[Federal Register Volume 88, Number 124 (Thursday, June 29, 2023)]
[Notices]
[Pages 42055-42063]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-13934]


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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 Supporting School Building and Early Intervention Program 
Administrators To Effectively Implement IDEA and Improve Systems 
Serving Children With Disabilities

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for a new award for fiscal year (FY) 2023 for a 
National Center for Supporting School Building and Early Intervention 
Program (EIP) Administrators to Effectively Implement the Individuals 
with Disabilities Education Act (IDEA) and Improve Systems Serving 
Children with Disabilities, Assistance Listing Number 84.325Z. This 
notice relates to the approved information collection under OMB control 
number 1820-0028.

DATES: 
    Applications Available: June 29, 2023.
    Deadline for Transmittal of Applications: August 18, 2023.
    Pre-Application Webinar Information: No later than July 5, 2023, 
the Office of Special Education and Rehabilitative Services will post 
details on pre-recorded informational webinars designed to provide 
technical assistance (TA) to interested applicants. Links to the 
webinars may be found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Sarah Allen, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5135, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7875. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the program are to (1) help 
address State-identified needs for personnel preparation in special 
education, early intervention, related services, and regular education 
to work with children, including infants and toddlers, and youth with 
disabilities; and (2) ensure that those personnel have the necessary 
skills and knowledge, derived from practices that have been determined 
through scientifically based research, to be successful in serving 
those children.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable 
activities specified in the statute (see sections 662 and 681 of IDEA; 
20 U.S.C. 1462 and 1481).
    Absolute Priority: For FY 2023 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    The National Center for Supporting School Building and EIP 
Administrators to Effectively Implement IDEA and Improve Systems 
Serving Children with Disabilities.
    Background:
    Nearly 50 years after the enactment and implementation of the 
Education for All Handicapped Children Act of 1975 (reauthorized as 
IDEA), which mandated that all children with disabilities have access 
to a free appropriate public education (FAPE) in the least restrictive 
environment (LRE), to the extent appropriate, the IDEA is still not 
being implemented fully and

[[Page 42056]]

