4874 Federal Register / Vol. 87, No. 20 / Monday, January 31, 2022 / Notices 

information. This helps the Department 

assess the impact of its information 

collection requirements and minimize 

the public’s reporting burden. It also 

helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. ED is 

soliciting comments on the proposed 

information collection request (ICR) that 

is described below. The Department of 

Education is especially interested in 

public comment addressing the 

following issues: (1) Is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: Private School 

Universe Survey (PSS) 2023–24 Data 

Collection, and 2023–24 and 2025–26 

PSS Frame Development Activities. 

OMB Control Number: 1850–0641. 

Type of Review: A revision of a 

currently approved information 

collection. 

Respondents/Affected Public: 

Individuals and Households. 

Total Estimated Number of Annual 

Responses: 27,553. 

Total Estimated Number of Annual 

Burden Hours: 3,897. 

Abstract: The Private School Universe 

Survey (PSS) is conducted by the 

National Center for Education Statistics 

(NCES) to collect basic information from 

the universe of private elementary and 

secondary schools in the United States. 

The PSS is designed to gather biennial 

data on the total number of private 

schools, teachers, and students, along 

with a variety of related data, including: 

Religious orientation; grade-levels 

taught and size of school; length of 

school year and of school day; total 

student enrollment by gender (K–12); 

number of high school graduates; 

whether a school is single-sexed or 

coeducational; number of teachers 

employed; program emphasis; and 

existence and type of its kindergarten 

program. The PSS includes all schools 

that are not supported primarily by 

public funds, that provide classroom 

instruction for one or more of grades K– 

12 or comparable ungraded levels, and 

that have one or more teachers. The PSS 

is also used to create a universe list of 

private schools for use as a sampling 

frame for NCES surveys of private 

schools. No substantive changes have 

been made to the survey or its 

procedures since its last approved 

administration. This clearance is for the 

2023–24 PSS data collection, and the 

2023–24 and 2025–26 PSS frame 

building operations. 

Dated: January 26, 2022. 

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. 2022–01900 Filed 1–28–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities—Preparation of Special 

Education, Early Intervention, and 

Related Services Leadership 

Personnel 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2022 for Personnel 

Development to Improve Services and 

Results for Children with Disabilities— 

Preparation of Special Education, Early 

Intervention, and Related Services 

Leadership Personnel, Assistance 

Listing Number 84.325D. This notice 

relates to the approved information 

collection under OMB control number 

1820–0028. 

DATES:

Applications Available: January 31, 

2022. 

Deadline for Transmittal of 

Applications: April 1, 2022. 

Deadline for Intergovernmental 

Review: May 31, 2022. 

Pre-Application Webinar Information: 

No later than February 7, 2022, the 

Office of Special Education and 

Rehabilitative Services (OSERS) will 

post pre-recorded informational 

webinars designed to provide technical 

assistance to interested applicants. The 

webinars may be found at www2.ed.gov/ 

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

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: 

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 purposes of 

this program are to (1) help address 

State-identified needs for personnel 

preparation in special education, early 

intervention, related services, and 

regular education to work with children, 

including infants and toddlers, with 

disabilities; and (2) ensure that those 

personnel have the necessary skills and 

knowledge, derived from practices that 

have been determined through 

scientifically based research and 

experience, to be successful in serving 

those children. 

Priorities: This competition includes 

one absolute priority and one 

competitive preference priority. In 

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

the absolute priority and competitive 

preference priority are from allowable 

activities specified in the statute (see 

sections 662 and 681 of the Individuals 

with Disabilities Education Act (IDEA); 

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

Absolute Priority: For FY 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: 

Preparation of Special Education, 

Early Intervention, and Related Services 

Leadership Personnel. 


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1For the purposes of this priority, a partnership 

is a group comprised of two or three IHEs with 

existing doctoral programs in which (a) each IHE 

enrolls and supports scholars as part of the 

partnership, and (b) the partnership provides joint 

experiences each year for scholars to learn from 

faculty and scholars at each participating IHE that 

promote the acquisition of leadership competencies 

through coursework, research, internship 

experiences, work-based experiences, or other 

opportunities as a requirement of the project. 

2For the purposes of this priority, ‘‘scholar’’ is 

limited to an individual who (a) is pursuing a 

doctoral degree related to special education, early 

intervention, or related services; (b) receives 

scholarship assistance as authorized under section 

662 of IDEA (34 CFR 304.3(g)); and (c) will be able 

to be employed in a position that serves children 

with disabilities for at least 51 percent of their time 

or case load. See https://pdp.ed.gov/OSEP/Home/ 

Regulation for more information. 

