[Federal Register Volume 87, Number 62 (Thursday, March 31, 2022)]
[Notices]
[Pages 18773-18781]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-06784]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development To Improve
Services and Results for Children With Disabilities--National Center
for Improving Teacher and Leader Professions To Better Serve Children
With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2022 for the
National Center for Improving Teacher and Leader Professions to Better
Serve Children with Disabilities, Assistance Listing Number 84.325A.
This notice relates to the approved information collection under OMB
control number 1820-0028.
DATES:
Applications Available: March 31, 2022.
Deadline for Transmittal of Applications: May 31, 2022.
Deadline for Intergovernmental Review: July 29, 2022.
Pre-Application Webinar Information: No later than [April 5, 2022,
the Office of Special Education and Rehabilitative Services (OSERS)
will post details on pre-recorded informational webinars designed to
provide technical assistance
[[Page 18774]]
to interested applicants. Links to the webinars may be found at
www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register 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: David Guardino, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5135, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-6209. Email:
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of 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 the
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1462 and
1481).
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:
The National Center for Improving Teacher and Leader Professions to
Better Serve Children with Disabilities.
Background:
Critical shortages in the educator workforce are occurring
nationwide. These shortages are more common in special education and
related services than in general education and threaten the quality of
education and services students with disabilities are receiving
(Billingsley & Bettini, 2019; Mason-Williams et al., 2020).
Unfortunately, the COVID-19 global pandemic has only exacerbated these
shortages (e.g., higher rates of retirement and resignation) (Carver-
Thomas, 2022). COVID-19 has also had an inequitable impact on student
outcomes. While students across the country experienced unprecedented
levels of interrupted instruction and increased strain on their social-
emotional well-being, certain groups of students were significantly
more impacted. Students of color, students with disabilities, and those
in poverty suffered the greatest impact (U.S. Department of Education,
2021). Adding to the complexity of the workforce shortages is that
enrollment in preparation programs is down over 30 percent in the last
10 years (Espinoza et al., 2018). In addition to the shortage of
special education professionals, there is a shortage of special
education professionals of color. Research has shown the importance of
diversifying the teaching workforce. All students benefit from a
diverse educator workforce and students of color particularly benefit
from a diverse educator workforce. For example, a study by Eagalite et
al. (2015) showed academic benefits when students of color and teachers
of color share the classroom. Teachers of color and those with
disabilities can serve as role models, mentors, and advocates for an
increasingly diverse student population. Yet, research shows that while
gains have been made in the recruitment of teachers of color, it is not
keeping pace with an increasingly diverse student population (Carver-
Thomas, 2018).
Roughly 90 percent of demand for teachers is due to teacher
attrition, with nearly two-thirds of those leaving for reasons other
than retirement, such as inadequate preparation and mentoring, low
salaries, poor teaching conditions, and lack of administrative support
(Espinoza et al., 2018). Whether they result from issues with
recruitment, preparation, or retention, some States have lowered the
requirements to obtain certification and licensure in teacher and
leader \1\ professions. From 2015 to 2020, 10 States removed
requirements for candidates to pass a basic skills test for admittance
into educator preparation programs altogether (Putman & Walsh, 2021).
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\1\ For the purpose of this priority, the term ``teacher and
leader'' includes general and special education teachers, related
service providers, and educational administrators of systems that
provide services to children and youth with disabilities and their
families.
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An important component in the preparation and retention of teachers
and leaders is the opportunity to practice in structured clinical
settings. Research has shown that teacher candidates perform better
when the demographics at their school of employment are similar to the
school where they did their student teaching, and those with 10 or more
weeks of clinical practice were more likely to be teaching one year
later versus those with fewer than 10 weeks of practice (Connely &
Graham, 2009; Goldhaber et al., 2017). While many States have
implemented policies to strengthen clinical practice, the overall
impact on improved rigor is unchanged since 2015 (Putman & Walsh,
2021).
Hiring inadequately prepared and emergency certified teachers can
have a negative impact on students' academic learning and social and
emotional development, especially those with disabilities and those
from racially and ethnically diverse backgrounds (Mason-Williams et
al., 2020). Teachers need to be prepared to implement evidenced-based
practices (EBPs),\2\ high-leverage practices (HLPs),\3\ and culturally
and linguistically responsive practices, to improve student outcomes,
especially those with disabilities and those from racially and
ethnically diverse backgrounds. According to the 2019 Nation's Report
Card, roughly half of Black and Hispanic students in 4th grade were
reading at a basic level. Worse, only 30 percent of students with
disabilities in 4th grade were reading at a basic level that same year
and only 12 percent were proficient or above. In addition to producing
poor student
[[Page 18775]]
outcomes, underprepared or poorly prepared teachers are less likely to
stay in the field, and when teachers leave, it hurts student-teacher
relationships, wastes efforts and resources spent on professional
development (PD), and costs the national education system more than $8
billion annually (Espinoza et al., 2018).