consistently across all States and for all eligible children. Sections 
616(d) and 642 of IDEA require the Secretary to make an annual 
determination as to the extent to which each State's Part B and Part C 
programs are meeting the requirements of IDEA. In FY 2022, only 37 
percent of States and entities, or 22 of 60, met the Part B 
requirements of IDEA. Similarly, only 54 percent, or 30 of 56, States 
and entities met the Part C requirements of IDEA (U.S. Department of 
Education, 2022).
    Under section 612(a)(11) of IDEA, the State educational agency 
(SEA) is responsible for ensuring that all local educational agencies 
(LEAs) within the State provide FAPE in the LRE to all children and 
youth with disabilities served under Part B (children with 
disabilities) within their local jurisdiction. Similarly, under section 
635(a)(10) of IDEA, the State lead agency, either directly or through 
its early intervention service (EIS) providers under 34 CFR 303.12, is 
responsible for providing early intervention services to eligible 
infants and toddlers with disabilities and their families. School 
building administrators, including principals and vice principals, and 
EIP administrators (which may include administrators responsible for 
managing personnel in State lead agencies, EIS providers, and EIS 
programs) are on the front lines of IDEA implementation and are 
responsible for ensuring children with disabilities are provided the 
services and supports for which they are eligible under the IDEA as 
well as others intended to protect children with disabilities, 
including under Section 504 of the Rehabilitation Act. School building 
and EIP administrators help set high expectations for performance in 
schools and among EIS providers and ensure that the unique, 
individualized needs of each infant, toddler, or child with a 
disability are met consistent with their individualized education 
program (IEP) or individualized family service plan (IFSP).
    School building and EIP administrators must manage resources, 
personnel, and a myriad of educational and other programs in their 
schools and EIPs and ensure compliance with multiple interacting laws 
protecting children with disabilities. Because these administrators are 
required to make decisions about the operations and financial support 
of the programs offered in their building, it is essential that these 
school building and EIP administrators have the knowledge, skills, and 
competencies to ensure, consistent with the IDEA requirements, the 
delivery of FAPE in the LRE for children with disabilities or the 
provision of early intervention services for infants and toddlers with 
disabilities and their families.
    Given that school building and EIP administrators have complex 
roles, it is not surprising that those who are well trained handle the 
multi-faceted demands of the role better and tend to stay in their jobs 
longer (Herman et al., 2022). They are instrumental in supporting 
teachers and providers' practices, motivating school and EIP staff, 
maintaining a positive school or program climate, and ensuring 
inclusive settings are offered. High turnover of school building and 
EIP administrators can be disruptive to maintaining an environment that 
supports appropriate outcomes for children with disabilities. As a 
result, high administrator turnover can lead to higher teacher and 
provider turnover and lower child outcomes (e.g., lower student 
achievement, lower gains in learning or development outcomes for young 
children) (Levin & Bradley, 2019). Access to professional learning 
opportunities is an important factor influencing job satisfaction and 
retention of administrators (Boyce & Bowers, 2016). In addition to 
covering essential research-based content on topics such as learning 
and teaching, instructional leadership, data-based decision making, and 
systems improvement, the structure of continued professional 
development for administrators also matters (Darling-Hammond et al., 
2022; Leung-Gagne et al, 2022). Especially important to building the 
capacity of administrators is access to coordinated, continued 
professional development with structured learning opportunities such as 
through a cohort model, mentoring, one-on-one coaching, networking to 
build a professional community, applied learning opportunities, and 
problem solving related to the needs of individual children, including 
children with disabilities, children who are multilingual, and children 
from diverse socioeconomic backgrounds. In addition, we know that 
school and district-based administrators' greatest source of evidence-
based practices and policy content are their national and state 
affiliate professional organizations. As such, partnering with these 
organizations, for the center and local administrators, would be an 
effective and efficient way to facilitate the dissemination of IDEA 
implementation information.
    The goals of this national center are to (a) increase the capacity 
of school building and EIP administrators to meet the statutory and 
procedural requirements of IDEA to ensure that each child with a 
disability in their school or EIP receives FAPE consistent with the 
child's IEP or early intervention services consistent with the infant 
or toddler's IFSP; and (b) increase the capacity of school building and 
EIP administrators to improve services and outcomes for children with 
disabilities. The National Center for Supporting School Building and 
Early Intervention Program Administrators to Effectively Implement IDEA 
and Improve Systems Serving Children with Disabilities will (1) develop 
and provide high-quality professional development on IDEA requirements 
and implementation (e.g., IDEA related professional competencies) and 
essential research-based content on topics such as learning and 
teaching, the structure of continued professional development, 
instructional leadership, data-based decision making, and systems 
improvement to school building and EIP administrators; (2) build and 
support partnerships needed to support and sustain the delivery of 
intensive professional development on IDEA requirements and 
implementation to school building and EIP administrators to improve the 
outcomes of children with disabilities; and (3) develop and implement 
customized professional development and TA to address the unique needs 
and context of individual States and local environments.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Center for Supporting School Building 
and EIP Administrators to Effectively Implement IDEA and Improve 
Systems Serving Children with Disabilities (Center). The Center will 
help SEAs and Part C lead agencies effectively implement IDEA by 
building the capacity of school building and EIP administrators to meet 
the requirements of IDEA.
    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Establish and maintain State-level partnerships \1\ to help 
local administrators attain and maintain the essential IDEA-related 
professional competencies needed to ensure the delivery of FAPE in the 
LRE for children with disabilities and the provision of early 
intervention services for infants