3For purposes of this priority, ‘‘high-need 

children with disabilities’’ refers to children or 

students (ages birth through 21, depending on the 

State) who are eligible for services under IDEA, and 

who may be at risk of educational failure or 

otherwise in need of special assistance or support 

because they—(1) are living in poverty, (2) are 

English learners, (3) are academically far below 

Continued 

Background: 

The purpose of this priority is to 

support existing doctoral degree 

programs that prepare special 

education, early intervention, and 

related services personnel who are wellqualified for, and can act effectively in, 

leadership positions as researchers and 

special education/early intervention/ 

related services personnel preparers in 

institutions of higher education (IHEs), 

or as leaders in State educational 

agencies (SEAs), lead agencies (LAs), 

local educational agencies (LEAs), early 

intervention services programs (EIS 

programs), or schools. 

There is a well-documented need for 

special education, early intervention, 

and related services leadership 

personnel who serve critical roles 

within different settings (Bellamy & 

Iwaszuk, 2017; Castillo et al., 2014; 

Montrosse & Young, 2012; NCSI, 2018a; 

NCSI, 2018b; Robb et al., 2012; Tucker 

et al., 2020). For example, leadership 

personnel in IHEs teach practices 

supported by evidence to future special 

education, early intervention, related 

services, and general education 

professionals. These leaders also 

conduct research that increases 

knowledge of effective interventions 

and services for children, including 

infants and toddlers, and youth with 

disabilities. Special education and early 

intervention administrators who 

supervise and evaluate the 

implementation of instructional 

programs to ensure that State or local 

agencies are meeting the needs of 

children with disabilities also perform a 

critical leadership personnel role. 

Administrators also ensure that schools 

and programs meet Federal, State, and 

local requirements for special 

education, early intervention, and 

related services. 

All leadership personnel need to 

promote high expectations and have 

current knowledge of effective 

interventions and services that improve 

outcomes for children with disabilities, 

including high-need children with 

disabilities. This knowledge should be 

applicable to children served in a 

variety of educational settings (e.g., 

urban or rural public schools, high-need 

schools or districts) or early childhood 

and early intervention settings (e.g., 

home, community-based, Early Head 

Start and Head Start, childcare, or 

preschools). The interventions and 

services must include those that 

improve early childhood, educational, 

or employment outcomes. Leadership 

personnel are also essential to attracting, 

preparing, and retaining diverse and 

qualified individuals to the teaching 

profession and in providing them with 

practical knowledge and resources for 

their careers in education (Billingsley, 

Bettini, Mathews, & McLeskey, 2020; 

Brownell, Jones, Sohn, & Stark, 2020). 

Critical competencies for special 

education, early intervention, or related 

services leadership personnel vary 

depending on the type of leadership 

personnel and the requirements of the 

preparation program but can include, 

for example, skills needed for 

postsecondary instruction, 

administration and supervision, 

research, policy development or 

implementation, organizational and 

system change, communication, and the 

use of technologies to support in-person 

and remote teaching (Boscardin & 

Lashley, 2018; Bruns et al., 2017). 

Scholars’ acquisition of competencies 

and success in doctoral programs 

include factors such as supportive 

supervision, experiential learning 

opportunities, access to resources, and 

developing and enhancing professional 

networks and collaborative learning 

opportunities (Douglas, 2020; Sverdlik, 

Hall, McAlpine, & Hubbard, 2018). 

Networks are viewed as integral to 

leadership development and critical to 

addressing complex problems (CullenLester, Maupin, & Lester, 2017; Hoppe 

& Reinelt, 2010). 

Priority: 

The purpose of this priority is to 

support existing doctoral degree 

programs that prepare special 

education, early intervention, and 

related services personnel at the 

doctoral degree level who are well 

qualified for, and can act effectively in, 

leadership positions as researchers and 

special education/early intervention/ 

related services personnel preparers in 

IHEs, or as leaders in SEAs, LAs, LEAs, 

or EIS programs. 

Note: Partnerships 1 comprised of two 

or three IHEs with existing doctoral 

programs that prepare scholars 2 are 

included in this priority and eligible to 

apply for funding. For additional 

information regarding group 

applications, refer to 34 CFR 75.127, 

75.128, and 75.129. 

