85616 Federal Register / Vol. 85, No. 249 / Tuesday, December 29, 2020 / Notices 

activities, please contact Todd 

Stephenson, (202) 205–1645. 

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 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: State Educational 

Agency and Local Educational 

Agency—School Data Collection and 

Reporting under ESEA, Title I, Part A. 

OMB Control Number: 1810–0622. 

Type of Review: Extension without 

changes of a currently approved 

collection. 

Respondents/Affected Public: State, 

Local, and Tribal Governments. 

Total Estimated Number of Annual 

Responses: 52. 

Total Estimated Number of Annual 

Burden Hours: 2,080. 

Abstract: Although the U.S. 

Department of Education (ED) 

determines Title I, Part A allocations for 

Local Educational Agencies (LEAs), 

State Educational Agencies (SEAs) must 

adjust ED-determined Title I, Part A 

LEA allocations to account for newly 

created LEAs and LEA boundary 

changes, to redistribute Title I, Part A 

funds to small LEAs (under 20,000 total 

population) using alternative poverty 

data, and to reserve funds for school 

improvement, State administration, and 

the State academic achievement awards 

program. This control number covers 

only the burden associated with the 

actual procedures an SEA must follow 

when adjusting ED-determined LEA 

allocations. 

Dated: December 21, 2020. 

Kate Mullan, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2020–28635 Filed 12–28–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; State 

Personnel Development Grants 

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 (NIA) for fiscal year (FY) 

2021 for the State Personnel 

Development Grants (SPDG) program, 

Assistance Listing Number 84.323A. 

This notice relates to the approved 

information collection under OMB 

control number 1820–0028. 

DATES: 

Applications Available: December 29, 

2020. 

Deadline for Transmittal of 

Applications: March 9, 2021. 

Pre-Application Webinar Information: 

No later than January 4, 2021, OSERS 

will post pre-recorded informational 

webinars designed to provide technical 

assistance to interested applicants. The 

webinars may be found at www2.ed.gov/ 

fund/grant/apply/osep/new-osepgrants.html. 

Deadline for Intergovernmental 

Review: May 10, 2021. 

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 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: 

Jennifer Coffey, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5161, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–6673. Email: 

jennifer.coffey@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 purpose of 

this program is to assist State 

educational agencies (SEAs) in 

reforming and improving their systems 

for personnel preparation and 

professional development in early 

intervention, educational, and transition 

services in order to improve results for 

children with disabilities. 

Priorities: This notice contains three 

absolute priorities. In accordance with 

34 CFR 75.105(b)(2)(iv), Absolute 

Priority 1 is from the notice of final 

priorities and definitions published in 

the Federal Register on August 2, 2012 

(77 FR 45944) (2012 NFP). Absolute 

Priority 2 is from sections 651 through 

655 of the Individuals with Disabilities 

Education Act (IDEA), as amended by 

the Every Student Succeeds Act (ESSA). 

Absolute Priority 3 is from the notice of 

final priority and definitions for this 

program published in the Federal 

Register on July 29, 2020 (85 FR 45525) 

(2020 NFP). 

Under this competition, Absolute 

Priority 3 constitutes its own funding 

category, and the Department intends to 

award one-third of the SPDG grants 

under this competition to grants under 

Absolute Priority 3 provided 

applications of sufficient quality are 

submitted. Applications will be rank 

ordered separately for Absolute Priority 

3. Therefore, applicants must clearly 

identify if the proposed project 

addresses Absolute Priority 3. 

Absolute Priorities: For FY 2021 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

Applicants must address Absolute 

Priorities 1 and 2. They may also choose 

to address Absolute Priority 3. Under 34 

CFR 75.105(c)(3), we consider only 

applications that meet all the priorities 

that they choose to address. 

These priorities are: 

Absolute Priority 1: Effective and 

Efficient Delivery of Professional 

Development. 

The Department establishes a priority 

to assist SEAs in reforming and 

improving their systems for personnel 

(as that term is defined in section 651(b) 

of IDEA) preparation and professional 

development of individuals providing 

early intervention, educational, and 

transition services in order to improve 

results for children with disabilities. 


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In order to meet this priority, an 

applicant must demonstrate in the 

SPDG State Plan it submits, as part of its 

application under section 653(a)(2) of 

IDEA, that its proposed project will— 

(1) Use evidence-based (as defined in 

this notice) professional development 

practices that will increase 

implementation of evidence-based 

practices and result in improved 

outcomes for children with disabilities; 

(2) Provide ongoing assistance to 

personnel receiving SPDG-supported 

professional development that supports 

the implementation of evidence-based 

practices with fidelity (as defined in this 

notice); and 

(3) Use technology to more efficiently 

and effectively provide ongoing 

professional development to personnel, 

including to personnel in rural areas 

and to other populations, such as 

personnel in urban or high-need local 

educational agencies (LEAs) (as defined 

in this notice). 

