision factors that
lead to preschool expulsion: Scale development and preliminary
validation of the preschool expulsion risk measure. Infants & Young
Children, 31(2), 93-108.
Hebbeler, K., & Spiker, D. (2016). Supporting young children with
disabilities. The future of children, 185-205. https://files.eric.ed.gov/fulltext/EJ1118562.pdf.
Jones, D.E., Greenberg, M, & Crowley, M. (2015). Early social-
emotional functioning and public health: The relationship between
kindergarten social competence and future wellness. American Journal
of Public Health, 105(11), 2283-2290.
Malik, R. (2017). New data reveal 250 preschoolers are suspended or
expelled every day. Center for American Progress, 17, 2018.
Meek, S.E., & Gilliam, W.S. (2016). Expulsion and suspension in
early education as matters of social justice and health equity
[Discussion paper]. NAM Perspectives, 6(10). National Academy of
Medicine. https://doi.org/10.31478/201610e.
National Center for Pyramid Model Innovations. (2020). Trauma-
informed care and the Pyramid Model for promoting social and
emotional competence in infants and young children. University of
South Florida. https://challengingbehavior.cbcs.usf.edu/docs/Trauma-Informed-Care_PyramidModel.pdf.
Ormiston, H.E., Nygaard, M.A., & Heck, O.C. (2020). The role of
school psychologists in the implementation of trauma-informed multi-
tiered systems of support in schools. Journal of Applied School
Psychology, 37(4), 319-351. https://doi.org/10.1080/15377903.2020.1848955.
Robles-Ramamurthy, B., Coombs, A.A., Wilson, W., & Vinson, S.Y.
(2021). Black children and the pressing need for antiracism in child
psychiatry. Journal of the American Academy of Child and Adolescent
Psychiatry, 60(4), 432-434.
Sanford, A.K., & Horner, R.H. (2013). Effects of matching
instruction difficulty to reading level for students with escape-
maintained problem behavior. Journal of Positive Behavior
Interventions, 15(2), 79-89.
Smith, S., Ferguson, D., Burak, E.W., Granja, M.R., & Ortuzar, C.
(2020). Supporting social-emotional and mental health needs of young
children through Part C early intervention: Results of a 50-State
survey. National Center for Children in Poverty, Bank Street
Graduate School of Education. www.nccp.org/wp-content/uploads/2020/11/Part-C-Report-Final.pdf.
Snell, M.E., Voorhees, M.D., Berlin, R.A., Stanton-Chapman, T.L.,
Hadden, S., & McCarty, J. (2012). Use of interview and
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observation to clarify reported practices of Head Start staff
concerning problem behavior: For programs and training. Journal of
Positive Behavior Interventions, 14, 108-117.
Stephenson, J. (2021, June). Children and teens struggling with
mental health during COVID-19 pandemic. In JAMA Health Forum (Vol.
2, No. 6, pp. e211701-e211701). American Medical Association.
Substance Abuse and Mental Health Services Administration. (2014).
SAMHSA's concept of trauma and guidance for a trauma-informed
approach (HHS Publication No. 14-4884). https://store.samhsa.gov/system/files/sma14-4884.pdf.
Wackerle-Hollman, A., Spencer, T.D., Artman-Meeker, K., Kelley,
E.S., Dur[aacute]n, L., & Foster, M.E. (2021). Multi-tiered system
of supports in early childhood: Identifying gaps, considerations for
application, and solutions. Early Childhood Research Quarterly, 56,
201-212.
West, K.D., Ali, M.M., Schreier, A., & Plourde, E. (2021). Child and
Adolescent Mental Health During COVID-19: Considerations for Schools
and Early Childhood Providers (Issue Brief). U.S. Department of
Health and Human Services, Office of the Assistant Secretary for
Planning and Evaluation.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1463 and 1481.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in the
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: The Administration has requested
$49,345,000 for the Technical Assistance and Dissemination to Improve
Services and Results for Children with Disabilities program for FY
2022, of which we intend to use an estimated $1,100,000 for this
competition. The actual level of funding, if any, depends on final
congressional action. However, we are inviting applications to allow
enough time to complete the grant process if Congress appropriates
funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2023 from the list of
unfunded applications from this competition.
