[Federal Register Volume 89, Number 140 (Monday, July 22, 2024)]
[Notices]
[Pages 59069-59078]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-16116]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance on State Data 
Collection--National Technical Assistance Center To Improve State 
Capacity To Collect, Report, Analyze, and Use Accurate Early Childhood 
IDEA Data

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) 2024 for a 
National Technical Assistance Center To Improve State Capacity To 
Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data.

DATES: Applications Available: July 22, 2024.
    Deadline for Transmittal of Applications: August 21, 2024.
    Deadline for Intergovernmental Review: November 19, 2024.
    Pre-Application Webinar Information: No later than July 29, 2024, 
the Office of Special Education Programs and Rehabilitative Services 
will post pre-recorded informational webinars designed to provide 
technical assistance (TA) to interested applicants. The webinars may be 
found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

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

FOR FURTHER INFORMATION CONTACT: Meredith Miceli, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202. 
Telephone: (202) 987-0135. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance on 
State Data Collection program is to improve the capacity of States to 
meet IDEA data collection and reporting requirements. Funding for the 
program is authorized under section 611(c)(1) of the Individuals with 
Disabilities Education Act (IDEA), which gives the Secretary authority 
to reserve not more than one-half of one percent of the amounts 
appropriated under Part B for each fiscal year to provide TA 
activities, where needed, to improve the capacity of States to meet the 
data collection and reporting requirements under Parts B and C of IDEA. 
The maximum amount the Secretary may reserve under this set-aside for 
any fiscal year is $25,000,000, cumulatively adjusted by the rate of 
inflation. Section 616(i) of IDEA requires the Secretary to review the 
data collection and analysis capacity of States to ensure that data and 
information determined necessary for implementation of sections 616 and 
642 of IDEA are collected, analyzed, and accurately reported to the 
Secretary. It also requires the Secretary to provide TA, where needed, 
to improve the capacity of States to meet the data collection 
requirements, which include the data collection and reporting 
requirements in sections 616 and 618 of IDEA. In addition, the Further 
Consolidated Appropriations Act, 2024, Public Law 118-47, gives the 
Secretary authority to use funds reserved under section 611(c) of IDEA 
to ``administer and carry out other services and activities to improve 
data collection, coordination, quality, and use under Parts B and C of 
the IDEA.'' Further Consolidated Appropriations Act, 2024, Public Law 
118-47, Div. D, Title III, 138 Stat. 460, 685 (2024).
    Assistance Listing Number: 84.373Z.

[[Page 59070]]

