3788 Federal Register / Vol. 87, No. 16 / Tuesday, January 25, 2022 / Notices 

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: Grantee Reporting 

Form—Rehabilitation Services 

Administration (RSA) Annual Payback 

Report. 

OMB Control Number: 1820–0617. 

Type of Review: An extension without 

change of a currently approved 

collection. 

Respondents/Affected Public: State, 

Local, and Tribal Governments; 

Individuals and Households; Private 

Sector. 

Total Estimated Number of Annual 

Responses: 11,790. 

Total Estimated Number of Annual 

Burden Hours: 4,858. 

Abstract: Public Law 114–95, section 

302(b) of the Rehabilitation Act of 1973, 

as amended by the Workforce 

Innovation and Opportunity Act 

(WIOA), the Rehabilitation Services 

Administration (RSA) provides LongTerm Training grants to academic 

institutions to support scholarship 

assistance to students. Students who 

receive scholarships under this program 

are required to work within the public 

rehabilitation program, such as with a 

state vocational rehabilitation agency, or 

an agency or organization that has a 

service arrangement with a state 

vocational rehabilitation agency. The 

student is expected to work two years in 

such settings for every year of full-time 

scholarship support. The program 

regulations at 34 CFR 386.33–386.35 

and 386.40–386.43 detail the payback 

provisions and the RSA scholars’ 

requirements to comply with them. 

Section 302 (b)(2)(C) of the Act 

requires tracking of scholars’ 

employment status and location of 

former scholars supported under the 

grants in order to ensure that students 

are meeting the payback requirement. 

Scholars must provide requested 

information necessary to meet the exit 

certification requirements. 

In addition to meeting the 

requirement that all scholars be tracked, 

the information collected will provide 

performance data relevant to the 

rehabilitation fields and degrees 

pursued by RSA scholars, as well as the 

funds owed and the rehabilitation work 

completed by them. These data are used 

to assess program effectiveness and 

efficiency, and to meet the reporting 

requirements of Public Law 103–62 

section 4 of the Government 

Performance and Results Act (GPRA). 

RSA is requesting an extension of the 

currently approved collection for 

grantees (Institutions of Higher 

Education), scholars, and employers to 

submit data electronically through the 

online RSA Payback Information 

Management System (PIMS). There is no 

substantial change in the proposed data 

collected, nor estimated burden 

required to report data using the PIMS 

system. 

Dated: January 20, 2022. 

Juliana Pearson, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2022–01385 Filed 1–24–22; 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 Technical 

Assistance Center for Inclusive 

Practices and Policies 

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) 2022 for a National Technical 

Assistance Center for Inclusive Practices 

and Policies, Assistance Listing Number 

84.326Y. This notice relates to the 

approved information collection under 

OMB control number 1820–0028. 

DATES:

Applications Available: January 25, 

2022. 

Deadline for Transmittal of 

Applications: March 28, 2022. 

Deadline for Intergovernmental 

Review: May 25, 2022. 

Pre-Application Webinar Information: 

No later than January 31, 2022, 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 December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

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

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Susan Weigert, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5177, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–6522. Email: 

Susan.Weigert@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 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)). 


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1Cognitive disabilities include intellectual 

disabilities, autism, multiple disabilities, deafblindness, and traumatic brain injury. 

2For the purposes of this priority, inclusive 

policies refer to State and local education policies 

that support the implementation of inclusive 

practices. 

3For the purposes of this priority, inclusive 

practices refer to a range of individualized 

supplementary aids and services that facilitate the 

participation of students with disabilities in general 

education classrooms. Examples include adapted 

curricula aligned to grade-level or alternate 

academic achievement standards, specific 

instructional strategies, classroom instructional 

configurations, and personnel in general education 

settings. 

4For 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. 

Absolute Priority: For FY 2022 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 Technical Assistance Center 

for Inclusive Practices and Policies. 

Background: 

All children with disabilities benefit 

when educators have high expectations 

of them and take steps to ensure that 

they participate and make progress in 

the general education curriculum to the 

maximum extent possible (e.g., Agran et 

al., 2020; Allor et al., 2014; Dessemontet 

et al., 2012; Gee et al., 2020; McDonnell 

& Hunt, 2014; Ryndak et al., 2013). 