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\2\ 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.
\3\ For the purposes of this priority, ``high-leverage
practices'' refers to a set of practices in special education that
are essential to improving student learning and behavior and can be
learned through coursework, deliberately practiced in clinical
practice, and generalized in future field experiences. For more
detailed information on high leverage practices, see High-Leverage
Practices in Special Education at https: https://highleveragepractices.org/.
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Clearly, the shortage of teachers, and especially special education
teachers, is a multifaceted systemic challenge for States that requires
contextually appropriate strategies and unique solutions that involve
the State educational agencies (SEAs), institutions of higher education
(IHEs), and local educational agencies (LEAs) within States working in
concert. SEAs, IHEs, and LEAs need technical assistance (TA) that will
assist them to understand the changes they need to make to teacher and
leader certification and licensure standards and program approval
requirements to increase their ability to attract, prepare, and retain
teachers and leaders, especially those from racially and ethnically
diverse backgrounds. IHEs need support to undergo continuous
improvement, refining their programs to ensure teachers and leaders are
well prepared to implement EBPs, HLPs, and culturally and
linguistically responsive practices to meet the needs of an
increasingly diverse student population. Lastly, SEAs, IHEs, and LEAs
need support to work together to improve and align personnel
preparation systems to address shortages, diversify the workforce, and
improve outcomes for all students, especially those from racially and
ethnically diverse backgrounds and those with disabilities.
This absolute priority will advance the Secretary's priorities in
the areas of addressing the impact of COVID-19 on students, educators,
and faculty and supporting a diverse educator workforce and
professional growth to strengthen student learning.
Priority:
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Center for Improving Teacher and
Leader Professions to Better Serve Children with Disabilities. The
Center must achieve, at a minimum, the following expected outcomes:
(a) Increased IHE capacity to offer high-quality instruction for
their teacher and leader candidates (which may include virtual and
hybrid models if needed due to temporary school closures).
(b) Increased IHE capacity to offer high quality field experiences
for their teacher and leader candidates (which may include virtual and
hybrid models if in-person instruction is needed due to temporary
school closures).
(c) Increased IHE capacity to embed EBPs, and culturally and
linguistically responsive practices that are aligned to State
certification and licensure standards and program approval requirements
into teacher and leader preparation programs.
(d) Improved capacity of SEAs, in collaboration with IHEs and LEAs,
to track and evaluate the impact that changes to certification and
licensure standards and program approval requirements have on their
ability to attract, prepare, and retain teachers and leaders,
especially those from racially and ethnically diverse backgrounds and
those with disabilities.
(e) Increased SEA, IHE, and LEA capacity to use multiple data
sources to inform continuous improvement and alignment of their
personnel preparation systems to attract, prepare, and retain teachers
and leaders, especially those from racially and ethnically diverse
backgrounds and those with disabilities.
(f) Increased capacity of SEAs, IHEs, and LEAs to scale up and
sustain implementation of existing plans that align teacher and leader
preparation systems to improve outcomes for students with disabilities,
especially those from racially and ethnically diverse backgrounds.
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) Ensure that IHE educator preparation programs are recruiting
and preparing teachers and leaders, including those from racially and
ethnically diverse backgrounds and those with disabilities consistent
with applicable law (including Title VI of the Civil Rights Act), to
implement EBPs, HLPs, and culturally and linguistically responsive
practices to support improved outcomes for students with disabilities.
To meet this requirement the applicant must--
(i) Demonstrate knowledge of the need for IHE teacher and leader
preparation programs to provide high quality instruction and
opportunities to practice, best practices, maximize flexibility, and
provide continuity of education (which may include virtual and hybrid
models if needed due to temporary school closures);
(ii) Present applicable national and State data demonstrating the
current needs of States to align personnel preparation standards and
program approval requirements and the extent that they include EBPs,
HLPs, and culturally and linguistically responsive practices;
(iii) Present applicable national and State data on teacher and
leader shortages and attrition rates, especially those from racially
and ethnically diverse backgrounds, as well as the current needs of
States, LEAs, and IHEs to address these issues;
(iv) Demonstrate knowledge of current educational issues and policy
initiatives relating to program approval, lack of licensure portability
across States, and supports to augment faculty knowledge and skills on
integrating EBPs and culturally and linguistically competent
instruction into the teacher and leader preparation curriculum;
(v) Present information about the current need for recruitment and
preparation of teachers and leaders, especially those from racially and
ethnically diverse backgrounds consistent with applicable law
(including Title VI of the Civil Rights Act), to address the complex
roles they share in providing instruction in school-wide frameworks
such as multi-tiered systems of support; and
(vi) Demonstrate knowledge of policies and practices that SEAs and
IHEs can implement to improve and diversify teacher and leader
professions consistent with applicable law (including Title VI of the
Civil Rights Act), address shortages, and increase retention rates;
(2) Demonstrate knowledge of, and previous experience with, using
effective approaches to disseminate knowledge, tools, and resources to
SEAs, LEAs, IHEs, and TA providers; and
(3) Demonstrate knowledge of, and previous experience with,
implementing TA strategies and delivering evidence-based PD to a
variety of entities, including SEAs, LEAs, IHEs, other nonprofit
organizations that provide teacher and leader preparation, and other TA
providers.