    OMB Control Number: 1820-0028.
    Priority: This competition includes two absolute priorities. These 
priorities are from the notice of final priorities and requirements 
(NFP) for this program published elsewhere in this issue of the Federal 
Register.
    Absolute Priority: For FY 2024 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet both Absolute 
Priorities 1 and 2.
    These priorities are:
    Absolute Priority 1: National Technical Assistance Center To 
Improve State Capacity To Collect, Report, Analyze, and Use Accurate 
Early Childhood IDEA Data.
    Background:
    The purpose of this priority is to establish a TA center to improve 
State capacity to meet the early childhood data collection and 
reporting requirements for children with disabilities under Parts C and 
B of the IDEA.\1\ State-level staff in Part C early intervention and 
Part B preschool special education programs are expected to report high 
quality data; be able to provide in-depth explanations of the data; use 
the data to improve programs, compliance, and general supervision of 
Part C early intervention and Part B preschool special education 
programs; and present the data in an understandable fashion to all data 
users, including novice data users. Under the EDFacts Modernization 
Project, which began with the submission of the 2022-23 IDEA section 
618 data, the Office of Special Education Programs (OSEP) is expecting 
States to undertake more data quality initiatives before the deadline 
for data submission, a task previously completed by OSEP after the due 
date. Additionally, beginning with the Federal fiscal year (FFY) 2022 
State Performance Plan/Annual Performance Report (SPP/APR) (submitted 
in 2024), State Part C early intervention programs must report 
additional data and information to substantiate that the reported data 
for indicator C4 (Family Involvement) \2\ accurately represent infants 
and toddlers with disabilities and their families receiving services 
within their State. Also, State-level staff in Part C early 
intervention and Part B preschool special education programs are 
expected to analyze and use data to report on how they are both 
ensuring compliance with IDEA requirements and improving results for 
children with disabilities through OSEP's Differentiated Monitoring and 
Support as part of the results-driven accountability system. Lastly, 
States are expected to present their data in a manner that fosters 
stakeholder engagement, encouraging active participation in important 
discussions regarding program improvement and accountability 
compliance.
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    \1\ This notice describes infants, toddlers and/or children with 
disabilities as ``children with disabilities'' or ``young children 
with disabilities to include children referred to both Parts C and B 
of the IDEA, birth through age five.
    \2\ Indicator C4 requires States to report on the percent of 
families participating in Part C who report that early intervention 
services have helped the family: (a) know their rights; (b) 
effectively communicate their children's needs; and (c) help their 
children develop and learn.
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    As expectations surrounding IDEA have evolved and intensified, 
there is a growing imperative to provide support for both seasoned and 
new data personnel operating within Part C early intervention and Part 
B preschool special education programs. In 2023, approximately 17 
percent of the State data managers for Part C early intervention 
programs had less than a year experience while approximately 23 percent 
had been in the role for only one to three years. According to the 2023 
IDEA Infants and Toddlers Coordinators Association (ITCA) Tipping 
Points Survey, approximately 49 percent of Part C coordinators had 
served in their position for two years or less (ITCA, 2023).\3\ 
Similarly, in 2023, approximately 59 percent of Part B preschool 
special education coordinators possessed three years or less experience 
(Early Childhood Technical Assistance Center, 2023).\4\ Given the 
persistent turnover among staff in Part C early intervention and Part B 
preschool special education programs, there is a critical need to 
support new and novice staff in effectively collecting, reporting, 
analyzing, and using IDEA data.
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    \3\ For more information on ITCA's 2023 Tipping Points Survey, 
please go to 2023 Tipping Points Survey (ideainfanttoddler.org). 
www.ideainfanttoddler.org/pdf/2023-Tipping-Points-Survey.pdf.
     Early Childhood Technical Assistance Center. (2023). Part B, 
Section 619 National Survey 2023. https://ectacenter.org/sec619/sec619survey.asp.
    \4\ Early Childhood Technical Assistance Center. (2023). Part B, 
Section 619 National Survey 2023. https://ectacenter.org/sec619/sec619survey.asp.
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    Given the heightened demands placed on the collection, reporting, 
analysis, and use of IDEA data, coupled with staff turnover, there is a 
need to find efficient, effective, and user-friendly approaches to 
conducting the early childhood IDEA data work. Improved data management 
processes, alongside the growing development of linked and integrated 
child-level data across Part C data systems, Part B preschool special 
education data systems, other early learning program data systems, and 
statewide longitudinal data systems for school-aged children, are key 
approaches for States to meet these heightened expectations. States 
need to establish and implement effective early childhood data 
management policies and procedures, including, where appropriate, 
integration of data systems to bolster program improvement, compliance 
accountability, and Federal and public reporting. Improved policies and 
procedures would enable States, where applicable, to link or integrate 
child-level data across Part C data systems, Part B preschool special 
education data systems, other early learning program data systems, and 
statewide longitudinal data systems for school-aged children. An early 
childhood integrated data system (ECIDS) could assist States in 
identifying optimal strategies to improve outcomes for young children 
within their jurisdictions. For instance, an ECIDS offers States the 
opportunity to assess which service characteristics correlate with 
improved outcomes for children and families, as well as explore the 
relationship between early childhood settings and outcomes. Moreover, 
an ECIDS that includes data from across various early care and 
education programs could also improve child find activities in the 
State by identifying strong referral sources and areas requiring 
increased outreach efforts. An ECIDS could also aid States in 
identifying other early care and education programs in which young 
children with disabilities and their families participate, thereby 
enabling States to maximize the efficiency of inclusive service 
delivery for young children with disabilities and their families.
    Building robust ECIDSs, incorporating both Part C early 
intervention and Part B preschool special education data, would improve 
responses to critical policy questions, facilitate program improvement, 
and reinforce compliance accountability for Part C early intervention 
and Part B preschool special education programs. This level of 
integration would help ensure that States report high-quality IDEA data 
to the Department and the public. Despite some progress over the past 
decade in linking and integrating Part C early intervention and Part B 
preschool special education data with data from other early learning 
programs, K-12 systems, and the workforce, as well as longitudinally 
over time, the proportion of State programs capable of making these 
changes remains low. In response

