13348 Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices 

Dated: March 3, 2021. 

Stephanie Valentine, 

PRA Coordinator, Strategic Collections and 

Clearance Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2021–04704 Filed 3–5–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities—National Center for 

Students With Disabilities Who 

Require Intensive Intervention 

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 a National Center for 

Students with Disabilities Who Require 

Intensive Intervention, Assistance 

Listing Number 84.326Q. This notice 

relates to the approved information 

collection under OMB control number 

1820–0028. 

DATES: 

Applications Available: March 8, 

2021. 

Deadline for Transmittal of 

Applications: April 22, 2021. 

Deadline for Intergovernmental 

Review: June 21, 2021. 

Pre-Application Webinar Information: 

No later than March 15, 2021, the Office 

of Special Education Programs (OSEP) 

will post pre-recorded informational 

webinars designed to provide technical 

assistance (TA) to interested applicants. 

The webinars may be found at 

www2.ed.gov/fund/grant/apply/osep/ 

new-osep-grants.html. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register 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: 

Celia Rosenquist, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5158, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–7373. Email: 

Celia.Rosenquist@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 

the Technical Assistance and 

Dissemination to Improve Services and 

Results for Children with Disabilities 

program is to promote academic 

achievement and to improve results for 

children with disabilities by providing 

TA, supporting model demonstration 

projects, disseminating useful 

information, and implementing 

activities that are supported by 

scientifically based research. 

Priority: This competition includes 

one absolute priority. In accordance 

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

priority is from allowable activities 

specified in sections 663 and 681(d) of 

the Individuals with Disabilities 

Education Act (IDEA); 20 U.S.C. 1463 

and 1481(d)). 

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: 

National Center for Students with 

Disabilities Who Require Intensive 

Intervention. 

Background: 

Across all disability categories, there 

is a group of students who do not make 

expected progress when standardized 

evidence-based interventions are 

implemented with fidelity and who, 

therefore, require intensive intervention. 

Intensive interventions are interventions 

and services provided under IDEA that 

are individually designed by 

systematically adjusting intervention 

components, such as duration, 

frequency, strength, alignment, and 

comprehensiveness, to address a 

student’s unique, severe, and persistent 

learning or behavior, or both learning 

and behavior, difficulties. A significant 

challenge for State educational agencies 

(SEAs) and local educational agencies 

(LEAs) is supporting schools and 

educators in implementing 

interventions for students with 

disabilities who have severe and 

persistent learning or behavior 

difficulties who require intensive 

specialized instruction (‘‘students who 

require intensive intervention’’) to 

succeed in school and be prepared for 

postsecondary opportunities. 

Incorporating intensive intervention in 

systems of academic and behavioral 

instruction and intervention presents 

challenges due to the complexity of 

intensive intervention and the needed 

professional development and 

organizational resources to effectively 

support its implementation (e.g., 

Berkeley et al., 2020; Briesch at al., 

2019). 

Addressing the complex needs of 

students who require intensive 

intervention has presented a significant 

challenge to SEAs and LEAs in several 

areas. An ongoing need of SEAs and 

LEAs has been identifying and 

implementing evidence-based 

interventions, especially intensive 

intervention. Academic data reveals 

long-standing significant achievement 

gaps for students with disabilities (e.g., 

National Assessment of Educational 

Progress; see Sparks, 2018). In addition 

to the academic data, it has been welldocumented that students with 

persistent learning or behavior 

difficulties are at increased risk of being 

suspended, expelled, or arrested as well 

as experience other challenges that can 

severely limit their academic success 

and postsecondary options (e.g., 

Brobbey, 2018; Mitchell et al., 2019). 

Another area of challenge for SEAs and 

LEAs is that systems of academic and 

behavioral instruction and intervention 

are often developed and implemented in 

a parallel and non-integrated manner. 

For example, SEAs and LEAs may have 

adopted over time separate tiered 

frameworks to address academic or 

behavioral instruction and intervention 

which may have resulted in differing 

implementation approaches as well as 

varying levels of resources such as 

funding, professional development 

opportunities, prioritization by 

leadership, or hiring of personnel. 

Moreover, such an approach does not 

recognize that academic and behavioral 

needs often co-occur and influence one 

another and can limit the effectiveness 

of intensive intervention. 

Compounding the concern of longstanding significant academic 

achievement gaps and behavioral 

challenges for students with disabilities 

is the impact of the novel coronavirus 

2019 (COVID–19) pandemic, the longterm effects of which are unknown. 