Furthermore, IDEA requires that, to the 

maximum extent appropriate, children 

with disabilities, including children in 

public or private institutions or other 

care facilities, are educated with 

children who are not disabled, and 

special classes, separate schooling, or 

other removal of children with 

disabilities from the regular educational 

environment occurs only when the 

nature or severity of the disability of a 

child is such that education in regular 

classes with the use of supplementary 

aids and services cannot be achieved 

satisfactorily. (IDEA section 

612(a)(5)(A)). This requirement to 

educate children in the least restrictive 

environment (LRE) is a cornerstone of 

IDEA and applies to all children with 

disabilities, including students with 

significant cognitive disabilities, who 

often need high levels of support.1

Despite the progress State educational 

agencies (SEAs) and local educational 

agencies (LEAs) have made in including 

students with disabilities in the LRE, 

many students with significant 

cognitive disabilities continue to be 

educated in separate settings (e.g., 

classrooms, schools, and out-of-district 

placements) where exposure to the 

general education classroom, 

nondisabled peers, and the core 

curriculum is limited. The wide 

variation in educational placements 

across the country suggests, at a 

minimum, that placement of students 

with significant cognitive disabilities 

may not always be determined based on 

their individual educational needs. 

Further, despite advances in identifying 

effective and inclusive policies 2 and 

practices 3 for serving children with 

disabilities, implementation of the LRE 

requirements for children with 

significant cognitive disabilities, 

including those who are also English 

learners, remains a challenge for SEAs 

and LEAs. This TA Center will help 

address these challenges. 

Priority: 

The purpose of this priority is to fund 

a cooperative agreement to establish and 

operate a National Technical Assistance 

Center for Inclusive Practices and 

Policies (TA Center). The TA Center 

will assist SEAs and LEAs to 

successfully implement and sustain 

evidence-based 4 inclusive practices and 

policies based on individualized 

determinations, for students with 

significant cognitive disabilities, 

including those who are also English 

learners, in elementary, middle, and 

high school (K–12) programs. The TA 

Center will select, in collaboration with 

OSEP, SEAs with a demonstrated 

commitment to developing and 

implementing inclusive practices and 

policies in schools. The TA Center must 

achieve, at a minimum, the following 

expected outcomes: 

(a) Increase the capacity of SEA, LEA, 

and school personnel to support and 

implement inclusive practices and 

policies in grade-level academic and 

extracurricular settings for students 

with significant cognitive disabilities. 

(b) Increase the quantity of time that 

students with significant cognitive 

disabilities are served in more inclusive 

environments, where appropriate, based 

on their individual needs; 

(c) Increase educational engagement 

for students with significant cognitive 

disabilities across multiple settings and 

activities (e.g., classroom, academic 

instruction, extracurricular activities) 

throughout the school day; 

(d) Improve the quality of instruction, 

including the use of interventions and 

accommodations supported by 

evidence, for students with significant 

cognitive disabilities in more inclusive 

environments based on their individual 

needs and aligned to the general 

education curriculum; and 

(e) Develop and disseminate an 

implementation package of products 

and resources that will assist SEAs, 

LEAs, and schools to implement 

inclusive practices and policies and 

increase the amount of time that 

students with significant cognitive 

disabilities are served in the LRE, based 

on their individual needs. 

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) Improve SEAs’ and LEAs’ 

implementation and sustainability of 

evidence-based inclusive practices and 

policies that are designed to improve 

access to more inclusive environments 

and increase the amount of educational 

engagement for students with significant 

cognitive disabilities. To meet this 

requirement, the applicant must— 

(i) Present applicable State, regional, 

or local data demonstrating SEAs’ and 

LEAs’ needs for high-quality 

implementation of evidence-based 

inclusive practices and policies, as well 

as students’ access to more inclusive 

environments, particularly for students 

with significant cognitive disabilities; 

(ii) Present information about the 

current levels of inclusion of students 

with significant cognitive disabilities in 

systems of tiered support, including the 

availability of universal, general; 

targeted, specific; and intensive, 

sustained interventions designed to 

support retention of such students in 

inclusive classrooms; 