[[Page 59071]]

to a survey on their State data systems, less than 40 percent of Part C 
early intervention and Part B preschool special education programs 
indicated the ability to link their child-level data to their workforce 
data. Moreover, less than 30 percent of Part C early intervention 
programs that responded reported linking Part C child-level data to 
Early Head Start, Head Start, State Pre-K, childcare programs, home 
visiting programs, or other early care or education programs. Most Part 
C early intervention programs that responded stated they have never 
linked their Part C data to their Part B preschool special education 
data.\5\
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    \5\ Perez, N., & Mercier, B. (2022). 2021 DaSy data systems 
(State of the States) survey findings. SRI International. https://dasycenter.org/wp-content/uploads/2022/12/DaSy_2021DaSyDataSystemsSurveyFindings_Acc.pdf.
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    This priority will directly address the increased expectations and 
capacity challenges Part C early intervention and Part B preschool 
special education programs face with respect to effectively and 
efficiently collecting, reporting, analyzing, and using high-quality 
IDEA data.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Technical Assistance Center To Improve 
State Capacity To Collect, Report, Analyze, and Use Accurate Early 
Childhood IDEA Data (Center). The Center will provide TA to (1) improve 
State capacity to collect, report, analyze, and use high-quality IDEA 
Part C early intervention data (including IDEA section 618 Part C data 
and IDEA section 616 Part C data) and IDEA Part B preschool special 
education data on children with disabilities; and (2) enhance and 
streamline Part C and Part B preschool special education data systems 
by sharing, linking, and integrating statewide, child-level early 
childhood data (including Part C and Part B preschool special education 
data) to improve the analyses of IDEA data to address critical policy 
questions that will facilitate program improvement, improve compliance 
accountability, and improve outcomes or results for children served 
under Part C and Part B preschool special education programs. These 
Part C early intervention and Part B preschool special education data 
systems must allow the States to (1) effectively and efficiently 
respond to all IDEA-related data submission requirements (e.g., Part C 
section 616 and 618 data and Part B preschool special education data); 
(2) improve the analyses of IDEA data to the extent these analyses 
respond to critical policy questions that will facilitate program 
improvement and compliance accountability; and (3) comply with 
applicable privacy requirements, including the privacy and 
confidentiality requirements under Parts B and C of IDEA and applicable 
provisions of the Family Educational Rights and Privacy Act (20 U.S.C. 
1232g) and its regulations at 34 CFR part 99.\6\
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    \6\ The Center must review the need for additional resources 
(with input from the Department) and disseminate existing resources 
developed by the Department, such as: (1) Understanding the 
Confidentiality Requirements Applicable to IDEA Early Childhood 
Programs (October 2016); (2) IDEA/FERPA Crosswalk (Surprenant & 
Miller, August 24, 2022); (3) Webinars such as Navigating IDEA and 
FERPA To Protect Privacy in Today's Early Childhood World (September 
22, 2023); and (4) Data sharing agreement template.
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    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased capacity of States to collect, report, analyze, and 
use high-quality IDEA Part C early intervention data (including IDEA 
section 616 Part C data \7\ and section 618 Part C data \8\);
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    \7\ The IDEA section 616 Part C data includes Indicator 1 
through 12 as discussed in the Part C State Performance Plan (SPP) 
