Federal Register / Vol. 85, No. 239 / Friday, December 11, 2020 / Notices 80077 

Supplemental EIS/OEIS (referred to as 

the 2016 GOA Final Supplemental EIS/ 

OEIS). In the 2020 Draft Supplemental 

EIS/OEIS, the DON assesses the 

potential environmental effects 

associated with continuing periodic 

military readiness activities in the GOA 

Temporary Maritime Activities Area 

(TMAA). This notice announces the 

public review and comment period and 

the dates of the virtual public meetings, 

includes information about how the 

public can review and comment on the 

document, and provides supplementary 

information about the environmental 

planning effort. 

DATES: All comments must be 

postmarked or received online by 11:59 

p.m. Pacific Standard Time on February 

16, 2021, for consideration in the 

development of the Final Supplemental 

EIS/OEIS. Federal agencies and officials, 

Alaska Native Tribes, state and local 

agencies and officials, and interested 

organizations and individuals are 

encouraged to provide comments on the 

2020 Draft Supplemental EIS/OEIS 

during the public review and comment 

period. 

Due to COVID–19 travel and public 

event restrictions, the DON is holding 

virtual public meetings, consisting of a 

presentation and question and answer 

sessions, to discuss the Proposed Action 

and the draft environmental impact 

analysis. Visit www.GOAEIS.com/VPM 

to learn more about and attend a virtual 

public meeting. An audio-only option 

will also be available. Meetings will 

occur as follows: 

1. Tuesday, January 19, 2021, from 3 

to 4 p.m. Alaska Standard Time 

2. Wednesday, February 3, 2021, from 

5 to 6 p.m. Alaska Standard Time 

Substantive questions for discussion 

with Navy representatives at the virtual 

public meetings can be submitted 

between January 11 and 18, 2021, for 

the January 19, 2021, meeting, and 

between January 26 and February 2, 

2021, for the February 3, 2021, meeting. 

Email questions to projectmanager@

goaeis.com or complete the form at 

www.GOAEIS.com. 

ADDRESSES: Written comments may be 

mailed to Naval Facilities Engineering 

Command Northwest, Attention: GOA 

Supplemental EIS/OEIS Project 

Manager, 1101 Tautog Circle, Suite 203, 

Silverdale, WA 98315–1101, or 

submitted electronically via the project 

website at www.GOAEIS.com. 

FOR FURTHER INFORMATION CONTACT: 

Naval Facilities Engineering Command 

Northwest, Attention: Ms. Kimberly 

Kler, GOA Supplemental EIS/OEIS 

Project Manager, 1101 Tautog Circle, 

Suite 203, Silverdale, WA 98315–1101, 

360–315–5103, projectmanager@

goaeis.com. 

SUPPLEMENTARY INFORMATION: The 

DON’s Proposed Action is to continue 

periodic military training activities 

within the GOA TMAA. Proposed 

training activities are similar to those 

that have occurred in the GOA TMAA 

for decades. The geographic extent of 

the GOA TMAA and Proposed Action, 

including the location, number, and 

frequency of major training exercises, 

remain unchanged from the 2016 Final 

Supplemental EIS/OEIS. Although the 

types of activities and number of events 

in the Proposed Action are the same as 

in previous documents (Alternative 1 in 

both the 2011 and 2016 impact 

analyses), there have been changes in 

the platforms and systems used in those 

activities. For example, the EA–6B 

aircraft and frigate, and their associated 

systems, have been replaced by the EA– 

18G aircraft, Littoral Combat Ship, and 

Destroyer. The 2020 Draft Supplemental 

EIS/OEIS includes the analysis of at-sea 

training activities projected to meet 

readiness requirements beyond 2022 

and into the reasonably foreseeable 

future, and reflects the most up-to-date 

compilation of training activities 

deemed necessary to accomplish 

military readiness during that time 

period. 

The 2020 Draft Supplemental EIS/ 

OEIS also updates the 2011 and 2016 

impact analyses with new information 

and analytical methods the DON 

developed and has used since 2016. 