Maximum Award: We will not make an award exceeding $1,100,000 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: State educational agencies; State lead
agencies under Part C of the IDEA; local educational agencies (LEAs),
including public charter schools that are considered LEAs under State
law; IHEs; other public agencies; private nonprofit organizations;
freely associated States and outlying areas; Indian Tribes or Tribal
organizations; and for-profit organizations.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application. Under 34 CFR 75.708(e), a grantee may
contract for supplies, equipment, and other services in accordance with
2 CFR part 200.
4. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Applicants for, and recipients of, funding must, with respect
to the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on February 13,
2019, and, in part, describe the transition from the requirement to
register in SAM.gov a DUNS number to the implementation of the UEI.
More information on the phase-out of DUNS numbers is available at
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 70 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles,
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headings, footnotes, quotations, reference citations, and captions, as
well as all text in charts, tables, figures, graphs, and screen shots.
Use a font that is 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority requirements, the resumes, the
reference list, the letters of support, or the appendices. However, the
recommended page limit does apply to all of the application narrative,
including all text in charts, tables, figures, graphs, and screen
shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are as follows:
(a) Significance (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of project services (35 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iv) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(v) The extent to which the TA services to be provided by the
proposed project involve the use of efficient strategies, including the
use of technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation (15 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(d) Adequacy of resources and quality of project personnel (20
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iii) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(iv) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(v) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(e) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of
[[Page 3098]]
IDEA also have placed additional constraints on the availability of
reviewers. Therefore, the Department has determined that for some
discretionary grant competitions, applications may be separated into
two or more groups and ranked and selected for funding within specific
groups. This procedure will make it easier for the Department to find
peer reviewers by ensuring that greater numbers of individuals who are
eligible to serve as reviewers for any particular group of applicants
will not have conflicts of interest. It also will increase the quality,
independence, and fairness of the review process, while permitting
panel members to review applications under discretionary grant
competitions for which they also have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act for Fiscal Year 2019 (Pub. L. 115-
232) (2 CFR 200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: Under 34 CFR 75.110, the Department has
established a set of performance measures, including long-term
measures, that are designed to yield information on various aspects of
the effectiveness and quality of the Technical Assistance and
Dissemination to Improve Services and Results for Children With
Disabilities program. These measures are:
Program Performance Measure #1: The percentage of
Technical Assistance and Dissemination products and services deemed to
be of high quality by an independent review panel of experts qualified
to review the substantive content of the products and services.
Program Performance Measure #2: The percentage of Special
Education Technical Assistance and Dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to educational and early intervention policy or
practice.
[[Page 3099]]
Program Performance Measure #3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving educational or early intervention policy or
practice.
Program Performance Measure #4: The cost efficiency of the
Technical Assistance and Dissemination Program includes the percentage
of milestones achieved in the current annual performance report period
and the percentage of funds spent during the current fiscal year.
Long-term Program Performance Measure: The percentage of
States receiving Special Education Technical Assistance and
Dissemination services regarding scientifically or evidence-based
practices for infants, toddlers, children, and youth with disabilities
that successfully promote the implementation of those practices in
school districts and service agencies.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the Center meet needs identified by
stakeholders and may require the Center to report on such alignment in
their annual and final performance reports.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, whether
the grantee has made substantial progress in achieving the performance
targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Katherine Neas,
Deputy Assistant Secretary, Delegated the authority to perform the
functions and duties of the Assistant Secretary for the Office of
Special Education and Rehabilitative Services.
[FR Doc. 2022-00965 Filed 1-19-22; 8:45 am]
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