and Annual Performance Report (APR) Indicator Measurement Table.
    \8\ The IDEA section 618 Part C data includes Part C Child Count 
and Settings data collection, Part C Exiting data collection, and 
the Part C Dispute Resolution data collection.
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    (b) Increased capacity of States to collect, report, analyze, and 
use high-quality IDEA Part B preschool special education data;
    (c) Increased number of States with plans to share, link, or 
integrate Part C early intervention and Part B preschool special 
education data (that comply with all applicable privacy laws) and use 
such shared, linked, or integrated Part C early intervention and Part B 
preschool special education data to improve program compliance and 
accountability;
    (d) Increased number of States that use their Part C early 
intervention and Part B preschool special education data system to 
identify and answer critical State-determined policy questions to drive 
program improvement, improve results for children with disabilities, 
and improve compliance accountability;
    (e) Increased number of States who consider engaging in data 
sharing, linking, or integration activities related to Part C and Part 
B preschool special education data/data systems to other statewide 
longitudinal and early learning data/data systems (e.g., Early Head 
Start, Head Start, child care, publicly funded preschool, and home 
visiting programs) and identify how to enable such sharing, linkages, 
or integration so that it would comply with all applicable privacy 
laws;
    (f) Increased capacity of States to implement and document Part C 
early intervention and Part B preschool special education data 
management policies and procedures, including data sharing, linking, 
and integration activities, used to collect, report, analyze, and use 
high-quality IDEA Part C early intervention and Part B preschool 
special education data;
    (g) Increased capacity of States to address data leadership and 
personnel training needs to collect, report, analyze, and use the Part 
C early intervention and Part B preschool special education data 
collection through development of effective tools and resources, as 
well as providing opportunities for in-person and virtual cross-State 
training for data leaders and personnel in State and local programs and 
agencies to collect, report, analyze, and use Part C early intervention 
and Part B preschool special education;
    (h) Increased capacity of States to collect, report, analyze, and 
use Part C and Part B preschool special education data to support 
equitable identification, access, services, outcomes, and impact of 
early intervention and preschool special education and related services 
on infants, toddlers, and young children receiving services under IDEA; 
and
    (i) Increased capacity of States to collect, report, analyze, and 
use Part C early intervention and Part B preschool special education 
data to improve State IDEA data analyses regarding results and 
functional outcomes for all infants, toddlers, and young children with 
disabilities to demonstrate and improve how public agencies meet the 
program requirements under Parts B and C of IDEA, with a particular 
emphasis on those requirements that are most closely related to 
improving early intervention results for infants and toddlers with 
disabilities and educational results for children with disabilities as 
monitored by OSEP via its Differentiated Monitoring and Support 
process.
    Absolute Priority 2: Technical Assistance To Improve State Capacity 
To Collect, Report, Analyze, and Use Accurate Child Find Data For 
Infants and Toddlers.
    Background:
    The purpose of this priority is to establish a TA center to provide 
TA to increase the capacity of States to collect, report, analyze, and 
use data available to States to improve their Part C child find data 
and efforts that they report through their Part C SPP/APR.
    On October 5, 2023, the U.S. Government Accountability Office (GAO) 
issued a report ``Special