Absolute Priority 2: State Personnel 

Development Grants. 

Statutory Requirements. To meet this 

priority, an applicant must meet the 

following statutory requirements: 

1. State Personnel Development Plan. 

An applicant must submit a State 

Personnel Development Plan that 

identifies and addresses the State and 

local needs for the personnel 

preparation and professional 

development of personnel, as well as 

individuals who provide direct 

supplementary aids and services to 

children with disabilities, and that— 

(a) Is designed to enable the State to 

meet the requirements of section 

612(a)(14) of IDEA, as amended by the 

ESSA and section 635(a)(8) and (9) of 

IDEA; 

(b) Is based on an assessment of State 

and local needs that identifies critical 

aspects and areas in need of 

improvement related to the preparation, 

ongoing training, and professional 

development of personnel who serve 

infants, toddlers, preschoolers, and 

children with disabilities within the 

State, including— 

(1) Current and anticipated personnel 

vacancies and shortages; and 

(2) The number of preservice and 

inservice programs; 

(c) Is integrated and aligned, to the 

maximum extent possible, with State 

plans and activities under the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA); the 

Rehabilitation Act of 1973, as amended; 

and the Higher Education Act of 1965, 

as amended (HEA); 

(d) Describes a partnership agreement 

that is in effect for the period of the 

grant, which agreement must specify— 

(1) The nature and extent of the 

partnership described in accordance 

with section 652(b) of IDEA and the 

respective roles of each member of the 

partnership, including, if applicable, an 

individual, entity, or agency other than 

the SEA that has the responsibility 

under State law for teacher preparation 

and certification; and 

(2) How the SEA will work with other 

persons and organizations involved in, 

and concerned with, the education of 

children with disabilities, including the 

respective roles of each of the persons 

and organizations; 

(e) Describes how the strategies and 

activities the SEA uses to address 

identified professional development and 

personnel needs will be coordinated 

with activities supported with other 

public resources (including funds 

provided under Part B and Part C of 

IDEA and retained for use at the State 

level for personnel and professional 

development purposes) and private 

resources; 

(f) Describes how the SEA will align 

its personnel development plan with the 

plan and application submitted under 

sections 1111 and 2101(d), respectively, 

of the ESEA; 

(g) Describes strategies the SEA will 

use to address the identified 

professional development and 

personnel needs and how such 

strategies will be implemented, 

including— 

(1) A description of the programs and 

activities that will provide personnel 

with the knowledge and skills to meet 

the needs of, and improve the 

performance and achievement of, 

infants, toddlers, preschoolers, and 

children with disabilities; and 

(2) How such strategies will be 

integrated, to the maximum extent 

possible, with other activities supported 

by grants funded under section 662 of 

IDEA, as amended by the ESSA; 

(h) Provides an assurance that the 

SEA will provide technical assistance to 

LEAs to improve the quality of 

professional development available to 

meet the needs of personnel who serve 

children with disabilities; 

(i) Provides an assurance that the SEA 

will provide technical assistance to 

entities that provide services to infants 

and toddlers with disabilities to 

improve the quality of professional 

development available to meet the 

needs of personnel serving those 

children; 

(j) Describes how the SEA will recruit 

and retain teachers who meet the 

qualifications described in section 

612(a)(14)(C) of IDEA, as amended by 

the ESSA, and other qualified personnel 

in geographic areas of greatest need; 

(k) Describes the steps the SEA will 

take to ensure that economically 

disadvantaged and minority children 

are not taught at higher rates by teachers 

who do not meet the qualifications 

described in section 612(a)(14)(C) of 

IDEA, as amended by the ESSA; and 

(l) Describes how the SEA will assess, 

on a regular basis, the extent to which 

the strategies implemented have been 

effective in meeting the performance 

goals described in section 612(a)(15) of 

IDEA, as amended by the ESSA. 

2. Partnerships. 

(a) Required Partners. 

Applicants must establish a 

partnership with LEAs and other State 

agencies involved in, or concerned with, 

the education of children with 

disabilities, including— 

(1) Not less than one institution of 

higher education (IHE); and 

(2) The State agencies responsible for 

administering Part C of IDEA, early 

education, childcare, and vocational 

rehabilitation programs. 

(b) Other Partners. 