Families, educators, administrators, and 

other stakeholders have voiced concerns 

that the disruption in typical instruction 

due to the COVID–19 pandemic will 

have a disproportionate negative impact 

on students who require intensive 

intervention (e.g., Jones et al., 2020) as 

well as English learners (e.g., U.S. 

Government Accountability Office, 


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1Logic 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. 

2For the purposes of this priority, ‘‘evidencebased’’ means, at a minimum, evidence that 

demonstrates a rationale (as defined in 34 CFR 

77.1), where a key project component included in 

the project’s logic model is informed by research or 

evaluation findings that suggest the project 

component is likely to improve relevant outcomes. 

2020), including those requiring 

intensive intervention. The COVID–19 

pandemic has exacerbated, and will 

continue to exacerbate, the lack of 

availability and use of existing resources 

across all State and local jurisdictions 

for some time to come. The impact of 

periodic and more localized natural 

disasters such as hurricanes, fires, and 

floods will likewise place a strain on 

resources within and across States. TA 

and resources for SEAs and LEAs are 

now even more critical to ensure 

educators have professional 

development opportunities to 

implement intensive interventions, as 

the need is likely to exponentially 

increase to address the negative impacts 

of the disruption in typical instruction. 

SEAs and LEAs will also need support 

as they implement interventions aimed 

at reducing learning loss for students 

requiring intensive intervention, and as 

they systemically integrate intensive 

intervention into existing State 

initiatives to maximize use of limited 

resources, such as State Systemic 

Improvement Plans (SSIP). 

Priority: 

The purpose of this priority is to fund 

a cooperative agreement to establish and 

operate a National Center for Students 

with Disabilities Who Require Intensive 

Intervention (Center). This Center will 

provide TA to increase the capacity of 

SEAs and LEAs to support schools and 

educators to address the needs of 

students who require intensive 

intervention and disseminate resources 

and products. 

The Center must achieve, at a 

minimum, the following expected 

outcomes: 

(a) Increased capacity of SEAs and 

LEAs to support schools and educators 

to identify, implement, and sustain faceto-face and remote intensive 

intervention; 

(b) Increased capacity of SEAs and 

LEAs to ensure professional 

development includes training on 

implementation of face-to-face and 

remote intensive intervention; 

(c) Increased capacity of LEAs and 

schools to develop or refine and 

coordinate their system of instruction 

and intervention to implement and 

sustain contextually and culturally 

responsive intensive intervention; 

(d) Increased capacity of SEAs to 

support the efforts of LEAs to 

incorporate intensive intervention in 

existing or new initiatives and policies; 

(e) Increased capacity of SEAs, LEAs, 

and educators to use and coordinate 

existing national, regional, State, and 

local resources (e.g., parent and family 

organizations, TA providers, mental 

health agencies and organizations, and 

institutions of higher education (IHEs)) 

to better implement and sustain 

intensive intervention; 

(f) Increased capacity of SEAs and 

LEAs to address emerging issues related 

to the implementation and 

sustainability of intensive intervention, 

including those issues related to 

COVID–19 and future instances of 

learning loss, such as different 

approaches to mitigating learning loss 

and efficiently and effectively allocating 

resources for supporting students who 

require intensive intervention; and 

(g) Increased dissemination of 

components of intensive intervention 

and lessons learned from implementing 

intensive intervention to inform SEA 

and LEA implementation efforts. 

In addition to these programmatic 

requirements, to be considered for 

funding under this priority, applicants 

must meet the application and 

administrative requirements in this 

priority, which are: 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how the proposed 

project will— 

(1) Address the current and emerging 

needs of SEAs and LEAs to support 

schools and educators in implementing 

and sustaining intensive intervention. 