[[Page 59072]]

Education: Additional Data Could Help Early Intervention Programs Reach 
More Eligible Infants and Toddlers'' noting variation across racial 
groups at each step of the identification and enrollment process for 
early intervention services under Part C of IDEA (GAO-24-106019)(2023 
GAO IDEA Part C Child Find Report).\9\ Based on an analysis of data 
from 16 States, GAO found that the percentage of infants and toddlers 
who were referred and evaluated differed widely by race. However, the 
percentage of infants and toddlers who were found eligible and began 
receiving Part C services looked similar across races. For example, the 
percentage of infants and toddlers who were referred and subsequently 
received an evaluation ranged from 59 percent for American Indian and 
Alaska Native children to 86 percent for Asian children. In contrast, 
the percentage of those determined eligible and subsequently began 
receiving Part C services ranged from 91 percent for American Indian or 
Alaska Native children to 95 percent for Asian and White children.
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    \9\ The GAO Report and the Department's response concurring with 
the recommendation can be found at www.gao.gov/assets/d24106019.pdf.
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    Specifically, the 2023 GAO IDEA Part C Child Find Report identified 
one matter for Congress and one recommendation for the Department, to 
which the Department agreed. GAO recommended that the Department 
encourage all States to use demographic data they already collect to 
maximize children's access to Part C early intervention services. In 
its September 13, 2023, response, the Department noted its plans to 
implement this recommendation. Starting with the FFY 2023 SPP/APR, 
which States will submit on February 3, 2025, all States are encouraged 
to include the root cause analysis of their child find efforts for 
indicators C-5 and C-6,\10\ utilizing all available data rather than 
solely relying on the child find data reported under SPP/APR C-5 and C-
6 and must report this root cause analysis if the State shows slippage 
in the FFY 2023 data it reports under SPP/APR indicators C-5 and C-
6.\11\
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    \10\ Per the Part C State Performance Plan and Annual 
Performance Report (Part C SPP/APR) General Instructions, ``If a 
State is required to report on the reasons for slippage, then the 
State must include the results of its analysis under the 
``Additional Information'' section of Indicators 5 and 6.'' Part C 
State Performance Plan and Annual Performance Report (Part C SPP/
APR)--General Instructions--For Federal Fiscal Year 2023 Submission.
    \11\ For the FFY 2023 SPP/APR Indicators C-5 and C-6, the 
Department noted that ``to improve the analysis of whether States 
are identifying children who need services as early as possible, 
States should conduct root cause analyses of child find 
identification rates, including reviewing data (if available) on the 
number of children referred, evaluated, and identified. This root 
cause analysis may include examining not only demographic data (such 
as race and ethnicity data reported under IDEA section 618 and 
Indicators C-5 and C-6), but also other child-find related data 
available to the State (such as geographic location, family income, 
primary language, etc.). The State should report the results of its 
analysis under the ``Additional Information'' section of the 
Indicators C-5 and C-6. Furthermore, if a State is required to 
report on the reasons for slippage, then the State must include the 
results of its analysis under the ``Additional Information'' section 
of the Indicators C-5 and C-6.'' See, https://omb.report/icr/202305-1820-001/doc/131687100.
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    While many State Part C early intervention programs currently use 
demographic data for infants and toddlers to identify disparities in 
the provision of, and improve access to, Part C services, not all 
States have implemented similar analyses of other data influencing 
child find identification rates. Analyzing child find data beyond race 
and ethnicity data reported under IDEA section 618 is crucial. This 
broader analysis should encompass factors such as geographic location, 
family income, and primary language. By conducting analyses of these 
additional child find-related data, all State Part C early intervention 
programs can more effectively identify and serve infants and toddlers 
eligible for services under Part C of IDEA. To promote equitable access 
to early intervention services under Part C of IDEA, this priority 
provides needed TA to States as they embark on reporting root cause 
analyses using all available child find-related data to improve their 
data analyses, child find efforts, and children's access to early 
intervention services under Part C of IDEA.
    Priority:
    The purpose of this priority is to fund TA to increase the capacity 
of States to collect, report, analyze, and use available data to 
improve the Part C child find data they report through their Part C 
SPP/APR.
    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased capacity of States to collect, report, analyze, and 
use available data to improve the root cause analysis of their Part C 
child find data (including IDEA section 616 Part C data for indicators 
C5 and C6 and section 618 Part C data);
    (b) Increased number of States that have the capacity to identify, 
for children served under IDEA Part C, other data they may collect 
(such as number of infants and toddlers referred, screened, evaluated, 
eligible, and enrolled in early intervention services under Part C) by 
various characteristics of the child, including race, ethnicity, home 
language, gender, socio-economic status, and geographic location;
    (c) Increased number of States that have the capacity to conduct a 
root cause analysis of available child find data to better identify 
disparities among demographic groups and potential barriers to 
enrollment in early intervention services under Part C of IDEA; and
    (d) Increased number of States that have the capacity to use their 
IDEA and non-IDEA Part C child find data to improve their IDEA child 
find processes at the State and local program levels.
    In addition to the program requirements contained in both 
priorities, to be considered for funding, applicants must meet the 
application and administrative requirements. We may apply these 
requirements in any year in which this program is in effect.
    Applicants must--
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address State challenges associated with early childhood data 
management and data sharing, linking, and integration, including 
implementing early childhood data system integration and improvements; 
enhancing and streamlining Part C early intervention and Part B 
preschool special education data systems to respond to critical policy 
questions; using ECIDS for program improvement and compliance 
accountability for Part C early intervention and Part B preschool 
special education programs; reporting high-quality IDEA Part C data 
(including IDEA section 616 Part C data and section 618 Part C data) 
and IDEA Part B preschool special education data to the Department and 
the public; and analyzing Part C child find data to improve equitable 
access to Part C early intervention services. To meet this requirement 
the applicant must--
    (i) Present applicable national, State, or local data demonstrating 
the challenges of States to implement effective early childhood data 
management policies and procedures and data sharing, linking, and 
integration activities, including integrating early childhood data 
systems across IDEA programs, other early learning programs, and other 
educational programs for school-aged students; link Part C and Part B 
preschool special education program data; use their Part C and Part B 
preschool special education data systems to respond to critical State-
determined policy questions for program improvement and compliance