[[Page 42057]]

and toddlers with disabilities and their families;
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    \1\ For the purpose of this priority, ``State-level 
partnerships'' refers to State affiliates of nationally recognized 
professional and family networks that form an infrastructure for 
policy development, dissemination of information, interaction, and 
learning with, among other entities, SEA and Part C lead agencies, 
local educational agencies and service providers, and institutions 
of higher education (``State-level partners'').
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    (b) Identify the IDEA-related professional competencies required 
for school building and EIP administrators to ensure the delivery of 
FAPE in the LRE for children with disabilities and early intervention 
services for infants and toddlers with disabilities and their families;
    (c) Develop and disseminate openly licensed products designed for 
adult learners to increase knowledge, build skills, and provide 
practice-based opportunities that focus on the IDEA-related 
professional competencies that school building and EIP administrators 
must master to effectively implement IDEA in their school or EIP in 
order to improve outcomes for children;
    (d) Deliver high-quality professional learning programs using the 
Center's openly licensed products and other available products designed 
for adult learners to increase knowledge, build skills, and provide 
practice-based opportunities that focus on the IDEA-related 
professional competencies that school building and EIP administrators 
must master to effectively implement IDEA in their school or EIP in 
order to improve outcomes for children;
    (e) Evaluate the effectiveness over the life of the grant of 
professional development products and services the Center designed to 
increase the capacity of school building and EIP administrators to 
effectively implement IDEA, by identifying specific school building and 
EIP administrators to participate in a structured professional 
development program; and
    (f) Enhance the capacity of State-level partners to use Center 
products and deliver high-quality professional development designed to 
increase the capacity of school building and EIP administrators to 
effectively implement IDEA.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the need in the field for increased knowledge of the 
professional competencies needed by school building and EIP 
administrators to support effective implementation of IDEA. To meet 
this requirement, the applicant must--
    (i) Demonstrate knowledge of common factors for why States do not 
meet the requirements of IDEA and strategies to address these 
challenges to improve outcomes for children;
    (ii) Demonstrate knowledge of the professional competencies that 
school building and EIP administrators need to manage effective 
implementation of IDEA and its interaction with other Federal laws 
protecting the rights of children with disabilities; and
    (iii) Demonstrate knowledge of effective approaches to forming or 
expanding and maintaining State-level partnerships to collaboratively 
develop or expand and deliver knowledge, teaching, and learning tools 
and resources that support leadership development for school building 
and EIP administrators managing special education programs and EIPs and 
that focus on the implementation of IDEA. The leadership development 
activities must focus on a variety of entities, including local 
educational and early intervention agencies; schools; EIS providers and 
programs; institutions of higher education (IHEs); other nonprofit 
organizations that provide special education, early intervention, or 
related services to children, infants, and toddlers with disabilities 
and their families; and other TA providers;
    (2) Demonstrate knowledge of effective approaches to forming or 
expanding and maintaining State-level partnerships to collaboratively 
develop or expand and deliver evidence-based \2\ professional 
development to a variety of entities, including local educational and 
early intervention agencies; schools; EIS providers and programs; IHEs; 
other nonprofit organizations that provide special education, early 
intervention, or related services to children, infants, and toddlers 
with disabilities and their families; and other TA providers; and
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    \2\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component included in the 
project's logic model is informed by research or evaluation findings 
that suggest the project component is likely to improve relevant 
outcomes.
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    (3) Improve outcomes for children with disabilities and their 
families by supporting school building and EIP administrators to 
effectively implement IDEA and improve systems serving children with 
disabilities and early intervention services for infants and toddlers 
with disabilities and their families. To meet this requirement, the 
applicant must--
    (i) Present information and data on the current capacity of LEAs 
and EIS providers, IHEs, and other entities to provide training and TA 
needed to build the professional competencies of school building and 
EIP administrators to support delivery of special education and early 
intervention services, as mandated by IDEA;
    (ii) Present information and data on the current capacity of LEAs 
and EIS providers, IHEs, and other entities to provide training and TA 
needed to build the professional competencies of school building and 
EIP administrators to improve systems delivering special education and 
early intervention services, as mandated by IDEA; and
    (iii) Indicate the likely magnitude or importance of the 
improvements that the project is expected to make.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability;
    (2) Identify the needs of the intended recipients for TA and 
information, specifically the needs of school building and EIP 
administrators to meet the statutory and procedural requirements of 
IDEA, and ensure that products and services meet the needs of the 
intended recipients;
    (3) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project;
    (4) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf and 
www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (5) Be based on current research and make use of evidence-based 
practices (EBPs). To meet this requirement, the applicant must 
describe--
    (i) The current research on the professional competencies,