New information includes an updated 

acoustic effects model, updated marine 

mammal density data and sea turtle 

hearing criteria, and other emergent best 

available science. The DON is preparing 

a Supplemental EIS/OEIS to renew 

required federal regulatory permits and 

authorizations under the Marine 

Mammal Protection Act and the 

Endangered Species Act. The DON will 

consult with the National Marine 

Fisheries Service (NMFS) and United 

States Fish and Wildlife Service to 

renew these permits and authorizations. 

Additionally, NMFS is a cooperating 

agency for this Supplemental EIS/OEIS. 

The 2020 Draft Supplemental EIS/ 

OEIS is available for electronic viewing 

or download at www.GOAEIS.com. The 

2020 Draft Supplemental EIS/OEIS was 

distributed to federal agencies and 

federally recognized Alaska Native 

Tribes with which the DON is 

consulting. 

All comments submitted during the 

public review and comment period from 

December 11, 2020, to February 16, 

2021, will become part of the public 

record, and substantive comments will 

be addressed in the Final Supplemental 

EIS/OEIS. 

The DON is committed to providing 

the public an accessible version of the 

2020 Draft Supplemental EIS/OEIS 

during COVID–19 conditions. If you 

need assistance accessing the document 

or attending the virtual public meetings, 

please contact Ms. Julianne Stanford, 

Navy Region Northwest Public Affairs 

Office, at julianne.stanford@navy.mil or 

360–867–8525. For all other queries or 

if you require additional information 

about the project, please contact Ms. 

Kimberly Kler, GOA Supplemental EIS/ 

OEIS Project Manager, at 

projectmanager@goaeis.com. 

Individuals interested in receiving 

electronic project updates can subscribe 

on the project website to receive 

notifications via email for key 

milestones throughout the 

environmental planning process. 

Dated: December 3, 2020. 

K. R. Callan, 

Commander, Judge Advocate General’s Corps, 

U.S. Navy, Federal Register Liaison Officer. 

[FR Doc. 2020–26950 Filed 12–10–20; 8:45 am] 

BILLING CODE 3810–FF–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities—Improving Retention of 

Special Education Teachers and Early 

Intervention Personnel 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2021 for Personnel 

Development to Improve Services and 

Results for Children with Disabilities— 

Improving Retention of Special 

Education Teachers and Early 

Intervention Personnel, Assistance 

Listing Number 84.325P. This notice 

relates to the approved information 

collection under OMB control number 

1820–0028. 

DATES: 

Applications Available: December 11, 

2020. 

Deadline for Transmittal of 

Applications: February 9, 2021. 

Deadline for Intergovernmental 

Review: April 12, 2021. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 


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80078 Federal Register / Vol. 85, No. 239 / Friday, December 11, 2020 / Notices 

1For the purposes of this competition, the term 

‘‘retention’’ means that special education teachers 

and early intervention service providers stay in 

their current position or field serving children with 

disabilities. 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768), and available at 

www.govinfo.gov/content/pkg/FR-2019- 

02-13/pdf/2019-02206.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Sarah Allen, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5160, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–7875. Email: 

Sarah.Allen@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

this 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. 

Priorities: This competition includes 

one absolute priority and one 

competitive preference priority. In 

accordance with 34 CFR 75.105(b)(2)(v), 

the absolute priority and competitive 

preference priority are from allowable 

activities specified in the statute (see 

sections 662 and 681 of the Individuals 

with Disabilities Education Act (IDEA); 

20 U.S.C. 1462 and 1481). 

Absolute Priority: For FY 2021 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: 

Improving Retention of Special 

Education Teachers and Early 

Intervention Personnel. 

Background: 

Many local educational agencies 

(LEAs) and early intervention service 

(EIS) providers face challenges with 

retention 1 of qualified personnel who 

serve and support children with 

disabilities in schools, classrooms, and 

natural environments under IDEA 

(Espinoza et al., 2018; IDEA Infant and 

Toddlers Coordinators Association, 

2019). Across all subject areas, national 

estimates suggest that approximately 8 

percent of teachers leave the profession 

each year, and two-thirds of them leave 

for reasons other than retirement. 