(iii) Demonstrate knowledge of 

current educational issues and policy 

initiatives relating to inclusive practices 

and policies for students with 

significant cognitive disabilities, 

including those who are also English 

learners; 

(iv) Present information about 

increasing implementation of inclusive 

vocational technology instruction to 

support transition and career-readiness 

for middle and high school students 

with significant cognitive disabilities, 

including preparation for competitive 

integrated or supported employment; 

(v) Present information about 

increasing teachers’ capacity to 

implement instruction aligned with 

appropriate standards, and formative 

and interim assessments for students 

with significant cognitive disabilities in 

inclusive classrooms; and 


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3790 Federal Register / Vol. 87, No. 16 / Tuesday, January 25, 2022 / Notices 

5Logic 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. 

6 ‘‘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. 

7 ‘‘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. 

8 ‘‘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 

a 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. 

(vi) Present information about 

increasing parents’ capacity to become 

effective partners in implementing 

inclusive practices for students with 

significant cognitive disabilities; and 

(2) Address the likely magnitude or 

importance of improving the quantity of 

time students with significant cognitive 

disabilities spend in general educational 

environments, where appropriate, based 

on their individual needs, and 

increasing the amount of their 

educational engagement. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how the 

proposed project will— 

(1) Ensure equal access and treatment 

for members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. To meet this 

requirement, the applicant must 

describe how it will— 

(i) Identify the needs of the intended 

recipients for TA and information; and 

(ii) Ensure that products and services 

meet the needs of the intended 

recipients of the grant; 

(2) Achieve its goals, objectives, and 

intended outcomes. To meet this 

requirement, the applicant must 

provide— 

(i) Measurable intended project 

outcomes; and 

(ii) In Appendix A, the logic model 5

by which the proposed project will 

achieve its intended outcomes that 

depicts, at a minimum, the goals, 

activities, outputs, and intended 

outcomes of the proposed project; 

(3) Use a conceptual framework (and 

provide a copy in Appendix A) to 

develop project plans and activities, 

describing any underlying concepts, 

assumptions, expectations, beliefs, or 

theories, as well as the presumed 

relationships or linkages among these 

variables, and any empirical support for 

this framework; 

Note: The following websites provide 

more information on logic models and 

conceptual frameworks: 

www.osepideasthatwork.org/resourcesgrantees/program-areas/ta-ta/tadproject-logic-model-and-conceptualframework; https://osepideas

thatwork.org/evaluation?tab=eval-logic; 

and https://ies.ed.gov/ncee/edlabs/ 

regions/central/pdf/REL_2021112.pdf. 

(4) Be based on current research and 

make use of evidence-based practices 

(EBPs). To meet this requirement, the 

applicant must describe— 

(i) How the proposed project proposes 

to identify, develop, and expand the 

knowledge base about instruction and 

assessment of students with significant 

cognitive disabilities; 

(ii) The current research about adult 

learning principles and implementation 

science that will inform the proposed 

TA; 

(iii) How the proposed project will 

incorporate current research and EBPs 

in the development and delivery of its 

products and services; and 

(iv) How the proposed project will 

collaborate with the OSEP-funded 

National Assessment Center to 

incorporate information on including 

students with significant cognitive 

disabilities in State and district-wide 

assessment systems; 

(5) Develop products and provide 

services that are of high quality and 

sufficient intensity and duration to 

achieve the intended outcomes of the 

proposed project. To address this 

requirement, the applicant must 

describe— 

(i) How it proposes to identify or 

develop and expand the knowledge base 

about instruction and assessment of 

students with significant cognitive 

disabilities; 

(ii) Its proposed approach to 

universal, general TA,6 which must 

identify the intended recipients, 

including the type and number of 

recipients, that will receive the products 

and services under this approach; 

(iii) Its proposed approach to targeted, 

specialized TA,7 which must identify— 

(A) The intended recipients, 

including the type and number of 

recipients, that will receive the 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; 

(iv) Its proposed approach to 

intensive, sustained TA,8 which must 

identify— 

(A) The intended recipients, 

including the type and number of 

recipients, that will receive the products 

and services under this approach; 

(B) Its proposed approach to measure 

the readiness of TA recipients to work 

with the project, including their 

commitment to the initiative, alignment 

of the initiative to their needs, current 

infrastructure, available resources, and 

ability to build capacity at the local 

district and program levels; 

(C) Its proposed plan for assisting 

SEAs, LEAs, and school personnel 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, regional TA 

providers, districts, schools, families) to 

ensure that there is communication 

between each level and that there are 

systems in place to support 

implementation of evidence-based 

inclusive practices and policies; 

(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 TA Center’s 

products and services. 