[[Page 42058]]

implementation science, systems change, capacity building, and 
essential research-based content on topics such as learning and 
teaching, the structure of continued professional development, 
instructional leadership, data-based decision making, and systems 
improvement, for school building and EIP administrators of IDEA;
    (ii) The current research about adult learning principles that will 
inform the proposed product development, training, and TA; and
    (iii) How the proposed project will incorporate current research 
and EBPs in the development and delivery of its products and services;
    (6) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to develop or expand the knowledge base that 
delineates the professional competencies (i.e., knowledge, skills, and 
dispositions) that school building and EIP administrators need to 
effectively implement IDEA and comply with other Federal laws 
protecting the rights of children with disabilities, support the 
delivery of FAPE to children with disabilities and early intervention 
services to infants and toddlers with disabilities and their families, 
and improve systems serving children with disabilities and their 
families;
    (ii) Its plan to collaborate with State-level partners to develop 
and disseminate products and services for building the capacity of 
school building and EIP administrators to effectively implement IDEA, 
which should include, at a minimum, activities focused on--
    (A) Establishing a cohort of States to assist in planning and 
development of products, training, and technical assistance protocols 
using their State-level partnerships; and
    (B) Building the capacity of school building and EIP administrators 
in States, or in LEAs or EIPs, that do not meet requirements based on 
the Secretary's annual determination under section 616(d) of IDEA;
    (iii) Its proposed approach to universal, general TA,\3\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services under this 
approach and must include, at minimum, activities focused on--
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    \3\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA Center staff and including one-time, 
invited, or offered conference presentations by TA Center staff. 
This category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA Center's website by independent users. Brief communications by TA 
Center staff with recipients, either by telephone or email, are also 
considered universal, general TA.
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    (A) Partnering with SEAs and Part C lead agencies to support their 
efforts to develop and disseminate products for effective 
implementation of IDEA, including adding State-specific policies and 
procedures to such products, that align with Federal mandates for the 
delivery of FAPE in the LRE to children with disabilities and early 
intervention services to infants and toddlers with disabilities and 
their families;
    (B) Partnering with State-level partners to support dissemination 
and use of Center products in personnel preparation and continuing 
professional development, and increase the reach of Center products and 
services to all States, the District of Columbia, U.S. territories, 
and, for Part B only, the freely associated States; and
    (C) Differentiating products and services to address the roles and 
responsibilities of school building and EIP administrators in policy 
relating to, and management of, resources, personnel, and programs 
needed for effective implementation of IDEA;
    (iv) Its proposed approach to targeted, specialized TA,\4\ which 
must identify--
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    \4\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA Center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
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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 identify the need for and measure the 
readiness of potential TA recipients to work with the project, 
assessing, at a minimum, the State's current determination status, with 
priority given to States that do not meet IDEA requirements based on 
the Secretary's annual determination under section 616(d) of IDEA, 
infrastructure, available resources, and ability to build capacity at 
the local level; and
    (C) Its proposed approach to partner with SEAs and Part C lead 
agencies and collaborate with State-affiliated partners and Office of 
Special Education Programs (OSEP)-funded centers to support 
dissemination of products, training, and TA designed to address the 
needs of school building and EIP administrators across policy, 
management, and service delivery roles and responsibilities; and
    (v) Its proposed approach to intensive, sustained TA,\5\ which 
must--
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    \5\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
Center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) Identify the intended participants, including by Year 2, school 
building and EIP administrators in States or LEAs or EIPs that do not 
meet IDEA requirements based on the Secretary's annual determination 
under section 616(d) of IDEA;
    (B) Include a description of the products and services that the 
Center proposes to make available, and the expected impact of those 
products and service under this approach;
    (C) Describe its proposed approach to measure the readiness of the 
SEAs and Part C lead agencies to partner with the project; and
    (D) Include its proposed plan for assisting SEAs and Part C lead 
agencies to partner with State-affiliated partners and OSEP-funded 
centers to build or enhance training systems that include professional 
development based on adult learning principles and coaching for school 
building and EIP administrators;
    (7) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (8) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the Center's products and services.