An SEA must work in partnership 

with other persons and organizations 

involved in, and concerned with, the 

education of children with disabilities, 

which may include— 

(1) The Governor; 

(2) Parents of children with 

disabilities ages birth through 26; 

(3) Parents of nondisabled children 

ages birth through 26; 

(4) Individuals with disabilities; 

(5) Parent training and information 

centers or community parent resource 

centers funded under sections 671 and 

672 of IDEA, respectively; 

(6) Community-based and other 

nonprofit organizations involved in the 

education and employment of 

individuals with disabilities; 

(7) Personnel as defined in section 

651(b) of IDEA; 

(8) The State advisory panel 

established under Part B of IDEA; 

(9) The State interagency coordinating 

council established under Part C of 

IDEA; 

(10) Individuals knowledgeable about 

vocational education; 

(11) The State agency for higher 

education; 

(12) Public agencies with jurisdiction 

in the areas of health, mental health, 

social services, and juvenile justice; 

(13) Other providers of professional 

development who work with infants, 

toddlers, preschoolers, and children 

with disabilities; 

(14) Other individuals; and 

(15) An individual, entity, or agency 

as a partner in accordance with section 

652(b)(3) of IDEA, if State law assigns 

responsibility for teacher preparation 


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and certification to an individual, 

entity, or agency other than the SEA. 

3. Use of Funds. 

(a) Professional Development 

Activities—Each SEA that receives a 

grant under this program must use the 

grant funds to support activities in 

accordance with the State’s Personnel 

Development Plan, including one or 

more of the following: 

(1) Carrying out programs that provide 

support to both special education and 

regular education teachers of children 

with disabilities and principals, such as 

programs that— 

(i) Provide teacher mentoring, team 

teaching, reduced class schedules and 

caseloads, and intensive professional 

development; 

(ii) Use standards or assessments for 

guiding beginning teachers that are 

consistent with challenging State 

academic achievement standards and 

with the requirements for professional 

development, as defined in section 8101 

of the ESEA; and 

(iii) Encourage collaborative and 

consultative models of providing early 

intervention, special education, and 

related services. 

(2) Encouraging and supporting the 

training of special education and regular 

education teachers and administrators 

to effectively use and integrate 

technology— 

(i) Into curricula and instruction, 

including training to improve the ability 

to collect, manage, and analyze data to 

improve teaching, decision making, 

school improvement efforts, and 

accountability; 

(ii) To enhance learning by children 

with disabilities; and 

(iii) To effectively communicate with 

parents. 

(3) Providing professional 

development activities that— 

(i) Improve the knowledge of special 

education and regular education 

teachers concerning— 

(A) The academic and developmental 

or functional needs of students with 

disabilities; or 

(B) Effective instructional strategies, 

methods, and skills, and the use of State 

academic content standards and student 

academic achievement standards, and 

State assessments, to improve teaching 

practices and student academic 

achievement; 

(ii) Improve the knowledge of special 

education and regular education 

teachers and principals and, in 

appropriate cases, paraprofessionals, 

concerning effective instructional 

practices, and that— 

(A) Provide training in how to teach 

and address the needs of children with 

different learning styles and children 

who are English learners; 

(B) Involve collaborative groups of 

teachers, administrators, and, in 

appropriate cases, related services 

personnel; 

(C) Provide training in methods of— 

(I) Positive behavioral interventions 

and supports to improve student 

behavior in the classroom; 

(II) Scientifically based reading 

instruction, including early literacy 

instruction; 

(III) Early and appropriate 

interventions to identify and help 

children with disabilities; 

(IV) Effective instruction for children 

with low-incidence disabilities; 

(V) Successful transitioning to 

postsecondary opportunities; and 

(VI) Classroom-based techniques to 

assist children prior to referral for 

special education; 

(D) Provide training to enable 

personnel to work with and involve 

parents in their child’s education, 

including parents of low income and 

children with disabilities who are 

English learners; 

(E) Provide training for special 

education personnel and regular 

education personnel in planning, 

developing, and implementing effective 

and appropriate individualized 

education programs (IEPs); and 

(F) Provide training to meet the needs 

of students with significant health, 

mobility, or behavioral needs prior to 

serving those students; 

(iii) Train administrators, principals, 

and other relevant school personnel in 

conducting effective IEP meetings; and 

(iv) Train early intervention, 

preschool, and related services 

providers, and other relevant school 

personnel in conducting effective 

individualized family service plan 

(IFSP) meetings. 

(4) Developing and implementing 

initiatives to promote the recruitment 

and retention of special education 

teachers who meet the qualifications 

described in section 612(a)(14)(C) of 

IDEA, as amended by the ESSA, 

particularly initiatives that have proven 

effective in recruiting and retaining 

teachers who meet those qualifications, 

described in section 612(a)(14)(C) of 

IDEA, as amended by the ESSA, 

including programs that provide— 

(i) Teacher mentoring from exemplary 

special education teachers, principals, 

or superintendents; 

(ii) Induction and support for special 

education teachers during their first 

three years of employment as teachers; 

or 

(iii) Incentives, including financial 

incentives, to retain special education 

teachers who have a record of success 

in helping students with disabilities. 

(5) Carrying out programs and 

activities that are designed to improve 

the quality of personnel who serve 

children with disabilities, such as— 

(i) Innovative professional 

development programs (which may be 

provided through partnerships with 

IHEs), including programs that train 

teachers and principals to integrate 

technology into curricula and 

instruction to improve teaching, 

learning, and technology literacy and 

that are consistent with the definition of 

professional development in section 

8101 of the ESEA; and 

(ii) The development and use of 

proven, cost effective strategies for the 

implementation of professional 

development activities, such as through 

the use of technology and distance 

learning. 