To meet this requirement, the applicant 

must— 

(i) Present applicable national, State, 

regional, or local research addressing 

the current capacity of SEAs and LEAs 

to support schools and educators in the 

implementation and sustainability of 

intensive intervention; 

(ii) Demonstrate knowledge of current 

educational issues and policy initiatives 

relating to addressing the needs of 

students who require intensive 

intervention; and 

(iii) Address the current and emerging 

needs of SEAs and LEAs related to the 

implementation and sustainability of 

intensive intervention, including those 

related to COVID–19; and 

(2) Improve academic and behavioral 

outcomes for students who require 

intensive intervention, and indicate the 

likely magnitude or importance of the 

improvements. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how the 

proposed project will— 

(1) Ensure equal access and treatment 

for members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. To meet this 

requirement, the applicant must 

describe how it will— 

(i) Identify the needs of the intended 

recipients for TA and information; and 

(ii) Ensure that services and products 

meet the needs of the intended 

recipients of the grant; 

(2) Achieve its goals, objectives, and 

intended outcomes. To meet this 

requirement, the applicant must 

provide— 

(i) Measurable intended project 

outcomes; and 

(ii) In Appendix A, the logic model 1

by which the proposed project will 

achieve its intended outcomes that 

depicts, at a minimum, the goals and 

how they will be measured, 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/tadproject-logic-model-and-conceptualframework. 

(4) Be based on current research and 

make use of evidence-based 2 practices 

(EBPs). To meet this requirement, the 

applicant must describe— 

(i) The current research on the 

assessment of a coordinated system of 

instruction and intervention that builds 

capacity in SEAs and LEAs to 

implement and sustain intensive 

intervention and related EBPs; 

(ii) The current research about adult 

learning principles and implementation 

science that will inform the proposed 

TA; and 

(iii) How the proposed project will 

incorporate current research and EBPs 

in the development and delivery of its 

products and services; 

(5) Develop products and provide 

services that are of high quality and 

sufficient intensity and duration to 

achieve the intended outcomes of the 

proposed project. To address this 


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3 ‘‘Universal, general TA’’ means TA and 

information provided to independent users through 

their own initiative, resulting in minimal 

interaction with TA center staff and including onetime, invited or offered conference presentations by 

TA center staff. This category of TA also includes 

information or products, such as newsletters, 

guidebooks, or research syntheses, downloaded 

from the TA center’s website by independent users. 

Brief communications by TA center staff with 

recipients, either by telephone or email, are also 

considered universal, general TA. 

4 ‘‘Targeted, specialized TA’’ means TA services 

based on needs common to multiple recipients and 

not extensively individualized. A relationship is 

established between the TA recipient and one or 

more TA center staff. This category of TA includes 

one-time, labor-intensive events, such as facilitating 

strategic planning or hosting regional or national 

conferences. It can also include episodic, less laborintensive events that extend over a period of time, 

such as facilitating a series of conference calls on 

single or multiple topics that are designed around 

the needs of the recipients. Facilitating 

communities of practice can also be considered 

targeted, specialized TA. 

5 ‘‘Intensive, sustained TA’’ means TA services 

often provided on-site and requiring a stable, 

ongoing relationship between the TA center staff 

and the TA recipient. ‘‘TA services’’ are defined as 

negotiated series of activities designed to reach a 

valued outcome. This category of TA should result 

in changes to policy, program, practice, or 

operations that support increased recipient capacity 

or improved outcomes at one or more systems 

levels. 

6The major tasks of CIPP are to guide, coordinate, 

and oversee the design of formative evaluations for 

every large discretionary investment (i.e., those 

awarded $500,000 or more per year and required to 

participate in the 3+2 process) in OSEP’s Technical 

Assistance and Dissemination; Personnel 

Development; Parent Training and Information 

Centers; and Educational Technology, Media, and 

Materials programs. The efforts of CIPP are 

expected to enhance individual project evaluation 

plans by providing expert and unbiased TA in 

designing the evaluations with due consideration of 

the project’s budget. CIPP does not function as a 

third-party evaluator. 

requirement, the applicant must 

describe— 

(i) How it proposes to identify or 

develop and expand the knowledge base 

on intensive intervention and how it 

can be integrated in systems of 

instruction and intervention; 

(ii) Its proposed approach to 

universal, general TA,3 which must 

identify the intended recipients, 

including the type and number of 

recipients, that will receive the products 

and services, a description of the 

products and services that the Center 

proposes to make available, and the 

expected impact of those products and 

services under this approach; 

(iii) Its proposed approach to targeted, 

specialized TA,4 which must identify— 

(A) The intended recipients, 

including the type and number of 

recipients, that will receive the products 

and services, a description of the 

products and services that the Center 

proposes to make available, and the 

expected impact of those products and 

services under this approach; and 

(B) Its proposed approach to measure 

the readiness of potential TA recipients 

to work with the project, assessing, at a 

minimum, their current infrastructure, 

available resources, and ability to build 

capacity at the local level; and 

(iv) Its proposed approach to 

intensive, sustained TA,5 which must 

identify— 

(A) The intended recipients, 

including the type and number of 

recipients, that will receive the products 

and services, a description of the 

products and services that the Center 

proposes to make available, and the 

expected impact of those products and 

services under this approach; 