[[Page 59073]]

accountability; and collect, report, analyze, and use Part C child find 
data to improve equitable access to Part C early intervention services;
    (ii) Demonstrate knowledge of current educational and technical 
issues and policy initiatives relating to early childhood data 
management and data sharing, linking, and integration; data use; data 
privacy; Part C IDEA sections 616 and 618 data; Part C child find data; 
Part B preschool special education data; and Part C and Part B 
preschool special education data systems; and
    (iii) Present information about the current level of implementation 
of sharing, linking, and integrating Part C and Part B preschool 
special education data; sharing, linking, or integrating Part C and/or 
Part B preschool special education data systems with other early 
learning data systems; using Part C and Part B preschool special 
education data systems to respond to critical State-determined policy 
questions; and collecting, reporting, analyzing, and using high-quality 
IDEA Part C data (including IDEA section 616 Part C data and section 
618 Part C data) and IDEA Part B preschool special education data; and
    (2) Improve early childhood data management policies and procedures 
and data sharing, linking, and integration practices to: collect, 
report, and analyze high-quality Part C and Part B preschool special 
education data (including Part C child find data); share, link, or 
integrate Part C and Part B preschool special education data; share, 
link, or integrate these data with data on children participating in 
other early learning programs and data on school-aged children; and use 
robust early childhood data systems to improve the analyses of IDEA 
data to the extent these analyses answer critical State-determined 
policy questions. Include the likely magnitude or importance of the 
improvements.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that products and services meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project;
    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf and 
www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (4) Be based on current research and make use of evidence-based 
\12\ practices (EBPs). To meet this requirement, the applicant must 
describe--
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    \12\ For purposes of these requirements, ``evidence-based'' 
means, at a minimum, demonstrating a rationale (as defined in 34 CFR 
77.1) based on high-quality research findings or positive evaluation 
that such activity, strategy, or intervention is likely to improve 
student outcomes or other relevant outcomes.
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    (i) The current research on early childhood data management and 
data sharing, linking, and integration, and related EBPs; and
    (ii) How the proposed project will incorporate current research and 
EBPs in the development and delivery of its products and services;
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify and develop the knowledge base on 
early childhood data management and data system integration;
    (ii) Its proposed approach to universal, general TA,\13\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services under this 
approach;
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    \13\ ``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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    (iii) The proposed approach to targeted, specialized TA,\14\ which 
must identify--
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    \14\ ``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;
    (B) The 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 State and local level; and
    (C) The process by which the proposed project will collaborate with 
OSEP-funded centers and other federally funded TA centers to develop 
and implement a coordinated TA plan when the work of the center or 
centers overlaps with the proposed project; and
    (iv) Its proposed approach to intensive, sustained TA,\15\ which 
must identify--
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    \15\ ``Intensive, sustained TA'' means TA services often 
provided on-site and requiring a stable, ongoing relationship 
between the TA center staff and the TA recipient. ``TA services'' 
are defined as negotiated series of activities designed to reach a 
valued outcome. This category of TA should result in changes to 
policy, program, practice, or operations that support increased 
recipient capacity or improved outcomes at one or more systems 
levels.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services under this 
approach;
    (B) Its proposed approach to addressing States' challenges 
associated with limited resources to engage in early childhood data 
sharing, linking, and integration and enhancement activities that 
streamline the established Part C and Part B preschool special 
education data systems to respond to critical policy questions and to 
report high-quality IDEA data to the Department and the public, which 
must, at a minimum, include providing on-site consultants to the State 
lead agency