(6) Carrying out programs and 

activities that are designed to improve 

the quality of early intervention 

personnel, including paraprofessionals 

and primary referral sources, such as— 

(i) Professional development 

programs to improve the delivery of 

early intervention services; 

(ii) Initiatives to promote the 

recruitment and retention of early 

intervention personnel; and 

(iii) Interagency activities to ensure 

that early intervention personnel are 

adequately prepared and trained. 

(b) Other Activities—Each SEA that 

receives a grant under this program 

must use the grant funds to support 

activities in accordance with the State’s 

Personnel Development Plan, including 

one or more of the following: 

(1) Reforming special education and 

regular education teacher certification 

(including re-certification) or licensing 

requirements to ensure that— 

(i) Special education and regular 

education teachers have— 

(A) The training and information 

necessary to address the full range of 

needs of children with disabilities 

across disability categories; and 

(B) The necessary subject matter 

knowledge and teaching skills in the 

academic subjects that the teachers 

teach; 

(ii) Special education and regular 

education teacher certification 

(including re-certification) or licensing 

requirements are aligned with 

challenging State academic content 

standards; and 

(iii) Special education and regular 

education teachers have the subject 

matter knowledge and teaching skills, 

including technology literacy, necessary 

to help students with disabilities meet 

challenging State academic achievement 

standards. 


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(2) Programs that establish, expand, or 

improve alternative routes for State 

certification of special education 

teachers for individuals with a 

baccalaureate or master’s degree who 

meet the qualifications described in 

section 612(a)(14)(C)of IDEA, as 

amended by the ESSA, including midcareer professionals from other 

occupations, paraprofessionals, and 

recent college or university graduates 

with records of academic distinction 

who demonstrate the potential to 

become highly effective special 

education teachers. 

(3) Teacher advancement initiatives 

for special education teachers that 

promote professional growth and 

emphasize multiple career paths (such 

as paths to becoming a career teacher, 

mentor teacher, or exemplary teacher) 

and pay differentiation. 

(4) Developing and implementing 

mechanisms to assist LEAs and schools 

in effectively recruiting and retaining 

special education teachers who meet the 

qualifications described in section 

612(a)(14)(C) of IDEA, as amended by 

the ESSA. 

(5) Reforming tenure systems, 

implementing teacher testing for subject 

matter knowledge, and implementing 

teacher testing for State certification or 

licensure, consistent with title II of the 

HEA (20 U.S.C. 1021 et seq.). 

(6) Funding projects to promote 

reciprocity of teacher certification or 

licensing between or among States for 

special education teachers, except that 

no reciprocity agreement developed 

under this absolute priority may lead to 

the weakening of any State teacher 

certification or licensing requirement. 

(7) Assisting LEAs to serve children 

with disabilities through the 

development and use of proven, 

innovative strategies to deliver intensive 

professional development programs that 

are both cost effective and easily 

accessible, such as strategies that 

involve delivery through the use of 

technology, peer networks, and distance 

learning. 

(8) Developing, or assisting LEAs in 

developing, merit-based performance 

systems and strategies that provide 

differential and bonus pay for special 

education teachers. 

(9) Supporting activities that ensure 

that teachers are able to use challenging 

State academic content standards and 

student academic achievement 

standards, and State assessments for all 

children with disabilities, to improve 

instructional practices and improve the 

academic achievement of children with 

disabilities. 

(10) When applicable, coordinating 

with, and expanding centers established 

under section 2113(c)(18) of the ESEA, 

as amended by the No Child Left Behind 

Act of 2002, to benefit special education 

teachers. 

(c) Contracts and Subgrants—An SEA 

that receives a grant under this 

program— 

(1) Must award contracts or subgrants 

to LEAs, IHEs, parent training and 

information centers, or community 

parent resource centers, as appropriate, 

to carry out the State Personnel 

Development Plan; and 

(2) May award contracts and 

subgrants to other public and private 

entities, including the lead agency 

under Part C of IDEA, to carry out the 

State plan. 

(d) Use of Funds for Professional 

Development—An SEA that receives a 

grant under this program must use— 

(1) Not less than 90 percent of the 

funds the SEA receives under the grant 

for any fiscal year for the Professional 

Development Activities described in 

paragraph (a); and 

(2) Not more than 10 percent of the 

funds the SEA receives under the grant 

for any fiscal year for the Other 

Activities described in paragraph (b). 

Absolute Priority 3: Choice in 

Professional Development. 

The purpose of this priority is to fund 

SPDG grants to SEAs that empower 

teachers and other personnel to select 

professional development activities that 

meet their individual needs to improve 

results for children with disabilities. 