(B) Its proposed approach to measure 

the readiness of SEAs and LEAs to work 

with the project, including their 

commitment to the initiative, alignment 

of the initiative to their needs, current 

infrastructure, available resources, and 

ability of the SEAs and LEAs to build 

capacity at the local level; 

(C) Its proposed plan for assisting 

SEAs and LEAs to build or enhance 

training systems that include 

professional development based on 

adult learning principles and coaching; 

and 

(D) Its proposed plan for working with 

appropriate levels of the education 

system (e.g., SEAs, LEAs, other TA 

providers, parents and families) to 

ensure that there is communication 

between each level and that there are 

systems in place to support 

implementation of intensive 

intervention; 

(6) Develop products and implement 

services that maximize efficiency. To 

address this requirement, the applicant 

must describe— 

(i) How the proposed project will use 

technology to achieve the intended 

project outcomes; 

(ii) With whom the proposed project 

will collaborate and the intended 

outcomes of this collaboration; and 

(iii) How the proposed project will 

use non-project resources to achieve the 

intended project outcomes; and 

(7) Develop a dissemination plan that 

describes how the applicant will 

systematically distribute information, 

products, and services to varied 

intended audiences, using a variety of 

dissemination strategies, to promote 

awareness and use of the Center’s 

products and services. 

(c) In the narrative section of the 

application under ‘‘Quality of the 

project evaluation,’’ include an 

evaluation plan for the project as 

described in the following paragraphs. 

The evaluation plan must describe: 

Measures of progress in 

implementation, including the criteria 

for determining the extent to which the 

project’s products and services have met 

the goals for reaching its target 

population; measures of intended 

outcomes or results of the project’s 

activities in order to evaluate those 

activities; and how well the goals or 

objectives of the proposed project, as 

described in its logic model, have been 

met. 

The applicant must provide an 

assurance that, in designing the 

evaluation plan, it will— 

(1) Designate, with the approval of the 

OSEP project officer, a project liaison 

with sufficient dedicated time, 

experience in evaluation, and 

knowledge of the project to work in 

collaboration with the Center to 

Improve Program and Project 

Performance (CIPP),6 the project 

director, and the OSEP project officer on 

the following tasks: 

(i) Revise the logic model submitted 

in the application to provide for a more 

comprehensive measurement of 

implementation and outcomes and to 

reflect any changes or clarifications to 

the model discussed at the kick-off 

meeting; 

(ii) Refine the evaluation design and 

instrumentation proposed in the 

application consistent with the revised 

logic model and using the most rigorous 

design suitable (e.g., prepare evaluation 

questions about significant program 

processes and outcomes; develop 

quantitative or qualitative data 

collections that permit both the 

collection of progress data, including 

fidelity of implementation, as 

appropriate, and the assessment of 

project outcomes; and identify analytic 

strategies); and 

(iii) Revise the evaluation plan 

submitted in the application such that it 

clearly— 

(A) Specifies the evaluation questions, 

measures, and associated instruments or 

sources for data appropriate to answer 

these questions, suggests analytic 

strategies for those data, provides a 

timeline for conducting the evaluation, 

and includes staff assignments for 

completing the evaluation activities; 

(B) Delineates the data expected to be 

available by the end of the second 

project year for use during the project’s 

evaluation (3+2 review) for continued 

funding described under the heading 

Fourth and Fifth Years of the Project; 

and 

(C) Can be used to assist the project 

director and the OSEP project officer, 

with the assistance of CIPP, as needed, 

to specify the project performance 


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measures to be addressed in the 

project’s annual performance report; 

(2) Dedicate sufficient staff time and 

other resources during the first six 

months of the project to collaborate with 

CIPP staff, including regular meetings 

(e.g., weekly, biweekly, or monthly) 

with CIPP and the OSEP project officer, 

in order to accomplish the tasks 

described in paragraph (c)(1) of this 

section; and 

(3) Dedicate sufficient funds in each 

budget year to cover the costs of 

carrying out the tasks described in 

paragraphs (c)(1) and (2) of this section 

and revising and implementing the 

evaluation plan. Please note in your 

budget narrative the funds dedicated for 

this activity. 