Within special education, teacher 

turnover is estimated to exceed 14 

percent annually (Carver-Thomas & 

Darling-Hammond, 2017). These staffing 

shortages are costly for the systems 

faced with repeatedly replacing those 

who move out of the system or leave the 

profession. Moreover, low retention 

rates among special education teachers 

and early intervention personnel have 

negative implications for the 

development, learning, and academic 

success of infants, toddlers, children, 

and youth with disabilities (Council for 

Exceptional Children, 2019). Staff 

turnover is disruptive to instructional 

programming and practices, which in 

turn decreases student learning and 

achievement (Sutcher et al., 2016). 

Efforts to improve retention of special 

education teachers and early 

intervention personnel require 

understanding factors associated with, 

or contributing to, their decisions to 

stay, move, or leave the profession. 

Factors impacting retention consistently 

include preparation and qualifications, 

support for new hires, compensation, 

school or program characteristics, 

working conditions, and demographic 

and nonwork influences (Billingsley & 

Bettini, 2019; Carver-Thomas & DarlingHammond, 2017; Mason-Williams et al., 

2020). Further, policies and practices 

that research has shown to improve 

personnel retention include offering 

service scholarships and loan 

forgiveness, creating career pathway 

programs that bring well-prepared 

candidates into teaching (e.g., ‘‘Grow 

Your Own’’ and teacher cadet 

programs), establishing teacher 

residency models in hard-to-staff 

districts, mentoring and induction for 

new hires, strengthening school 

principals’ and administrators’ 

understanding of special education, and 

providing competitive compensation 

(Billingsley & Bettini, 2019; CarverThomas & Darling-Hammond, 2017; 

Espinoza et al., 2018; Mason-Williams et 

al., 2020). 

Finally, comprehensive strategies to 

address retention of special education 

teachers and EIS providers benefit from 

effective organizational partnerships 

between relevant stakeholders (Espinoza 

et al., 2018), including personnel 

preparation faculty and researchers, 

parents and families, professional 

organizations, and practitioners and 

administrators at the State, regional, and 

local levels. With the goal of ensuring 

alignment between preparation 

programs and the needs of the local 

systems serving children with 

disabilities, stronger partnerships bring 

stakeholders together regularly to share 

knowledge, address common 

challenges, and develop enduring 

relationships around shared goals. By 

connecting these research findings with 

available resources from technical 

assistance centers funded by the Office 

of Special Education Programs (OSEP), 

such as The Educator Shortages in 

Special Education Toolkit (Great 

Teachers and Leaders Center, 2020) and 

A System Framework for Building HighQuality Early Intervention and 

Preschool Special Education Programs 

(Early Childhood Technical Assistance 

Center, 2015), States, regional, and local 

systems will be better able to develop, 

implement, evaluate, scale-up, and 

sustain comprehensive retention plans, 

resulting in meaningful improvement in 

retention of special education teachers 

and early intervention personnel. 

Over the past year, OSEP has engaged 

the field in numerous activities related 

to attracting, preparing, and retaining 

effective personnel and received 

considerable feedback that State 

educational agencies (SEAs) and Part C 

lead agencies would benefit from 

investments that support their efforts to 

improve retention. The proposed 

investment under the absolute priority 

would fund efforts by SEAs or Part C 

lead agencies, in collaboration with 

LEAs or EIS providers, to plan, 

implement, evaluate, scale-up, and 

sustain a comprehensive retention plan 

that uses evidence-based policies and 

practices to address factors contributing 

to low retention in these systems. This 

priority is consistent with the 

Secretary’s Supplemental Priority 5: 

Meeting the Unique Needs of Students 

and Children with Disabilities and/or 

Those with Unique Gifts and Talents; 

and Supplemental Priority 8: Promoting 

Effective Instruction in Classrooms and 

Schools. 