[[Page 42059]]

    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe measures of progress in implementation, including the criteria 
for determining the extent to which the project's products and services 
have met the goals for reaching its target population; measures of 
intended outcomes or results of the project's activities in order to 
evaluate those activities; and how well the goals or objectives of the 
proposed project, as described in its logic model, have been met.
    The applicant must provide an assurance that, in designing the 
evaluation plan, it will--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison with sufficient dedicated time, experience in 
evaluation, and knowledge of the project to work in collaboration with 
the Center to Improve Program and Project Performance (CIPP),\6\ the 
project director, and the OSEP project officer on the following tasks:
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    \6\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIPP does not function as a third-party 
evaluator.
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    (i) Revise the logic model submitted in the application to provide 
for a more comprehensive measurement of implementation and outcomes and 
to reflect any changes or clarifications to the model discussed at the 
kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the application consistent with the revised logic model and using the 
most rigorous design suitable (e.g., prepare evaluation questions about 
significant program processes and outcomes; develop quantitative or 
qualitative data collections that permit both the collection of 
progress data, including fidelity of implementation, as appropriate, 
and the assessment of project outcomes; and identify analytic 
strategies); and
    (iii) Revise the evaluation plan submitted in the application such 
that it clearly--
    (A) Specifies the evaluation questions, measures, and associated 
instruments or sources for data appropriate to answer these questions, 
suggests analytic strategies for those data, provides a timeline for 
conducting the evaluation, and includes staff assignments for 
completing the evaluation activities;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's evaluation (3+2 
review) for continued funding described under the heading Fourth and 
Fifth Years of the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the project 
performance measures to be addressed in the project's annual 
performance report;
    (2) Dedicate sufficient staff time and other resources during the 
first six months of the project to collaborate with CIPP staff, 
including regular meetings (e.g., weekly, biweekly, or monthly) with 
CIPP and the OSEP project officer, to accomplish the tasks described in 
paragraph (c)(1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (c)(1) and (2) 
of this section and revising and implementing the evaluation plan. 
Please note in your budget narrative the funds dedicated for this 
activity.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting in 
Washington, DC, with the OSEP project officer and other relevant staff 
during each subsequent year of the project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;
    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Two annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period;
    (4) Maintain a high-quality website, with an easy-to-navigate 
design, that

[[Page 42060]]

meets government or industry-recognized standards for accessibility;
    (5) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (6) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to this new 
award period and at the end of this award period, as appropriate.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), including--
    (a) The recommendations of a 3+2 review team consisting of experts 
who have experience and knowledge in implementing IDEA and improving 
systems serving children with disabilities. This review will be 
conducted during a one-day intensive meeting that will be held during 
the last half of the second year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    Under 34 CFR 75.253, the Secretary may reduce continuation awards 
or discontinue awards in any year of the project period for excessive 
carryover balances or a failure to make substantial progress. The 
Department intends to closely monitor unobligated balances and 
substantial progress under this program and may reduce or discontinue 
funding accordingly.