(d) Demonstrate, in the narrative 

section of the application under 

‘‘Adequacy of resources and quality of 

project personnel,’’ how— 

(1) The proposed project will 

encourage applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability, as appropriate; 

(2) The proposed key project 

personnel, consultants, and 

subcontractors have the qualifications 

and experience to carry out the 

proposed activities and achieve the 

project’s intended outcomes; 

(3) The applicant and any key 

partners have adequate resources to 

carry out the proposed activities; and 

(4) The proposed costs are reasonable 

in relation to the anticipated results and 

benefits. 

(e) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the management plan,’’ 

how— 

(1) The proposed management plan 

will ensure that the project’s intended 

outcomes will be achieved on time and 

within budget. To address this 

requirement, the applicant must 

describe— 

(i) Clearly defined responsibilities for 

key project personnel, consultants, and 

subcontractors, as applicable; and 

(ii) Timelines and milestones for 

accomplishing the project tasks; 

(2) Key project personnel and any 

consultants and subcontractors will be 

allocated and how these allocations are 

appropriate and adequate to achieve the 

project’s intended outcomes; 

(3) The proposed management plan 

will ensure that the products and 

services provided are of high quality, 

relevant, and useful to recipients; and 

(4) The proposed project will benefit 

from a diversity of perspectives, 

including those of families, educators, 

TA providers, researchers, and policy 

makers, among others, in its 

development and operation. 

(f) Address the following application 

requirements. The applicant must— 

(1) Include, in Appendix A, 

personnel-loading charts and timelines, 

as applicable, to illustrate the 

management plan described in the 

narrative; 

(2) Include, in the budget, attendance 

at the following: 

(i) A one and one-half day kick-off 

meeting, either virtually or in 

Washington, DC, after receipt of the 

award, and an annual planning meeting 

either virtually or in Washington, DC, 

with the OSEP project officer and other 

relevant staff during each subsequent 

year of the project period. 

Note: Within 30 days of receipt of the 

award, a post-award teleconference must be 

held between the OSEP project officer and 

the grantee’s project director or other 

authorized representative; 

(ii) A two and one-half day project 

directors’ conference either virtually or 

in Washington, DC, during each year of 

the project period; 

(iii) Two annual two-day trips, either 

virtually or in Washington, DC, to 

attend Department briefings, 

Department-sponsored conferences, and 

other meetings, as requested by OSEP; 

and 

(iv) A one-day intensive 3+2 review 

meeting either virtually or in 

Washington, DC, during the last half of 

the second year of the project period; 

(3) Include, in the budget, a line item 

for an annual set-aside of 5 percent of 

the grant amount to support emerging 

needs that are consistent with the 

proposed project’s intended outcomes, 

as those needs are identified in 

consultation with, and approved by, the 

OSEP project officer. With approval 

from the OSEP project officer, the 

project must reallocate any remaining 

funds from this annual set-aside no later 

than the end of the third quarter of each 

budget period; 

(4) Maintain a high-quality website, 

with an easy-to-navigate design, that 

meets government or industryrecognized standards for accessibility; 

(5) Ensure that annual project 

progress toward meeting project goals is 

posted on the project website; and 

(6) Include, in Appendix A, an 

assurance to assist OSEP with the 

transfer of pertinent resources and 

products and to maintain the continuity 

of services to States during the 

transition to this new award period and 

at the end of this award period, as 

appropriate. 

Fourth and Fifth Years of the Project: 

In deciding whether to continue 

funding the project for the fourth and 

fifth years, the Secretary will consider 

the requirements of 34 CFR 75.253(a), 

including— 

(a) The recommendations of a 3+2 

review team consisting of experts who 

have experience and knowledge in 

providing TA to address the needs of 

students who require intensive 

intervention. This review will be 

conducted during a one-day intensive 

meeting that will be held during the last 

half of the second year of the project 

period; 

(b) The timeliness with which, and 

how well, the requirements of the 

negotiated cooperative agreement have 

been or are being met by the project; and 

(c) The quality, relevance, and 

usefulness of the project’s products and 

services and the extent to which the 

project’s products and services are 

aligned with the project’s objectives and 

likely to result in the project achieving 

its intended outcomes. 

Under 34 CFR 75.253, the Secretary 

may reduce continuation awards or 

discontinue awards in any year of the 

project period for excessive carryover 

balances or a failure to make substantial 

progress. The Department intends to 

closely monitor unobligated balances 

and substantial progress under this 

program and may reduce or discontinue 

funding accordingly. 