[[Page 59074]]

(LA) or State educational agency (SEA) to--
    (1) Model and document data management and data sharing, linking, 
and integration policies, procedures, processes, and activities within 
the State;
    (2) Develop and adapt tools and provide technical solutions to meet 
State-specific data needs; and
    (3) Develop a sustainability plan for the State to continue the 
data management and data sharing, linking, and integration work in the 
future;
    (C) Its proposed approach to measure the readiness of State LA and 
SEA personnel to work with the project, including their commitment to 
the initiative, alignment of the initiative to their needs, current 
infrastructure, available resources, and ability to build capacity at 
the State and local levels;
    (D) Its proposed approach to prioritizing TA recipients with a 
primary focus on meeting the needs of States with known ongoing data 
quality issues, as measured by OSEP's review of the quality of the IDEA 
sections 616 and 618 data;
    (E) Its proposed plan for assisting State LAs and SEAs to build or 
enhance training systems that include professional development based on 
adult learning principles and coaching;
    (F) Its proposed plan for working with appropriate levels of the 
education system (e.g., State LAs, SEAs, regional TA providers, 
districts, local programs, families) to ensure that there is 
communication between each level and that there are systems in place to 
support the collection, reporting, analysis, and use of high-quality 
IDEA Part C data (including IDEA section 616 Part C data, section 618 
Part C data, and Part C child find data) and IDEA Part B preschool 
special education data as well as early childhood data management and 
data system integration; and
    (G) Its proposed plan for collaborating and coordinating with the 
National Technical Assistance Center to Improve State Capacity to 
Collect, Report, Analyze, and Use Accurate IDEA Part B Data, the Early 
Childhood Technical Assistance Center, other Department-funded TA 
investments, other federally funded TA investments, and Institute of 
Education Sciences/National Center for Education Statistics research 
and development investments, where appropriate, in order to align 
complementary work and jointly develop and implement products and 
services to meet the purposes of this priority and to develop and 
implement a coordinated TA plan when they are involved in a State; and
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (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.\16\ The evaluation plan must--
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    \16\ A ``third-party'' evaluator is an independent and impartial 
program evaluator who is contracted by the grantee to conduct an 
objective evaluation of the project. This evaluator must not have 
participated in the development or implementation of any project 
activities, except for the evaluation activities, or have any 
financial interest in the outcome of the evaluation.
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    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(2)(ii) of these application and 
administrative requirements;
    (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; and
    (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,'' 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;
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits and funds will be spent in a way that 
increases their efficiency and cost-effectiveness, including by 
reducing waste or achieving better outcomes.
    (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 to the project 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

[[Page 59075]]