States will meet the priority if they 

describe in their application how they 

will develop personalized professional 

development projects to carry out their 

State plan under section 653 of IDEA 

and implement professional 

development activities that are 

consistent with the use of funds 

provisions in section 654 of IDEA. This 

would be accomplished by using funds 

under the SPDG program for stipends or 

other mechanisms to provide personnel 

with choice in selecting professional 

development options that will count 

toward State or local professional 

development requirements, as 

appropriate, such as the number of 

hours personnel must fill or the 

competencies they must acquire to 

obtain or retain certification, and that 

are designed to meet their individual 

needs and thus improve results for 

children with disabilities. 

Applicants must— 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how the proposed 

project will develop personalized 

professional development activities 

using stipends or other mechanisms that 

provide personnel choice in 

professional development options 

designed to meet their individual needs 

and count toward State or local 

professional development requirements 

and thus improve results for children 

with disabilities; 

(b) Describe how the State will select 

the individual(s) or groups of personnel 

that will be provided with professional 

development options, including the 

extent to which applicants will 

prioritize selecting individuals or 

groups of personnel serving rural 

children with disabilities or 

disadvantaged children with 

disabilities, such as children from lowincome families. If applicable, 

applicants should specify how they will 

prioritize personnel if demand for 

professional development among the 

individuals or groups of personnel that 

the applicant proposes to serve exceeds 

what available funds can support; 

(c) Describe how the State will create 

a list of approved professional 

development options that meet the 

requirements of the SPDG program. This 

description should include how the 

applicant will engage with a range of 

stakeholders, including school 

administrators, personnel serving 

students with disabilities, families of 

students with disabilities and 

individuals with disabilities, and other 

State or local agencies serving 

individuals with disabilities, such as 

juvenile justice agencies, to determine 

which professional development 

options it will offer. Specifically, 

professional development options 

must— 

(1) Use evidence-based (as defined in 

this notice) professional development 

methods that will increase 

implementation of evidence-based 

practices and result in improved 

outcomes for children with disabilities; 

(2) Include ongoing assistance that 

supports the implementation of 

evidence-based practices with fidelity 

(as defined in this notice); and 

(3) Use technology to more efficiently 

and effectively provide ongoing 

professional development to personnel, 

including to personnel in rural areas 

and in urban or high-need local 

educational agencies (LEAs) (as defined 

in this notice); 

(d) If applicable, describe the steps 

that personnel would need to take to 

request professional development 

options not already on a list of approved 

professional development options, the 

justification that personnel would need 

to provide to demonstrate how the 

selected options would improve results 

for children with disabilities, and how 

personnel would be notified if their 


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request was approved or disapproved in 

writing and within 14 days; and 

(e) Describe— 

(1) The extent to which the proposed 

project will use professional 

development practices supported by 

evidence to support the attainment of 

identified competencies; 

(2) How improvement in 

implementation of SPDG-supported 

practices over time will be 

demonstrated by participants in SPDG 

professional development activities; 

(3) The extent to which the proposed 

project will use SPDG professional 

development funds to provide activities 

designed to sustain the use of SPDGsupported practices; 

(4) How the proposed project will 

determine whether special education 

teachers who meet the qualifications 

described in section 612(a)(14)(C) of 

IDEA, as amended by the ESSA, that 

have participated in SPDG-supported 

special education teacher retention 

activities remain as special education 

teachers two years after their initial 

participation in these activities; and 

(5) How the proposed project will 

assess whether and to what extent the 

project improves outcomes for children 

with disabilities. 

Program Requirements: For FY 2021 

and any subsequent year in which we 

make awards from the list of unfunded 

applications from this competition, the 

following program requirements apply. 

Projects funded under this program 

must— 

(a) Budget for a three-day project 

directors’ meeting in Washington, DC, 

during each year of the project; 

(b) Budget $4,000 annually for 

support of the SPDG program website 

currently administered by the 

University of Oregon 

(www.signetwork.org); and 

(c) If a project receiving assistance 

under this program authority maintains 

a website, include relevant information 

and documents in a form that meets a 

government or industry-recognized 

standard for accessibility. 

Definitions 

The following definitions apply to 

this competition. We provide the source 

of the definitions in parentheses. 

Demonstrates a rationale means a key 

project component included in the 

project’s logic model is informed by 

research or evaluation findings that 

suggest the project component is likely 

to improve relevant outcomes. (34 CFR 

77.1) 

Evidence-based means, for purposes 

of Absolute Priority 1, practices for 

which there is strong evidence or 

moderate evidence of effectiveness 

(2012 NFP); and for purposes of 

Absolute Priority 3, the proposed 

project component is supported by one 

or more of strong evidence, moderate 

evidence, promising evidence, or 

evidence that demonstrates a rationale. 