References

Boyce, J. & Bowers, A.J. (2016). Principal turnover: Are there 
different types of principals who move from or leave their schools? 
A latent class analysis of the 2007-2008 Schools and Staffing Survey 
and the 2008-2009 Principal Follow-Up Survey. Leadership and Policy 
in Schools, 15(3), 237-272.
Darling-Hammond, L., Wechsler, M.E., Levin, S., Leung-Gagn[eacute], 
M., & Tozer, S. (2022). Developing effective principals: What kind 
of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201.
Herman, R., Wang, E.L., Woo, A., Gates, S.M., Berglund, T., Schweig, 
J., Andrew, M., & Todd, I. (2022). Redesigning university principal 
preparation programs: A systemic approach for change and 
sustainability. A Rand Principal Preparation Series, 3(2). 
www.wallacefoundation.org/knowledge-center/pages/redesigning-university-principal-preparation-programs-a-systemic-approach-for-change-and-sustainability.aspx.
Leung-Gagn[eacute], M., Levin, S., & Wechsler, M.E. (2022). 
Developing effective principals: What kind of learning matters? 
[Technical supplement]. Learning Policy Institute. https://learningpolicyinstitute.org/product/developing-effective-principals-report.
Levin, S. & Bradley, K. (2019). Understanding and addressing 
principal turnover: A review of the research. National Association 
of Secondary School Principals. https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report.
U.S. Department of Education, Office of Special Education Programs. 
2022. 43rd Annual Report to Congress on the Implementation of the 
Individuals with Disabilities Education Act, 2021. www.ed.gov/about/reports/annual/osep.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the absolute priority in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $3,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2024 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $15,000,000 for 
a project period of 60 months or an award that exceeds $4,000,000 for 
any single budget period.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; IHEs; other public agencies, 
including State lead agencies; private nonprofit organizations; public 
agencies from the freely associated States and outlying areas; Indian 
Tribes or Tribal organizations; and for-profit organizations.
    2.a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
the Cost Principles described in 2 CFR part 200 subpart E of the 
Uniform Guidance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs, nonprofit organizations, and public agencies. The 
grantee may award subgrants to entities it has identified in an 
approved application or that it selects through a competition under 
procedures established by the grantee, consistent with 34 CFR 
75.708(b)(2).
    4. Other General Requirements: a. Recipients of funding under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    b. Applicants for, and recipients of, funding must, with respect to 
the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents

[[Page 42061]]

of individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at 
www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. However, 
under 34 CFR 79.8, we waive intergovernmental review in order to man an 
award by the end of FY 2023.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 70 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed below:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (iv) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (v) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and

[[Page 42062]]

milestones for accomplishing project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that applications may be separated into two or more 
groups and ranked and selected for funding within specific groups for 
some discretionary grant competitions, applications may be separated 
into two or more groups and ranked and selected for funding within 
specific groups. This procedure will make it easier for the Department 
to find peer reviewers by ensuring that greater numbers of individuals 
who are eligible to serve as reviewers for any particular group of 
applicants will not have conflicts of interest. It also will increase 
the quality, independence, and fairness of the review process, while 
permitting panel members to review applications under discretionary 
grant competitions for which they also have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee that is awarded competitive grant funds must 
have a plan to disseminate these public grant deliverables. This 
dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.

[[Page 42063]]

    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, we have established a set of performance measures, 
including long-term measures, that are designed to yield information on 
various aspects of the effectiveness and quality of the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children With Disabilities program, which apply to projects funded 
under this competition. Grantees are required to submit data on these 
measures as directed by OSEP. These measures are:
     Program Performance Measure 1: The percentage of Technical 
Assistance and Dissemination products and services deemed to be of high 
quality by an independent review panel of experts qualified to review 
the substantive content of the products and services.
     Program Performance Measure 2: The percentage of Special 
Education Technical Assistance and Dissemination products and services 
deemed by an independent review panel of qualified experts to be of 
high relevance to special education personnel preparation and 
professional development, or practice.
     Program Performance Measure 3: The percentage of all 
Special Education Technical Assistance and Dissemination products and 
services deemed by an independent review panel of qualified experts to 
be useful in improving special education personnel preparation and 
professional development, or practice.
     Program Performance Measure 4: The cost efficiency of the 
Technical Assistance and Dissemination Program, including the 
percentage of milestones achieved in the current annual performance 
report period and the percentage of funds spent during the current 
fiscal year.
     Long-term Program Performance Measure: The percentage of 
States receiving Special Education Technical Assistance and 
Dissemination services regarding scientifically or evidence-based 
practices for children and youth with disabilities that successfully 
promote the implementation of those practices in school districts and 
service agencies.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the Center meet needs identified by 
stakeholders and may require the Center to report on such alignment in 
its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF, you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2023-13934 Filed 6-27-23; 4:15 pm]
BILLING CODE 4000-01-P