References: 

Berkeley, S., Scanlon, D., Bailey, T.R., 

Sutton, J.C., & Sacco, D.M. (2020). A 

Snapshot of RTI implementation a 

decade later: New picture, same story. 

Journal of Learning Disabilities, 53, 332– 

342. 

Briesch, A.M., Chafouleas, S.M., Nissen, K., 

& Long, S. (2019). A review of state-level 

procedural guidance for implementing 

multitiered systems of support for 

behavior (MTSS–B). Journal of Positive 

Behavior Interventions, 1–14. 

Brobbey, G. (2018). Punishing the vulnerable: 

Exploring suspension rates for students 

with learning disabilities. Intervention in 

School and Clinic, 53, 216–219. 

Jones, N., Vaughn, S., & Fuchs, L. (2020). 

Academic supports for students with 

disabilities. Brown University, 

Annenberg Institute, EdResearch for 

Recovery website: https://

annenberg.brown.edu/sites/default/files/ 

EdResearch_for_Recovery_Brief_2.pdf. 

Mitchell, B.S., Kern, L., & Conroy, M.A. 

(2019). Supporting students with 

emotional or behavioral disabilities: 

State of the field. Behavioral Disorders, 

44, 70–84. 

Sparks, S.D. (2018, April 10). Nation’s report 

card: Achievement flattens as gap 

widens between high and low 

performers. Education Week. 

www.edweek.org/leadership/nationsreport-card-achievement-flattens-asVerDate Sep<11>2014 19:05 Mar 05, 2021 Jkt 253001 PO 00000 Frm 00073 Fmt 4703 Sfmt 4703 E:\FR\FM\08MRN1.SGM 08MRN1

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gaps-widen-between-high-and-lowperformers/2018/04. 

U.S. Government Accountability Office 

(2020, November). Distance learning: 

Challenges providing services to K–12 

English learners and students with 

disabilities during COVID–19. 

(Publication No. GAO–21–43). https://

www.gao.gov/assets/720/710779.pdf. 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

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

generally offers interested parties the 

opportunity to comment on proposed 

priorities. Section 681(d) of IDEA, 

however, makes the public comment 

requirements of the APA inapplicable to 

the priority in this notice. 

Program Authority: 20 U.S.C. 1463 

and 1481. 

Note: Projects will be awarded and must be 

operated in a manner consistent with the 

nondiscrimination requirements contained in 

Federal civil rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

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

and 99. (b) The Office of Management 

and Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. 

Note: The regulations in 34 CFR part 79 

apply to all applicants except federally 

recognized Indian Tribes. 

Note: The regulations in 34 CFR part 86 

apply to IHEs only. 

II. Award Information 

Type of Award: Cooperative 

agreement. 

Estimated Available Funds: 

$1,800,000. 

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. 

Maximum Award: We will not make 

an award exceeding $1,800,000 for a 

single budget period of 12 months. 

Estimated Number of Awards: 1. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: SEAs; LEAs, 

including public charter schools that are 

considered LEAs under State law; IHEs; 

other public agencies; private nonprofit 

organizations; freely associated States 

and outlying areas; Indian Tribes or 

Tribal organizations; and for-profit 

organizations. 

Note: If you are a nonprofit organization, 

under 34 CFR 75.51, you may demonstrate 

your nonprofit status by providing: (1) Proof 

that the Internal Revenue Service currently 

recognizes the applicant as an organization to 

which contributions are tax deductible under 

section 501(c)(3) of the Internal Revenue 

Code; (2) a statement from a State taxing 

body or the State attorney general certifying 

that the organization is a nonprofit 

organization operating within the State and 

that no part of its net earnings may lawfully 

benefit any private shareholder or individual; 

(3) a certified copy of the applicant’s 

certificate of incorporation or similar 

document if it clearly establishes the 

nonprofit status of the applicant; or (4) any 

item described above if that item applies to 

a State or national parent organization, 

together with a statement by the State or 

parent organization that the applicant is a 

local nonprofit affiliate. 

2. a. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

b. Indirect Cost Rate Information: This 

program uses an unrestricted indirect 

cost rate. For more information 

regarding indirect costs, or to obtain a 

negotiated indirect cost rate, please see 

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

intro.html. 

c. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to the Cost Principles described in 2 

CFR part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: 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 70 pages and (2) use the 

following standards: 

• A ‘‘page’’ is 8.5′′ x 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are listed below: 


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(a) Significance (10 points). 