(2020 NFP) 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbooks: 

(i) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(ii) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(iii) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. (34 CFR 77.1) 

Fidelity means the delivery of 

instruction in the way in which it was 

designed to be delivered. (2012 NFP) 

High-need LEA means, in accordance 

with section 2102(3) of the ESEA, an 

LEA— 

(a) That serves not fewer than 10,000 

children from families with incomes 

below the poverty line (as that term is 

defined in section 8101(41) of the 

ESEA), or for which not less than 20 

percent of the children served by the 

LEA are from families with incomes 

below the poverty line; and 

(b) For which there is (1) a high 

percentage of teachers not teaching in 

the academic subjects or grade levels 

that the teachers were trained to teach, 

or (2) a high percentage of teachers with 

emergency, provisional, or temporary 

certification or licensing. (2012 NFP) 

Lead agency means the agency 

designated by the State’s Governor 

under section 635(a)(10) of IDEA and 34 

CFR 303.120 that receives funds under 

section 643 of IDEA to administer the 

State’s responsibilities under part C of 

IDEA. (34 CFR 303.22) 

Local educational agency (LEA) 

means a public board of education or 

other public authority legally 

constituted within a State for either 

administrative control or direction of, or 

to perform a service function for, public 

elementary schools or secondary 

schools in a city, county, township, 

school district, or other political 

subdivision of a State, or for such 

combination of school districts or 

counties as are recognized in a State as 

an administrative agency for its public 

elementary schools or secondary 

schools. (Section 602(19) of IDEA (20 

U.S.C. 1401(19))) 

Moderate evidence means that there is 

evidence of effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations or 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ or ‘‘moderate 

evidence base’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

or 4.1 of the WWC Handbooks reporting 

a ‘‘positive effect’’ or ‘‘potentially 

positive effect’’ on a relevant outcome 

based on a ‘‘medium to large’’ extent of 

evidence, with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single experimental study or 

quasi-experimental design study 

reviewed and reported by the WWC 

using version 2.1, 3.0, 4.0, or 4.1 of the 

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(A) Meets WWC standards with or 

without reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1, 3.0, 4.0, or 4.1 of the WWC 

Handbooks; and 


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(D) Is based on a sample from more 

than one site (e.g., State, county, city, 

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy the requirement in this paragraph 

(iii)(D). (34 CFR 77.1) 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). (34 CFR 77.1) 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following— 

(i) A practice guide prepared by WWC 

reporting a ‘‘strong evidence base’’ or 

‘‘moderate evidence base’’ for the 

corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC reporting a ‘‘positive 

effect’’ or ‘‘potentially positive effect’’ 

on a relevant outcome with no reporting 

of a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single study assessed by the 

Department, as appropriate, that— 

(A) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. (34 CFR 

77.1) 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

Handbook. (34 CFR 77.1) 

Relevant outcome means the student 

outcome(s) or other outcome(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. (34 CFR 77.1) 

State educational agency means the 

State board of education or other agency 

or officer primarily responsible for the 

State supervision of public elementary 

schools and secondary schools, or, if 

there is no such officer or agency, an 

officer or agency designated by the 

Governor or by State law. (Section 

602(32) of IDEA (20 U.S.C. 1401(32))) 

Strong evidence means that there is 

evidence of the effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations and 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following— 

(i) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbook reporting a 

‘‘strong evidence base’’ for the 

corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

or 4.1 of the WWC Handbook reporting 

a ‘‘positive effect’’ on a relevant 

outcome based on a ‘‘medium to large’’ 

extent of evidence, with no reporting of 

a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single experimental study 

reviewed and reported by the WWC 

using version 2.1, 3.0, 4.0, or 4.1 of the 

WWC Handbook, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbook, as appropriate, 

and that— 

(A) Meets WWC standards without 

reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1, 3.0, 4.0, or 4.1 of the WWC 

Handbook; and 

(D) Is based on a sample from more 

than one site (e.g., State, county, city, 

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. (34 CFR 77.1) 

What Works Clearinghouse 

Handbooks (WWC Handbooks) means 

the standards and procedures set forth 

in the WWC Standards Handbook, 

Versions 4.0 or 4.1, and WWC 

Procedures Handbook, Versions 4.0 or 

4.1, or in the WWC Procedures and 

Standards Handbook, Version 3.0 or 

Version 2.1 (all incorporated by 

reference, see § 77.2). Study findings 

eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the WWC 

Handbooks documentation. (34 CFR 

77.1) 

Program Authority: 20 U.S.C. 1451– 

1455. 

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 2012 NFP. (e) The 2020 NFP. 

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 

$38,630,000 for the SPDG program for 

FY 2021, of which we intend to use an 

estimated $9,202,413 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: 

$500,000–$2,100,000 (for the 50 States, 

the District of Columbia, and the 

Commonwealth of Puerto Rico). In the 

case of outlying areas (United States 

Virgin Islands, Guam, American Samoa, 

and the Commonwealth of the Northern 

Mariana Islands), awards will be not 

less than $80,000. 