(c) In the narrative section of the 

application under ‘‘Quality of the 

project evaluation,’’ include an 


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9A ‘‘third-party’’ evaluator is an independent and 

impartial program evaluator who is contracted by 

the grantee to conduct an objective evaluation of the 

project. This evaluator must not have participated 

in the development or implementation of any 

project activities, except for the evaluation 

activities, nor have any financial interest in the 

outcome of the evaluation. 

evaluation plan for the project 

developed in consultation with and 

implemented by a ‘‘third-party’’ 

evaluator.9 The evaluation plan must— 

(1) Articulate formative and 

summative evaluation questions, 

including important process and 

outcome evaluation questions. These 

questions must be related to the 

project’s proposed logic model required 

in paragraph (b)(2)(ii) of this notice; 

(2) Describe how progress in and 

fidelity of implementation, as well as 

project outcomes, will be measured to 

answer the evaluation questions. 

Specify the measures and associated 

instruments or sources for data 

appropriate to the evaluation questions. 

Include information regarding reliability 

and validity of measures where 

appropriate; 

(3) Describe strategies for analyzing 

data and how data collected as part of 

this plan will be used to inform and 

improve service delivery over the course 

of the project and to refine the proposed 

logic model and evaluation plan, 

including subsequent data collection; 

(4) Provide a timeline for conducting 

the evaluation and include staff 

assignments for completing the plan. 

The timeline must indicate that the data 

will be available annually for the annual 

performance report (APR) and at the end 

of Year 2 for the review process 

described under the heading, Fourth 

and Fifth Years of the Project; and 

(5) Dedicate sufficient funds in each 

budget year to cover the costs of 

developing or refining the evaluation 

plan in consultation with a third-party 

evaluator, as well as the costs associated 

with the implementation of the 

evaluation plan by the third-party 

evaluator. 

(d) Demonstrate, in the narrative 

section of the application under 

‘‘Adequacy of resources and quality of 

project personnel,’’ how— 

(1) The proposed project will 

encourage applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability, as appropriate; 

(2) The proposed key project 

personnel, consultants, and 

subcontractors have the qualifications 

and experience to carry out the 

proposed activities and achieve the 

project’s intended outcomes; 

(3) The applicant and any key 

partners have adequate resources to 

carry out the proposed activities; and 

(4) The proposed costs are reasonable 

in relation to the anticipated results and 

benefits. 

(e) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the management plan,’’ 

how— 

(1) The proposed management plan 

will ensure that the project’s intended 

outcomes will be achieved on time and 

within budget. To address this 

requirement, the applicant must 

describe— 

(i) Clearly defined responsibilities for 

key project personnel, consultants, and 

subcontractors, as applicable; and 

(ii) Timelines and milestones for 

accomplishing the project tasks; 

(2) Key project personnel and any 

consultants and subcontractors will be 

allocated and how these allocations are 

appropriate and adequate to achieve the 

project’s intended outcomes; 

(3) The proposed management plan 

will ensure that the products and 

services provided are of high quality, 

relevant, and useful to recipients; and 

(4) The proposed project will benefit 

from a diversity of perspectives, 

including those of families, educators, 

TA providers, researchers, and policy 

makers, among others, in its 

development and operation. 

(f) Address the following application 

requirements. The applicant must— 

(1) Include, in Appendix A, 

personnel-loading charts and timelines, 

as applicable, to illustrate the 

management plan described in the 

narrative; 

(2) Include, in the budget, attendance 

at the following: 

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

meeting in Washington, DC, or virtually, 

after receipt of the award, and an annual 

planning meeting in Washington, DC, or 

virtually, with the OSEP project officer 

and other relevant staff during each 

subsequent year of the project period. 