(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses. 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project. 

(b) Quality of project services (35 

points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 

(2) In determining the quality of the 

services to be provided by the proposed 

project, the Secretary considers the 

quality and sufficiency of strategies for 

ensuring equal access and treatment for 

eligible project participants who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable. 

(ii) The extent to which there is a 

conceptual framework underlying the 

proposed research or demonstration 

activities and the quality of that 

framework. 

(iii) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. 

(iv) The extent to which the training 

or professional development services to 

be provided by the proposed project are 

of sufficient quality, intensity, and 

duration to lead to improvements in 

practice among the recipients of those 

services. 

(v) The extent to which the TA 

services to be provided by the proposed 

project involve the use of efficient 

strategies, including the use of 

technology, as appropriate, and the 

leveraging of non-project resources. 

(c) Quality of the project evaluation 

(20 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project. 

(ii) The extent to which the methods 

of evaluation provide for examining the 

effectiveness of project implementation 

strategies. 

(iii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

(iv) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible. 

(d) Adequacy of resources and quality 

of project personnel (15 points). 

(1) The Secretary considers the 

adequacy of resources for the proposed 

project and the quality of the personnel 

who will carry out the proposed project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of the 

project director or principal 

investigator. 

(ii) The qualifications, including 

relevant training and experience, of key 

project personnel. 

(iii) The qualifications, including 

relevant training and experience, of 

project consultants or subcontractors. 

(iv) The qualifications, including 

relevant training, experience, and 

independence, of the evaluator. 

(v) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization. 

(vi) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. 

(vii) The extent to which the budget 

is adequate to support the proposed 

project. 

(viii) The extent to which the costs are 

reasonable in relation to the objectives, 

design, and potential significance of the 

proposed project. 

(e) Quality of the management plan 

(20 points). 

(1) The Secretary considers the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(i) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. 

(ii) The extent to which the time 

commitments of the project director and 

principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project. 

(iii) The adequacy of mechanisms for 

ensuring high-quality products and 

services from the proposed project. 

(iv) How the applicant will ensure 

that a diversity of perspectives are 

brought to bear in the operation of the 

proposed project, including those of 

parents, teachers, the business 

community, a variety of disciplinary 

and professional fields, recipients or 

beneficiaries of services, or others, as 

appropriate. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

3. Additional Review and Selection 

Process Factors: In the past, the 

Department has had difficulty finding 

peer reviewers for certain competitions 

because so many individuals who are 

eligible to serve as peer reviewers have 

conflicts of interest. The standing panel 

requirements under section 682(b) of 

IDEA also have placed additional 

constraints on the availability of 

reviewers. Therefore, the Department 

has determined that for some 

discretionary grant competitions, 

applications may be separated into two 

or more groups and ranked and selected 

for funding within specific groups. This 

procedure will make it easier for the 


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13354 Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices 

Department to find peer reviewers by 

ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process, while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. 

4. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions, and under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

5. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

CFR 200.206(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

6. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee that is 

awarded competitive grant funds must 

have a plan to disseminate these public 

grant deliverables. This dissemination 

plan can be developed and submitted 

after your application has been 

reviewed and selected for funding. For 

additional information on the open 

licensing requirements please refer to 2 

CFR 3474.20. 

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, we have established a set of 

performance measures, including longterm measures, that are designed to 

yield information on various aspects of 

the effectiveness and quality of the 

Technical Assistance and Dissemination 

to Improve Services and Results for 

Children With Disabilities program. 

These measures are: 

• Program Performance Measure 1: 

The percentage of technical assistance 

and dissemination products and 

services deemed to be of high quality by 

an independent review panel of experts 

qualified to review the substantive 

content of the products and services. 

• Program Performance Measure 2: 

The percentage of special education 

technical assistance and dissemination 

products and services deemed by an 

independent review panel of qualified 

experts to be of high relevance to 

educational and early intervention 

policy or practice. 

• Program Performance Measure 3: 

The percentage of all special education 

technical assistance and dissemination 

products and services deemed by an 

independent review panel of qualified 

experts to be useful in improving 

educational or early intervention policy 

or practice. 


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Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices 13355 

• Program Performance Measure 4: 

The cost efficiency of the Technical 

Assistance and Dissemination to 

Improve Services and Results for 

Children with Disabilities program 

includes the percentage of milestones 

achieved in the current annual 

performance report period and the 

percentage of funds spent during the 

current fiscal year. 