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Note: We will set the amount of each 

award after considering— 

(1) The amount of funds available for 

making the grants; 

(2) The relative population of the 

State or outlying area; 

(3) The types of activities proposed by 

the State or outlying area; 

(4) The alignment of proposed 

activities with section 612(a)(14) of 

IDEA, as amended by the ESSA; 

(5) The alignment of proposed 

activities with State plans and 

applications submitted under sections 

1111 and 2101(d), respectively, of the 

ESEA; and 

(6) The use, as appropriate, of 

research and instruction supported by 

evidence. 

Using the same considerations, the 

Secretary funded successful 

applications for FY 2020 at the 

following levels: 

State 

FY 2020 

funding 

amount 

Guam ............................................... $250,000 

Indiana ............................................. 500,000 

Minnesota ........................................ 500,000 

Montana .......................................... 500,000 

Idaho ............................................... 511,717 

Nevada ............................................ 597,769 

District of Columbia ......................... 600,000 

Tennessee ....................................... 652,526 

Washington ..................................... 927,420 

Arkansas ......................................... 1,066,761 

Illinois .............................................. 1,200,000 

New York ......................................... 1,247,000 

Estimated Average Size of Awards: 

$900,000 excluding the outlying areas. 

Estimated Number of Awards: 8–10. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Not less than one year 

and not more than five years. 

III. Eligibility Information 

1. Eligible Applicants: An SEA of one 

of the 50 States, the District of 

Columbia, or the Commonwealth of 

Puerto Rico or an outlying area (United 

States Virgin Islands, Guam, American 

Samoa, and the Commonwealth of the 

Northern Mariana Islands). 

Note: Public Law 95–134, which 

permits the consolidation of grants to 

the outlying areas, does not apply to 

funds received under this competition. 

2a. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

b. Indirect Cost Rate Information: This 

program uses an unrestricted indirect 

cost rate. For more information 

regarding indirect costs, or to obtain a 

negotiated indirect cost rate, please see 

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

intro.html. 

c. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: A grantee under this 

competition must award contracts and 

subgrants as described in Absolute 

Priority 2 (paragraph (3)(C) under 

Statutory Requirements, Use of Funds). 

See section 654(c) of the IDEA, as 

amended by ESSA. 

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 Absolute Priorities 2 and 3, 

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 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 (20 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 the proposed 

project is part of a comprehensive effort 

to improve teaching and learning and 

support rigorous academic standards for 

students. 

(ii) 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. 

(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 likelihood that the proposed 

project will result in system change or 

improvement. 

(b) Quality of the project design (25 

points). 

(1) The Secretary considers the 

quality of the design of the proposed 

project. 

(2) In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which the goals, 

objectives, and outcomes to be achieved 


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by the proposed project are clearly 

specified and measurable. 

(ii) The extent to which the design of 

the proposed project is appropriate to, 

and will successfully address, the needs 

of the target population or other 

identified needs. 

(iii) 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. 

(iv) The extent to which the design of 

the proposed project reflects up-to-date 

knowledge from research and effective 

practice. 

(v) The extent to which the proposed 

project will establish linkages with 

other appropriate agencies and 

organizations providing services to the 

target population. 

(c) Quality of the project personnel 

(10 points). 

(1) The Secretary considers 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. 

(d) Adequacy of resources and 

management plan (20 points). 

(1) The Secretary considers the 

adequacy of resources and management 

plan for the proposed project. 

(2) In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(i) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. 

(ii) The extent to which the budget is 

adequate to support the proposed 

project. 

(iii) 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. 

(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. 

(v) The potential for continued 

support of the project after Federal 

funding ends, including, as appropriate, 

the demonstrated commitment of 

appropriate entities to such support. 

(e) Quality of the project evaluation 

(25 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 are appropriate to the 

context within which the project 

operates. 

(iii) The extent to which the methods 

of evaluation provide for examining the 

effectiveness of project implementation 

strategies. 

(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. 

(v) The extent to which the evaluation 

will provide guidance about effective 

strategies suitable for replication or 

testing in other settings. 

(vi) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

(vii) The extent to which the 

evaluation plan clearly articulates the 

key project components, mediators, and 

outcomes, as well as a measurable 

threshold for acceptable 

implementation. 

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 


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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 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 the Government 

Performance and Results Act of 1993 

(GPRA) and reporting under 34 CFR 

75.110, the Department has established 

a set of performance measures, 

including long-term measures, that are 

designed to yield information on 

various aspects of the effectiveness and 

quality of the SPDG program. These 

measures assess the extent to which— 

• Projects use professional 

development practices supported by 

evidence to support the attainment of 

identified competencies; 

• Participants in SPDG professional 

development demonstrate improvement 

in implementation of SPDG-supported 

practices over time; 

• Projects use SPDG professional 

development funds to provide activities 

designed to sustain the use of SPDGsupported practices; 

• Special education teachers who 

meet the qualifications described in 

section 612(a)(14)(C) of IDEA, as 

amended by the ESSA, and who have 

participated in SPDG-supported special 

education teacher retention activities 

remain as special education teachers 

two years after their initial participation 

in these activities; and 

• Projects improve outcomes for 

children with disabilities. 