Priority: 

The purpose of this priority is to fund 

grants to achieve, at a minimum, the 

following expected outcomes: 

(a) Increased capacity of State, 

regional, and local systems to develop, 

implement, evaluate, scale-up, and 

sustain comprehensive retention plans 

that use evidence-based policies and 

practices to address identified factors 

contributing to low retention of special 

education teachers and early 

intervention personnel. Such a plan 

might include mentorship or induction 


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Federal Register / Vol. 85, No. 239 / Friday, December 11, 2020 / Notices 80079 

2For the purpose of this priority, the term ‘‘parent 

training and information centers’’ means OSEPfunded parent training and information centers that 

serve parents of children of all ages (birth to 26) and 

all types of disabilities. Discretionary grants are 

awarded only to parent organizations as defined by 

IDEA under Assistance Listing Number 84.328. For 

more information, including centers located in each 

State and territory, see www.parentcenterhub.org/ 

find-your-center/. 

3 ‘‘Logic model’’ (34 CFR 77.1) (also referred to as 

a theory of action) means a framework that 

identifies key project components of the proposed 

project (i.e., the active ‘‘ingredients’’ that are 

hypothesized to be critical to achieving the relevant 

outcomes) and describes the theoretical and 

operational relationships among the key project 

components and relevant outcomes. 

programs, career pathways programs, 

recognition and incentive programs, 

competitive compensation, service 

scholarships, or student loan repayment 

for continued service. 

(b) Increased capacity of State, 

regional, and local systems to evaluate 

their comprehensive retention plans and 

how the plans are implemented. 

(c) Increased capacity of State, 

regional, and local systems to effectively 

partner with a broad range of 

stakeholder groups—including, but not 

limited to, the business community, 

personnel preparation programs at 

institutions of higher education (IHEs), 

parent training and information 

centers 2 (PTIs), and other communitybased organizations—needed to 

develop, implement, evaluate, scale-up, 

and sustain comprehensive retention 

plans that improve retention of special 

education teachers and early 

intervention personnel. 

(d) Improved retention of special 

education teachers and early 

intervention personnel. 

To be considered for funding under 

this priority, all applicants must meet 

the application requirements contained 

in the priority. All projects funded 

under this absolute priority also must 

meet the programmatic and 

administrative requirements specified in 

the priority. 

Note: OSEP intends to fund projects 

that address retention of special 

education teachers and early 

intervention personnel. OSEP may fund 

high-quality applications out of rank 

order to ensure that projects are funded 

across both SEAs and Part C lead 

agencies. 

Note: An applicant may submit an 

application that addresses retention of 

special education teachers or an 

application that addresses retention of 

early intervention personnel. An 

applicant may submit one application 

that addresses retention of special 

education teachers and another that 

addresses early intervention personnel. 

Note: To be reviewed and be 

considered eligible to receive an award, 

applicants must demonstrate matching 

support for the proposed project at 10 

percent of the total amount of the grant 

as specified in paragraph (f)(1) of the 

application requirements of this 

priority. 

To meet the requirements of this 

priority, an applicant must— 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how the proposed 

project will— 

(1) Address the State, regional, or 

local need to retain special education 

teachers or early intervention personnel 

across the career continuum and at 

every level of experience. To meet this 

requirement, the applicant must— 

(i) Present applicable State, regional, 

or local data demonstrating the current 

and projected number and percentage of 

special education teachers or early 

intervention personnel leaving their 

current positions (disaggregated, to the 

extent possible, by those retiring and 

those leaving for other reasons, such as 

promotion, moving to general 

education, or leaving the field); 

(ii) Present applicable State, regional, 

or local data demonstrating the impact 

of teachers or early intervention 

personnel leaving their systems such as 

impacts on fiscal or academic outcomes; 

and 

(iii) Describe factors contributing to 

special education teachers or early 

intervention personnel leaving their 

systems; and 

(2) Address the need for improved 

infrastructure and partnerships with a 

broad range of stakeholder groups to 

retain special education teachers or 

early intervention personnel. To meet 

this requirement, the applicant must— 

(i) Describe current State, regional, 

and local strategies that have been used 

or are being used to improve retention 

of special education teachers or early 

intervention personnel; 

(ii) Describe the impact of 

implementing the strategies identified 

in paragraph (a)(2)(i) of this section; 

(iii) Describe the changes in State, 

regional, and local infrastructure (e.g., 

governance, finance, personnel, 

coordination, data, and accountability 

and improvement) needed to improve 

retention of special education teachers 

or early intervention personnel; 

(iv) Describe the collaborative 

relationships with a broad range of 

stakeholder groups that need to be 

strengthened or established to improve 

retention of special education teachers 

or early intervention personnel; and 

(v) Describe the likely magnitude or 

importance of retaining more special 

education teachers or early intervention 

personnel at State, regional, and local 

levels. 