(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
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(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 consistent with the
intended outcomes specified in this notice; and
(ii) In Appendix A, the logic model \4\ by which the proposed
project will achieve its intended outcomes that depicts, at a minimum,
the goals, activities, outputs, and intended outcomes of the proposed
project;
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\4\ Logic model (34 CFR 77.1) (also referred to as a theory of
action) means a framework that identifies key project components of
the proposed project (i.e., the active ``ingredients'' that are
hypothesized to be critical to achieving the relevant outcomes) and
describes the theoretical and operational relationships among the
key project components and relevant outcomes.
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(3) Use a conceptual framework (and provide a copy in Appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
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 EBPs. To meet this
requirement, the applicant must describe--
(i) The current research on the effectiveness of systems change and
capacity building within SEAs, LEAs, and IHEs, and EBPs that will
inform the TA provided to SEAs, LEAs, and IHEs that undertake alignment
and reform efforts;
(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) 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;
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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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(ii) 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; and
(B) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
current infrastructure, available resources, and ability to build
capacity at the SEA, IHE, and LEA levels; and
(C) The process by which the project will provide ongoing targeted
TA to SEAs and IHEs currently engaged in aligning and improving their
teacher and leader preparation systems. This targeted TA should support
SEA capacity to scale up and sustain ongoing reform efforts and the
continued alignment of certification and licensure standards and
program approval requirements. Targeted TA should also support the
IHE's capacity to sustain teacher and leader preparation reform efforts
to embed strategies, EBPs, and evidence-based frameworks to better
prepare teachers and leaders to serve students with disabilities; use
data from a variety of sources, including data from teachers and
leaders who successfully exit these programs to inform ongoing
improvement efforts; and scale up reform efforts to additional IHEs or
nonprofit organizations with teacher and leader preparation programs.
(D) The process the proposed project will use to collaborate with
other relevant TA Centers and national organizations, as appropriate,
to develop and implement targeted TA strategies in order to reduce
duplication of effort and extend the reach of current TA providers;
(iii) 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 from a variety of settings and geographic distribution, that
will receive the products and services designed under this approach;
(B) Its proposed approach to measure the readiness of the SEAs and
IHE preparation programs to work with the project, including their
commitment to systems change, alignment of the TA to their needs,
current infrastructure, available resources, and ability to build
capacity in SEAs and IHEs;
(C) The process by which the project will provide intensive,
sustained TA \8\ to SEAs and IHEs currently engaged in aligning and
improving their teacher and leader preparation systems. This intensive
TA should support SEA capacity to scale up and sustain ongoing reform
efforts and the continued alignment of certification and licensure
standards and program approval requirements. Intensive TA should also
support the IHE's capacity to sustain teacher and leader preparation
reform efforts to embed strategies, EBPs, HLPs, and evidence-based
frameworks to better prepare teachers and leaders to serve students
with disabilities; use data from a variety of sources, including from
teachers and leaders who successfully exit these programs to inform
ongoing improvement efforts; and scale up reform efforts to additional
IHEs or nonprofit organizations with teacher and leader preparation
programs.
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\8\ For information on the activities of the current cooperative
agreement, applicants should refer to https://osepideasthatwork.org/find-center-or-grant/find-a-center/collaboration-effective-educator-development-accountability-and.
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(6) Develop products and implement services that maximize
efficiency. To
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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. The description should include
how the proposed project will provide PD to other TA Centers and
relevant OSEP-funded investments (e.g., 84.323A, 84.325C, 84.325D, and
84.325K grantees) on available tools and resources to leverage and
extend the reach of its TA; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes (e.g., existing TA resources from
other OSEP-funded TA Centers); 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
(e.g., social media), 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.\9\ The evaluation plan must--
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\9\ A ``third-party'' evaluator is an independent and impartial
program evaluator who is contracted by the grantee to conduct an
objective evaluation of the project. This evaluator must not have
participated in the development or implementation of any project
activities, except for the evaluation activities, nor have any
financial interest in the outcome of the evaluation.