• Long-term Program Performance 

Measure: The percentage of States 

receiving special education technical 

assistance and dissemination services 

regarding scientifically or evidencebased practices for infants, toddlers, 

children, and youth with disabilities 

that successfully promote the 

implementation of those practices in 

school districts and service agencies. 

The measures apply to projects 

funded under this competition, and 

grantees are required to submit data on 

these measures as directed by OSEP. 

Grantees will be required to report 

information on their project’s 

performance in annual and final 

performance reports to the Department 

(34 CFR 75.590). 

The Department will also closely 

monitor the extent to which the 

products and services provided by the 

Center meet needs identified by 

stakeholders and may require the Center 

to report on such alignment in their 

annual and final performance reports. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

David Cantrell, 

Deputy Director, Office of Special Education 

Programs, Delegated the authority to perform 

the functions and duties of the Assistant 

Secretary for the Office of Special Education 

and Rehabilitative Services. 

[FR Doc. 2021–04665 Filed 3–5–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket ID ED–2020–FSA–0145] 

Privacy Act of 1974; Matching Program 

AGENCY: Federal Student Aid, 

Department of Education. 

ACTION: Notice of a New Matching 

Program. 

SUMMARY: Pursuant to the Privacy Act of 

1974, as amended by the Computer 

Matching and Privacy Protection Act of 

1988 and the Computer Matching and 

Privacy Protections Amendments of 

1990 (Privacy Act), and Office of 

Management and Budget (OMB) 

guidance on the conduct of matching 

programs, notice is hereby given of the 

re-establishment of the matching 

program between the Department of 

Education (ED or Department) (recipient 

agency) and the Social Security 

Administration (SSA) (source agency) to 

assist the Department in its obligation to 

ensure that applicants for student 

financial assistance under title IV of the 

Higher Education Act of 1965, as 

amended (HEA), satisfy eligibility 

requirements. 

DATES: The period of this matching 

program is estimated to cover the 18- 

month period from April 11, 2021 

through October 10, 2022. However, the 

computer matching agreement (CMA) 

will become applicable at the later of 

the following two dates: April 11, 2021, 

or 30 days after the publication of this 

notice, on March 8, 2021, unless 

comments have been received from 

interested members of the public 

requiring modification and 

republication of the notice. The 

matching program will continue for 18 

months after the applicable date and 

may be extended for up to an additional 

12 months, if the respective agency Data 

Integrity Boards (DIBs) determine that 

the conditions specified in 5 U.S.C. 

552a(o)(2)(D) have been met. 

ADDRESSES: Submit your comments 

through the Federal eRulemaking Portal 

or via postal mail, commercial delivery, 

or hand delivery. We will not accept 

comments submitted by fax or by email 

or those submitted after the comment 

period. To ensure that we do not receive 

duplicate copies, please submit your 

comments only once. In addition, please 

include the Docket ID at the top of your 

comments. 

• Federal eRulemaking Portal: Go to 

www.regulations.gov to submit your 

comments electronically. Information 

on using Regulations.gov, including 

instructions for accessing agency 

documents, submitting comments, and 

viewing the docket, is available on the 

site under the ‘‘help’’ tab. 

• Postal Mail, Commercial Delivery, 

or Hand Delivery: If you mail or deliver 

your comments about this new 

matching program, address them to: 

Gerard Duffey, Management and 

Program Analyst, Wanamaker Building, 

U.S. Department of Education, Federal 

Student Aid, 100 Penn Square East, 

Suite 509.B10, Philadelphia, PA 19107. 

Telephone: (215) 656–3249. 

Privacy Note: The Department’s 

policy is to make all comments received 

from members of the public available for 

public viewing in their entirety on the 

Federal eRulemaking Portal at 

www.regulations.gov. Therefore, 

commenters should be careful to 

include in their comments only 

information that they wish to make 

publicly available. 

FOR FURTHER INFORMATION CONTACT: 

Gerard Duffey, Management and 

Program Analyst, Wanamaker Building, 

U.S. Department of Education, Federal 

Student Aid, 100 Penn Square East, 

Suite 509.B10, Philadelphia, PA 19107. 

Telephone: (215) 656–3249. 

SUPPLEMENTARY INFORMATION: In 

accordance with the Privacy Act; OMB 


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