meeting in Washington, DC, with the OSEP project officer and other 
relevant staff during each subsequent year of the project period.
    (ii) A three-day project directors' conference in Washington, DC, 
during each year of the project period, provided that, if the 
conference is conducted virtually, the project must reallocate unused 
travel funds no later than the end of the third quarter of each budget 
period.
    (iii) Three annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP;
    (3) Provide an assurance that the project will--
    (i) Reallocate unused travel funds no later than the end of the 
third quarter if the kick-off or planning meetings are conducted 
virtually; and
    (ii) Within 30 days of receipt of the award, participate in a post-
award teleconference between the OSEP project officer and the grantee's 
project director or other authorized representative;
    (4) 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;
    (5) Budget at least 50 percent of the grant award for providing 
targeted and intensive TA to States;
    (6) Provide an assurance that it will maintain a high-quality 
website, with an easy-to-navigate design, that meets government or 
industry-recognized standards for accessibility; and
    (7) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to these new 
award period and at the end of this award period, as appropriate.
    Program Authority: 20 U.S.C. 1411(c), 1416(i), 1418(c), 1418(d), 
1442; Further Consolidated Appropriations Act, 2024, Public Law 118-47, 
Div. D, Title III, 138 Stat. 460, 685 (2024).
    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 (OMB) 
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 Guidance for 
Federal Financial Assistance in 2 CFR part 200, as adopted and amended 
as regulations of the Department in 2 CFR part 3474. (d) The NFP.
    Note: The U.S. Department of Education will implement the 
provisions included in the Office of Management and Budget (OMB) final 
rule, OMB Guidance for Federal Financial Assistance, which amends 2 CFR 
parts 25, 170, 175, 176, 180, 182, 183, 184, and 200, on October 1, 
2024. Grant applicants that anticipate a performance period start date 
on or after October 1, 2024, should follow the provisions stated in the 
OMB Guidance for Federal Financial Assistance (89 FR 30046, April 22, 
2024) when preparing an application. For more information about these 
updated regulations please visit: www.cfo.gov/resources/uniform-guidance/. The Department will continue to provide more resources on 
our web page as they become available.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $6,250,000 in year one, $6,750,000 in 
years two and three, and $7,000,000 in years four and five.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2025 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $6,250,000 for a 
single budget period of 12 months in year one, $6,750,000 for a single 
budget period of 12 months in years two and three, and $7,000,000 for a 
single budget period of 12 months in years four and five.
    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; State lead agencies under Part C of 
the IDEA; local educational agencies (LEAs), including public charter 
schools that are considered LEAs under State law; institutions of 
higher education (IHEs); other public agencies; private nonprofit 
organizations; freely associated States and outlying areas; Indian 
Tribes or Tribal organizations; and for-profit organizations.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see https://www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Guidance 
for Federal Financial Assistance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: IHEs, nonprofit organizations suitable to carry out the 
activities proposed in the application, and other public agencies. The 
grantee may award subgrants to entities it has identified in an 
approved application or that it selects through a competition under 
procedures established by the grantee, consistent with 34 CFR 
75.708(b)(2).
    4. Other General Requirements:

[[Page 59076]]

    (a) Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

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

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by 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.
    (vi) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (c) Quality of the project evaluation (15 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (iv) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (d) Adequacy of resources and quality of project personnel (20 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of key project personnel.
    (iii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iv) The qualifications, including relevant training, experience, 
and independence, of the evaluator.
    (v) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.

[[Page 59077]]

    (vi) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (vii) The extent to which the budget is adequate to support the 
proposed project.
    (viii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of 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 for Federal Financial Assistance 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 also may notify you 
informally.
    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

[[Page 59078]]

application as part of your binding commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, the Department has established a set of 
performance measures that are designed to yield information on various 
aspects of the effectiveness and quality of the Technical Assistance on 
State Data Collection program. These measures are:
     Program Performance Measure #1: The percentage of TA and 
dissemination products and services deemed to be of high quality by an 
independent review panel of experts qualified or individuals with 
appropriate expertise to review the substantive content of the products 
and services.
     Program Performance Measure #2: The percentage of TA and 
dissemination products and services deemed by an independent review 
panel of qualified experts or members of the target audiences to be of 
high relevance to educational and early intervention policy or 
practice.
     Program Performance Measure #3: The percentage of TA and 
dissemination products and services deemed by an independent review 
panel of qualified experts or members of the target audiences to be 
useful in improving educational or early intervention policy or 
practice.
     Program Performance Measure #4: The cost efficiency of the 
Technical Assistance on State Data Collection 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.
    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 project 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, 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 Department documents 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 Department documents 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.

Dant[eacute] Allen,
Commissioner, Rehabilitation Services Administration, Office of Special 
Education and Rehabilitative Services.
[FR Doc. 2024-16116 Filed 7-18-24; 11:15 am]
BILLING CODE 4000-01-P