(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) Achieve its goals, objectives, and 

intended outcomes. To meet this 

requirement, the applicant must 

provide— 

(i) Measurable intended project 

outcomes; and 

(ii) In Appendix A, the logic model 3

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: 

www.osepideasthatwork.org/logicModel 

and www.osepideasthatwork.org/ 

resources-grantees/program-areas/ta-ta/ 

tad-project-logic-model-and-conceptualframework. 

(4) Use up to the first 12 months of 

the project period to develop a 

comprehensive retention plan, or a plan 

to evaluate, scale-up, and sustain an 

existing comprehensive retention plan, 

that uses evidence-based policies and 

practices that address identified factors 

contributing to low retention to retain 

special education teachers or early 

intervention personnel. To meet this 

requirement, the applicant must 

include— 

(i) Its proposed plan to collect and 

analyze additional data, as appropriate, 

to understand the factors, including 

policies and practices, contributing to 

low retention of special education 

teachers or early intervention personnel 

at the State, regional, and local levels; 

(ii) The current and additional 

evidence-based policies and practices 

that will guide the development of the 

comprehensive retention plan or the 

plan to scale-up an already existing 

comprehensive retention plan, and the 

proposed process the applicant will use 

to address the identified factors 

contributing to low retention; 


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80080 Federal Register / Vol. 85, No. 239 / Friday, December 11, 2020 / Notices 

(iii) Its proposed process for 

identifying LEAs or EIS providers that 

the State will partner with to develop 

comprehensive retention plans, or plan 

to scale-up already existing 

comprehensive retention plans, to 

improve the retention of special 

education or early intervention 

personnel. The applicant should 

indicate the extent to which the poverty 

level of youth served, geography (e.g., 

rural, urban) or other demonstrated 

needs (e.g., staff shortages, historic 

pattern of high turnover rates) will 

factor into its process for identifying 

LEAs or EIS providers to partner with; 

and 

(iv) Its proposed plan for identifying 

and establishing meaningful 

partnerships, as appropriate, with a 

broad range of stakeholder groups, 

including but not limited to the 

business community, IHEs, PTIs, and 

other community-based organizations, 

necessary to successfully develop a 

comprehensive retention plan, or to 

evaluate, scale-up, and sustain existing 

comprehensive retention plans; 

(5) Implement, scale-up, and sustain a 

comprehensive retention plan that uses 

evidence-based policies and practices to 

address identified factors contributing 

to low retention of special education 

teachers or early intervention personnel. 

To meet this requirement, the applicant 

must include its approach to— 

(i) Ensure an infrastructure (e.g., 

governance, finance, personnel, data, 

and accountability and improvement) is 

in place to implement the 

comprehensive retention plan at the 

State, regional, or local level; 

(ii) Establish additional partnerships, 

as needed, including agreements that 

outline responsibilities, sharing of 

resources, and decision-making and 

communication processes among all 

partners; 

(iii) Recruit LEAs or EIS providers to 

partner with to implement, evaluate, 

scale-up, and sustain the comprehensive 

recruitment plan. To meet this 

requirement, the applicant must 

include— 

(A) The proposed process for 

identifying LEAs or EIS providers that 

the State will partner with to 

implement, evaluate, scale-up, and 

sustain the comprehensive retention 

plan, and expectations for participation, 

which must include the data that 

partners will need to be collected to 

demonstrate progress in implementing 

the comprehensive retention plan; and 

(B) The proposed process the 

applicant will use to identify additional 

LEAs or EIS providers that it will 

partner with in years four and five if the 

project period is extended; and 

(iv) The proposed process the 

applicant will use to sustain the 

comprehensive retention plan once 

Federal support ends; and 

(6) Disseminate information on the 

effectiveness of evidence-based policies 

and practices used within the 

comprehensive retention plan and the 

impact of implementing the plan to 

other SEAs and LEAs or Part C lead 

agencies and local service providers to 

support other systems in increasing the 

retention of special education teachers 

or early intervention personnel. 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the project evaluation,’’ 