Note: Within 30 days of receipt of the 

award, a post-award teleconference 

must be held between the OSEP project 

officer and the grantee’s project director 

or other authorized representative; 

(ii) A two- and one-half-day project 

directors’ conference in Washington, 

DC, or virtually, during each year of the 

project period; 

(iii) Up to two annual two-day trips, 

or virtually, to attend Department 

briefings, Department-sponsored 

conferences, and other meetings, as 

requested by OSEP; and 

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

meeting in Washington, DC, or virtually, 

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 five (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 with 

experience and knowledge in providing 

TA to address the needs of students 

with the most significant cognitive 

disabilities and inclusive practices. This 

review will be conducted during a oneday 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 

Agran, M., Jackson, L., Kurth, J., Ryndak, D., 

Burnette, K., Jameson, M., Zagona, A., 


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Fitzpatrick, H., & Wehmeyer, M. (2020). 

Why aren’t students with severe 

disabilities being placed in general 

education classrooms: Examining the 

relations among classroom placement, 

learner outcomes, and other factors. 

Research and Practice for Persons with 

Severe Disabilities, 45(1), 4–13. https://

doi.org/10.1177/1540796919878134. 

Allor, J. H., Mathes, P. G., Roberts, J. K., 

Cheatham, J. P., & Al Otaiba, S. (2014). 

Is scientifically based reading instruction 

effective for students with below-average 

IQs? Exceptional Children, 80, 287–306. 

https://doi.org/10.1177/ 

0014402914522208. 

Dessemontet, R. S., Bless, G., & Morin, D. 

(2012). Effects of inclusion on the 

academic achievement and adaptive 

behavior of children with intellectual 

disabilities. Journal of Intellectual 

Disability Research, 56(6), 579–587. 

http://dx.doi.org/10.1111/j.1365- 

2788.2011.01497.x. 

Gee, K., Gonzalez, M., & Cooper, C. (2020). 

Outcomes of inclusive versus separate 

placements: A matched pairs comparison 

study. Research and Practice for Persons 

with Severe Disabilities, 45, 223–240. 

https://doi.org/10.1177/ 

1540796920943469. 

McDonnell, J., & Hunt, P. (2014). Inclusive 

education and meaningful school 

outcomes. In Agran, M., Brown, F., 

Hughes, C., Quirk, C., Ryndak, D. (Eds.), 

Equity and full participation for 

individuals with severe disabilities: A 

vision for the future (pp. 155–176). Paul 

H. Brookes Publishing Co., Inc. 

Ryndak, D. L., Jackson, L., & White, J. M. 

(2013). Involvement and progress in the 

general curriculum for students with 

extensive support needs: K–12 inclusiveeducation research and implications for 

the future. Inclusion, 1(1), 28–49. https:// 

doi.org/10.1352/2326-6988-1.1.028. 

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 (No procurement) 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 institutions of higher 

education (IHEs) only. 

II. Award Information 

Type of Award: Cooperative 

agreement. 

Estimated Available Funds: The 

Administration has requested 

$49,345,000 for the Technical 

Assistance and Dissemination to 

Improve Services and Results for 

Children with Disabilities program for 

FY 2022, of which we intend to use an 

estimated $2,000,000 for this 

competition. The actual level of 

funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process if 

Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2023 from the list of unfunded 

applications from this competition. 

Maximum Award: We will not make 

an award exceeding $2,000,000 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. 

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, subpart D. 

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 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021-27979February 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. Please note that these 

Common Instructions supersede the 

version published on February 13, 2019, 

and, in part, describe the transition from 

the requirement to register in SAM.gov 

a DUNS number to the implementation 

of the UEI. More information on the 

phase-out of DUNS numbers is available 

at https://www2.ed.gov/about/offices/ 

list/ofo/docs/unique-entity-identifiertransition-fact-sheet.pdf. 

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 


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Federal Register / Vol. 87, No. 16 / Tuesday, January 25, 2022 / Notices 3793 

application. We recommend that you (1) 

limit the application narrative to no 

more than 70 pages and (2) use the 

following standards: 

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

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

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are listed below: 

(a) Significance (10 points). 