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(1) Articulate formative and summative evaluation questions,
including important process and outcome evaluation questions. These
questions should be related to the project's proposed logic model
required in paragraph (b)(2)(ii) of this notice;
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes, will be measured to answer the evaluation
questions. Specify the measures and associated instruments or sources
for data appropriate to the evaluation questions. Include information
regarding reliability and validity of measures where appropriate;
(3) Describe strategies for analyzing data and how data collected
as part of this plan will be used to inform and improve service
delivery over the course of the project and to refine the proposed
logic model and evaluation plan, including subsequent data collection;
(4) Provide a timeline for conducting the evaluation and include
staff assignments for completing the plan. The timeline must indicate
that the data will be available annually for the annual performance
report (APR) 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, consistent with applicable law (including
Title VI of the Civil Rights Act);
(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) The proposed 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 including those
who are racially and ethnically diverse, TA providers, researchers, and
policy makers, among others, in its development and operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC, or
virtually, after receipt of the award, and an annual planning meeting
in Washington, DC, or virtually, with the OSEP project officer and
other relevant staff during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) A two and one-half day project directors' conference in
Washington, DC, or virtually, during each year of the project period;
(iii) Two annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A virtual one-day intensive 3+2 review meeting during the
second year of the project period;
(3) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(4) Maintain a high-quality website, with an easy-to-navigate
design, that meets government or industry- recognized standards for
accessibility;
(5) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(6) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to a new award
at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider
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the requirements of 34 CFR 75.253(a), including--
(a) The recommendations of a 3+2 review team consisting of experts
with knowledge and experience in providing TA to improve personnel
preparation programs. 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
Billingsley, B., & Bettini, E. (2019). Special education teacher
attrition and retention: A review of the literature. Review of
Educational Research, 89(5), 697-744. https://doi.org/10.3102/0034654319862495.
Carver-Thomas, (2018). Diversifying the teaching profession: How to
recruit and retain teachers of color. Learning Policy Institute.
https://doi.org/10.54300/559.310.
Connelly, V., & Graham, S. (2009). Student teaching and teacher
attrition in special education. Teacher Education and Special
Education, 32, 257-269.
Egalite, A., Kisida, B., & Winters, M. (2015). Representation in the
classroom: The effect of own-race teachers on student achievement.
Economics on Education Review, 45, 44-52. https://doi.org/10.1016/j.econedurev.2015.01.007.
Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018).
Taking the long view: State efforts to solve teaching shortages by
strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Long_View_REPORT.pdf.
Goldhaber, D., Krieg, J.M., & Theobald, R. (2017). Does the match
matter? Exploring whether student teaching experiences affect
teacher effectiveness. American Educational Research Journal, 54(2),
325-359. https://doi.org/10.3102/0002831217690516.
Mason-Williams, L., Bettini, E., Peyton, D., Harvey, A., Rosenberg,
M., & Sindelar, P.T. (2020). Rethinking shortages in special
education: Making good on the promise of an equal opportunity for
students with disabilities. Teacher Education and Special Education,
43(1), 45-62. https://doi.org/10.1177/0888406419880352.
Putman, H., & Walsh, K. (2021). State of the States 2021: Teacher
preparation policy. National Council on Teacher Quality. https://www.nctq.org/publications/State-of-the-States-2021:-Teacher-Preparation-Policy.
The Nation's Report Card. (2019). NAEP report card: Reading.
www.nationsreportcard.gov/reading/nation/achievement/?grade=4.
U.S. Department of Education, Office for Civil Rights, (2021).
Education in a pandemic: The disparate impacts of COVID-19 on
America's students. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462 and 1481.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: The Administration has requested
$90,200,000 for the Personnel Development to Improve Services and
Results for Children with Disabilities program for FY 2022, of which we
intend to use an estimated $3,500,000 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 $3,500,000 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; freely associated States and
outlying areas; Indian Tribes or Tribal organizations; and for-profit
organizations.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
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,
[[Page 18779]]
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on February 13,
2019, and, in part, describe the transition from the requirement to
register in SAM.gov a DUNS number to the implementation of the UEI.
More information on the phase-out of DUNS numbers is available at
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 70 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well 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:
[[Page 18780]]
(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 IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee that is awarded competitive grant funds must
have a plan to disseminate these public grant deliverables. This
dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For
[[Page 18781]]
additional information on the open licensing requirements please refer
to 2 CFR 3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, we have established a set of performance measures,
including long-term measures, that are designed to yield information on
various aspects of the effectiveness and quality of the Technical
Assistance and Dissemination to Improve Services and Results for
Children With Disabilities program. These measures are:
Program Performance Measure #1: The percentage of
Technical Assistance and Dissemination products and services deemed to
be of high quality by an independent review panel of experts qualified
to review the substantive content of the products and services.
Program Performance Measure #2: The percentage of Special
Education Technical Assistance and Dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to educational and early intervention policy or
practice.
Program Performance Measure #3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an 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. 2022-06784 Filed 3-30-22; 8:45 am]
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