how— 

(1) The applicant will use 

comprehensive and appropriate 

methodologies to evaluate how well the 

goals or objectives of the proposed 

project have been met, including project 

processes and intended outcomes. The 

applicant must describe performance 

measures for the project that include 

retention rates for special education 

teachers or early intervention personnel; 

and 

(2) The applicant will collect, analyze, 

and use data related to specific and 

measurable goals, objectives, and 

intended outcomes of the project. To 

meet this requirement, the applicant 

must describe how— 

(i) Retention of special education 

teachers or early intervention personnel 

and other project processes and 

outcomes will be measured for 

formative evaluation purposes, 

including proposed instruments, data 

collection methods, and proposed 

analyses; 

(ii) Proposed evaluation methods will 

provide performance feedback that 

allows for periodic assessment of 

progress towards meeting the project 

outcomes; 

(iii) Results of the evaluation will be 

used as a basis for improving the 

proposed project; and 

(iv) Evaluation results will be 

reported to OSEP in its annual and final 

performance reports. 

(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 meet 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 project will benefit 

from a diversity of perspectives, 

including those of individuals with 

disabilities, families of students with 

disabilities, administrators, teachers and 

personnel, faculty, technical assistance 

and professional development 

providers, PTIs, researchers, business 

leaders, and policymakers, among 

others, in its development and 

operation. 

(f) Address the following application 

requirements. The applicant must— 

(1) Demonstrate, in the budget 

information (ED Form 524, Section B) 

and budget narrative, matching support 

for the proposed project at 10 percent of 

the total amount of the grant; 

Note: Matching support can be either 

cash or in-kind donations. Under 2 CFR 

200.306, a cash expenditure or outlay of 

cash with respect to the matching 

budget by the grantee is considered a 

cash contribution. However, certain 

cash contributions that the organization 

normally considers an indirect cost 

should not be counted as a direct cost 

for the purposes of meeting matching 

support. Specifically, in accordance 

with 2 CFR 200.306(c), unrecovered 

indirect costs cannot be used to meet 

the non-Federal matching support. 

Under 2 CFR 200.434, third-party inkind contributions are services or 

property (e.g., land, buildings, 

equipment, materials, supplies) that are 

contributed by a non-Federal third party 

at no charge to the grantee. 

The Secretary does not, as a general 

matter, anticipate waiving this 

requirement in the future. Furthermore, 


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given the importance of cost share or 

matching funds to the long-term success 

of the project, eligible entities must 

identify appropriate cost share or 

matching funds in the proposed threeyear budget. 

(2) Include, in Appendix A, 

personnel-loading charts and timelines, 

as applicable, to illustrate the 

management plan described in the 

narrative; and 

(3) Include, in the budget, attendance 

at a two- and one-half day meeting in 

conjunction with either the OSEP 

project directors’ conference or the 

OSEP leadership conference in 

Washington, DC, during each year of the 

project period. 

Fourth and Fifth Year of Project 

The Secretary may extend a project 

two years beyond the initial 36 months 

if the grantee is achieving the intended 

outcomes of the project (as 

demonstrated by data gathered as part of 

the project evaluation). Each applicant 

must include in its application a plan 

and a budget for the full 60-month 

period. In deciding whether to extend 

funding the project for the fourth and 

fifth years, the Secretary will consider 

the requirements of 34 CFR 75.253(a) 

and will consider the success and 

timeliness with which the intended 

outcomes of the project requirements 

have been or are being met by the 

project. 

Competitive Preference Priority: 

Within this absolute priority, we give 

competitive preference to applications 

that address the following competitive 

preference priority. Under 34 CFR 

75.105(c)(2)(i), we award up to an 

additional 5 points to an application, 

depending on how well the application 

meets the competitive preference 

priority. 

This priority is: 

Matching Support (Up to 5 points). 