(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses. 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project. 

(b) Quality of project design and 

services (35 points). 

(1) The Secretary considers the 

quality of the design of the proposed 

project and 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 is 

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. 


khammond on DSKJM1Z7X2PROD with NOTICES
3794 Federal Register / Vol. 87, No. 16 / Tuesday, January 25, 2022 / Notices 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

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

3. Additional Review and Selection 

Process Factors: In the past, the 

Department has had difficulty finding 

peer reviewers for certain competitions 

because so many individuals who are 

eligible to serve as peer reviewers have 

conflicts of interest. The standing panel 

requirements under section 682(b) of 

IDEA also have placed additional 

constraints on the availability of 

reviewers. Therefore, the Department 

has determined that for some 

discretionary grant competitions, 

applications may be separated into two 

or more groups and ranked and selected 

for funding within specific groups. This 

procedure will make it easier for the 

Department to find peer reviewers by 

ensuring that greater numbers of 

individuals who are eligible to serve as 

reviewers for any particular group of 

applicants will not have conflicts of 

interest. It also will increase the quality, 

independence, and fairness of the 

review process, while permitting panel 

members to review applications under 

discretionary grant competitions for 

which they also have submitted 

applications. 

4. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions, and under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

5. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

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

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

6. In General: In accordance with the 

Office of Management and Budget’s 

guidance 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 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 16 / Tuesday, January 25, 2022 / Notices 3795 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

5. Performance Measures: For the 

purposes of Department reporting under 

34 CFR 75.110, we have established a 

set of performance measures, including 

long-term measures, that are designed to 

yield information on various aspects of 

the effectiveness and quality of the 

Technical Assistance and Dissemination 

to Improve Services and Results for 

Children With Disabilities program. 

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. 

• 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 

TA Center meet needs identified by 

stakeholders and may require the TA 

Center to report on such alignment in its 

annual and final performance reports. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

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

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Katherine Neas, 

Deputy Assistant Secretary. Delegated the 

authority to perform the functions and duties 

of the Assistant Secretary for the Office of 

Special Education and Rehabilitative 

Services. 

[FR Doc. 2022–01353 Filed 1–24–22; 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 exempt 

wholesale generator filings: 

Docket Numbers: EG22–41–000. 

Applicants: Snyder ESS Assets, LLC. 

Description: Notice of SelfCertification of Exempt Wholesale 

Generator Status of Snyder ESS Assets, 

LLC. 

Filed Date: 1/18/22. 

Accession Number: 20220118–5133. 

Comment Date: 5 p.m. ET 2/8/22. 

Docket Numbers: EG22–42–000. 

Applicants: Westover ESS Assets, 

LLC. 

Description: Notice of SelfCertification of Exempt Wholesale 

Generator Status. 

Filed Date: 1/18/22. 

Accession Number: 20220118–5135. 

Comment Date: 5 p.m. ET 2/8/22. 

Docket Numbers: EG22–43–000. 

Applicants: Sweetwater ESS Assets, 

LLC. 

Description: Notice of SelfCertification of Exempt Wholesale 

Generator Status of Sweetwater ESS 

Assets, LLC. 

Filed Date: 1/18/22. 

Accession Number: 20220118–5136. 

Comment Date: 5 p.m. ET 2/8/22. 

Take notice that the Commission 

received the following electric rate 

filings: 

Docket Numbers: ER20–1739–002. 

Applicants: American Transmission 

Systems, Incorporated, PJM 

Interconnection, L.L.C. 

Description: Compliance filing: 

American Transmission Systems, 

Incorporated submits tariff filing per 35: 

ATSI submits Order No. 864 

Compliance Filing in ER20–1739 to be 

effective 1/27/2020. 

Filed Date: 1/18/22. 

Accession Number: 20220118–5185. 

Comment Date: 5 p.m. ET 2/8/22. 

Docket Numbers: ER21–1635–004. 

Applicants: PJM Interconnection, 

L.L.C. 


khammond on DSKJM1Z7X2PROD with NOTICES