Each grantee funded under this 

competition must collect and annually 

report data related to its performance on 

these measures in the project’s annual 

and final performance report to the 

Department in accordance with section 

653(d) of IDEA and 34 CFR 75.590. 

Applicants should discuss in the 

application narrative how they propose 

to collect performance data for these 

measures. 

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 


KHAMMOND on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 85, No. 249 / Tuesday, December 29, 2020 / Notices 85625 

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. 2020–28684 Filed 12–28–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2020–SCC–0198] 

Agency Information Collection 

Activities; Comment Request; Formula 

Grant EASIE Annual Performance 

Report 

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 March 1, 

2021. 

ADDRESSES: To access and review all the 

documents related to the information 

collection listed in this notice, please 

use http://www.regulations.gov by 

searching the Docket ID number ED– 

2020–SCC–0198. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at http://

www.regulations.gov by selecting the 

Docket ID number or via postal mail, 

commercial delivery, or hand delivery. 

If the regulations.gov site is not 

available to the public for any reason, 

ED will temporarily accept comments at 

ICDocketMgr@ed.gov. Please include the 

docket ID number and the title of the 

information collection request when 

requesting documents or submitting 

comments. Please note that comments 

submitted by fax or email and those 

submitted after the comment period will 

not be accepted. Written requests for 

information or comments submitted by 

postal mail or delivery should be 

addressed to the PRA Coordinator of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W208D, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Crystal Moore, 

(202) 453–5593. 

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 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: Formula Grant 

EASIE Annual Performance Report. 

OMB Control Number: 1810–0726. 

Type of Review: Extension without 

change of a currently approved 

collection. 

Respondents/Affected Public: State, 

Local, and Tribal Governments. 

Total Estimated Number of Annual 

Responses: 1,300. 

Total Estimated Number of Annual 

Burden Hours: 14,300. 

Abstract: The purpose of Indian 

Education Formula Grant to Local 

Agencies, as authorized under section 

6116 of the Elementary and Secondary 

Education Act of 1965 (ESEA), as 

amended by the Every Student Succeeds 

Act (ESSA) is to assist grantees to 

provide Indian students with the 

opportunity to meet the same 

challenging state standards as all other 

students and meet the unique 

educational and culturally related 

academic needs of American Indian and 

Alaska Native students. The Indian 

Education Formula Grant (CFDA 

84.060A), is neither competitive nor 

discretionary and requires the annual 

submission of the application from 

either a local education agency, tribe, 

Indian organization, or Indian 

community-based organization. The 

amount of the award for each applicant 

is determined by a formula based on the 

reported number of American Indian/ 

Alaska Native students identified in the 

application, the state per pupil 

expenditure, and the total appropriation 

available. The Office of Indian 

Education (OIE) of The Department of 

Education (ED) collects annual 

performance data within the same 

system that collects the annual 

application. The application and the 

annual performance report are both be 

housed in the Education Data Exchange 

Network (EDEN) Submission System. 

The 524B Annual Performance Report 

(APR) was designed for discretionary 

grants, however the title VI program is 

a formula grant program. The EASIE 

APR goes beyond the generic 524B APR 

and facilitates the collection of more 

specific and comprehensive data due to 

grantees entering project specific data 

into an online database. 

Dated: December 22, 2020. 

Kate Mullan, 

PRA Coordinator, Strategic Collections and 

Clearance Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2020–28685 Filed 12–28–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

Combined Notice of Filings #1 

Take notice that the Commission 

received the following electric corporate 

filings: 

Docket Numbers: EC21–36–000. 

Applicants: Lea Power Partners, LLC, 

Waterside Power, LLC, Badger Creek 

Limited, Bear Mountain Limited, Chalk 

Cliff Limited, Double C Generation 

Limited Partnership, High Sierra 

Limited, Kern Front Limited, Live Oak 

Limited, McKittrick Limited, WGP 

Redwood Holdings, LLC. 

Description: Application for 

Authorization Under Section 203 of the 

Federal Power Act of Lea Power 

Partners, LLC, et. al. 

Filed Date: 12/18/20. 

Accession Number: 20201218–5373. 

Comments Due: 5 p.m. ET 1/8/21. 

Take notice that the Commission 

received the following electric rate 

filings: 

Docket Numbers: ER10–1123–005; 

ER10–1119 005. 

Applicants: Union Electric Company, 

Ameren Illinois Company. 


KHAMMOND on DSKJM1Z7X2PROD with NOTICES