An application that demonstrates 

matching support for the proposed 

project at— 

(a) 20 percent of the requested Federal 

award (1 point); 

(b) 40 percent of the total amount of 

the requested Federal award (2 points); 

(c) 60 percent of the total amount of 

the requested Federal award (3 points); 

(d) 80 percent of the total amount of 

the requested Federal award (4 points); 

or 

(e) 100 percent of the total amount of 

the requested Federal award (5 points). 

Applicants must address this 

competitive preference priority in the 

budget information (ED Form 524, 

Section B) and budget narrative. 

References 

Billingsley, B., & Bettini, E. (2019). Special 

education teacher attrition and retention: 

A review of the literature. Review of 

Educational Research, 89(5), 697–744. 

https://doi.org/10.3102/ 

0034654319862495. 

Carver-Thomas, D., & Darling-Hammond, L. 

(2017). Teacher turnover: Why it matters 

and what we can do about it. Learning 

Policy Institute. https://

learningpolicyinstitute.org/product/ 

teacher-turnover. 

Council for Exceptional Children. (2019, July 

7–10). Special education legislative 

summit [Conference presentation]. 

Arlington, VA, United States. 

Early Childhood Technical Assistance 

Center. (2015). A system framework for 

building high-quality early intervention 

and preschool special education 

programs. https://ectacenter.org/∼pdfs/ 

pubs/ecta-system_framework.pdf. 

Espinoza, D., Saunders, R., Kini, T., & 

Darling-Hammond, L. (2018). Taking the 

long view: State efforts to solve teacher 

shortages by strengthening the 

profession. Learning Policy Institute. 

https://learningpolicyinstitute.org/ 

product/long-view. 

Great Teachers and Leaders Center. (2020). 

Educator shortages in special education: 

Toolkit for developing local strategies. 

https://gtlcenter.org/technicalassistance/toolkits/educator-shortagesspecial-education. 

IDEA Infant and Toddler Coordinators 

Association. (2019). 2019 Tipping points 

annual survey: State challenges. 

www.ideainfanttoddler.org/pdf/2019– 

ITCA-State-Challenges-Report.pdf. 

Mason-Williams, L., Bettini, E., Peyton, D., 

Harvey, A., Rosenberg, M., & Sindelar, P. 

(2020). Rethinking shortages in special 

education: Making good on the promise 

of an equal opportunity for students with 

disabilities. Teacher Education and 

Special Education, 43(1), 45–62. 

Sutcher, L., Darling-Hammond, L., & CarverThomas, D. (2016). A coming crisis in 

teaching? Teacher supply, demand, and 

shortages in the U.S. Learning Policy 

Institute. https://

learningpolicyinstitute.org/product/ 

coming-crisis-teaching. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

(APA) (5 U.S.C. 553) the Department 

generally offers interested parties the 

opportunity to comment on proposed 

priorities. Section 681(d) of IDEA, 

however, makes the public comment 

requirements of the APA inapplicable to 

the priority in this notice. 

Program Authority: 20 U.S.C. 1462 

and 1481. 

Note: Projects must be awarded and 

operated in a manner consistent with the 

nondiscrimination requirements contained in 

the U.S. Constitution and the Federal civil 

rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 81, 82, 84, 86, 97, 98, 

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The regulations for this program in 34 

CFR part 304. 

Note: The regulations in 34 CFR part 86 

apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration has requested 

$89,700,000 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2021, of which we 

intend to use an estimated $2,250,000 

for this competition. The actual level of 

funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process if 

Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2022 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: 

$700,000–$750,000. 

Estimated Average Size of Awards: 

$725,000. 

Maximum Award: We will not make 

an award exceeding $750,000 for a 

project period of 36 months for 

applications addressing the retention of 

either special education teachers or 

early intervention personnel. 

Note: Applicants must describe, in 

their applications, the amount of 

funding being requested for each 12- 

month budget period. 

Estimated Number of Awards: 9. 

Project Period: Up to 36 months. 

Note: The Department is not bound by any 

estimates in this notice. 

III. Eligibility Information 

1. Eligible Applicants: SEAs and Part 

C lead agencies are the only eligible 

applicants. 

2. a. Cost Sharing or Matching: Cost 

sharing or matching is required for this 

competition. 

b. Indirect Cost Rate Information: This 

program uses an unrestricted indirect 

cost rate. For more information 

regarding indirect costs, or to obtain a 


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negotiated indirect cost rate, please see 

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

c. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

Under 34 CFR 75.708(e), a grantee may 

contract for supplies, equipment, and 

other services in accordance with 2 CFR 

part 200. 

4. Other General Requirements: (a) 

Recipients of funding under this 

competition must make positive efforts 

to employ and advance in employment 

qualified individuals with disabilities 

(see section 606 of IDEA). 

(b) Applicants for, and recipients of, 

funding must, with respect to the 

aspects of their proposed project 

relating to the absolute priority, involve 

individuals with disabilities, or parents 

of individuals with disabilities ages 

birth through 26, in planning, 

implementing, and evaluating the 

project (see section 682(a)(1)(A) of 

IDEA). 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

February 13, 2019 (84 FR 3768), and 

available at www.govinfo.gov/content/ 

pkg/FR–2019–02–13/pdf/2019– 

02206.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 50 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 (15 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, 

especially improvements in teaching 

and student achievement. 

(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 the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. 

(iii) 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. 

(iv) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners for maximizing the 

effectiveness of project services. 

(v) The extent to which the proposed 

activities constitute a coherent, 

sustained program of training in the 

field. 

(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 goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable. 

(iii) 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. 

(iv) 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 and quality of 

project personnel for 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. 


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(3) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel. 

(ii) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization. 

(iii) 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 

(15 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 

200.205, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 3474.10, the 

Secretary may impose specific 

conditions and, 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 200.205(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. 

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. 

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 


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80084 Federal Register / Vol. 85, No. 239 / Friday, December 11, 2020 / Notices 

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 the Government 

Performance and Results Act of 1993 

(GPRA) and reporting under 34 CFR 

75.110, we have established the 

following performance measures for this 

grant program (84.325P): 

(a) Number and percent of special 

education teachers and early 

intervention service providers that 

participated in project-funded activities 

that are retained in their current 

position, or continuing to primarily 

serve children with disabilities in early 

intervention or school settings; and 

(b) Retention rate for special 

education teachers or EIS providers at 

the State, regional, or local system level 

that participated in project-funded 

activities compared to the historical 

retention of providers in the same State, 

regional, or local system(s) in years 

prior to participation in the proposed 

project. 

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). 

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, 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. 

Mark Schultz, 

Commissioner, Rehabilitation Services 

Administration. Delegated the authority to 

perform the functions and duties of the 

Assistant Secretary for the Office of Special 

Education and Rehabilitative Services. 

[FR Doc. 2020–27356 Filed 12–9–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2020–SCC–0149] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; The 

Student Support and Academic 

Enrichment Grant Program (Title IV, 

Part A) Waiver Request 

AGENCY: Office of Elementary and 

Secondary Education (OESE), 

Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing an extension without change 

of a currently approved collection. 

DATES: Interested persons are invited to 

submit comments on or before January 

11, 2021. 

ADDRESSES: Written comments and 

recommendations for proposed 

information collection requests should 

be sent within 30 days of publication of 

this notice to www.reginfo.gov/public/ 

do/PRAMain. Find this particular 

information collection request by 

selecting ‘‘Department of Education’’ 

under ‘‘Currently Under Review,’’ then 

check ‘‘Only Show ICR for Public 

Comment’’ checkbox. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Bryan 

Williams, 202–453–6715. 

SUPPLEMENTARY INFORMATION: The 

Department of Education (ED), in 

accordance with the Paperwork 

Reduction Act of 1995 (PRA) (44 U.S.C. 

3506(c)(2)(A)), provides the general 

public and Federal agencies with an 

opportunity to comment on proposed, 

revised, and continuing collections of 

information. This helps the Department 

assess the impact of its information 

collection requirements and minimize 

the public’s reporting burden. It also 

helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. ED is 

soliciting comments on the proposed 

information collection request (ICR) that 

is described below. The Department of 

Education is especially interested in 

public comment addressing the 

following issues: (1) is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 


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