This priority will provide support to 

help address identified needs for 

personnel with the knowledge and skills 

to establish and meet high expectations 

for each child with a disability. 

Programs must culminate in a doctoral 

degree (Ph.D. or Ed.D.). Applicants must 

plan to recruit and enroll the proposed 

number of scholars in the application 

within the first 12 months of the project 

period or demonstrate that scholars 

enrolled after the first 12 months can 

complete the program by the end of the 

proposed project period. 

Note: Project periods under this 

priority may be up to 60 months. 

Projects should be designed to ensure 

that all proposed scholars successfully 

complete the program within 60 months 

of the start of the project. The Secretary 

may reduce continuation awards for any 

project in which scholars are not on 

track to complete the program by the 

end of that period. 

To be considered for funding under 

this absolute priority, applicants must 

meet the application requirements 

contained in the priority. All projects 

funded under this absolute priority also 

must meet the programmatic and 

administrative requirements specified in 

the priority. 

Note: Preparation programs that lead 

to clinical doctoral degrees in related 

services (e.g., a Doctor of Audiology 

degree or Doctor of Physical Therapy 

degree) are not included in this priority. 

These types of preparation programs are 

eligible to apply for funding under the 

Personnel Preparation in Special 

Education, Early Intervention, and 

Related Services priority (84.325K) that 

the Office of Special Education 

Programs (OSEP) intends to fund in FY 

2022. 

To meet the requirements of this 

priority, an applicant must— 

(a) Demonstrate, in the narrative 

section of the application under 

‘‘Significance,’’ how— 

(1) The project addresses the need for 

leadership personnel to promote high 

expectations and provide, or prepare 

others to provide, effective interventions 

and services that improve outcomes for 

children with disabilities, including 

high-need children with disabilities.3


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grade level, (4) have left school before receiving a 

regular high school diploma, (5) are at risk of not 

graduating with a regular high school diploma on 

time, (6) are homeless, (7) are in foster care, or (8) 

have been incarcerated. 

4For the purposes of this priority, ‘‘high-need 

LEA’’ means an LEA (a) that serves not fewer than 

10,000 children from families with incomes below 

the poverty line; or (b) for which not less than 20 

percent of the children served by the LEA are from 

families with incomes below the poverty line. 

5For the purposes of this priority, ‘‘high-poverty 

school’’ means a school in which at least 50 percent 

of students are from low-income families as 

determined using one of the measures of poverty 

specified under section 1113(a)(5) of the Elementary 

and Secondary Education Act of 1965, as amended 

(ESEA). For middle and high schools, eligibility 

may be calculated on the basis of comparable data 

from feeder schools. Eligibility as a high-poverty 

school is determined on the basis of the most 

currently available data. 

6For the purposes of this priority, a ‘‘school 

implementing a comprehensive support and 

improvement plan’’ is a school identified for 

comprehensive support and improvement by the 

State under section 1111(c)(4)(D) of the ESEA that 

includes (a) not less than the lowest-performing five 

percent of all schools receiving funds under Title 

I, Part A of the ESEA; (b) all public high schools 

in the State failing to graduate one-third or more of 

their students; and (c) public schools in the State 

described under section 1111(d)(3)(A)(i)(II) of the 

ESEA. 

7For the purposes of this priority, a ‘‘school 

implementing a targeted support and improvement 

plan’’ means a school identified for targeted support 

and improvement by a State that has developed and 

is implementing a school-level targeted support and 

improvement plan to improve student outcomes 

based on the indicators in the statewide 

accountability system as defined in section 

1111(d)(2) of the ESEA. 

To address this requirement, the 

applicant must present— 

(i) Appropriate and applicable data 

(e.g., national, State) demonstrating the 

need for the leadership personnel the 

applicant proposes to prepare; 

(ii) Data demonstrating the success of 

the doctoral program to date in 

producing leadership personnel in 

special education, early intervention, or 

related services, such as: The 

professional accomplishments of 

program graduates (e.g., public service, 

awards, or publications) that 

demonstrate their leadership in special 

education, early intervention, or related 

services; the average amount of time it 

takes for program graduates to complete 

the program; the number and the 

percentage of scholars who enroll and 

who graduate, including the number of 

scholars from underrepresented 

backgrounds; and the percentage of 

program graduates finding employment 

related to their preparation, including 

those serving students with disabilities 

in underserved communities (e.g., 

employed in districts with high rates of 

poverty); and 

Note: Data on the success of a doctoral 

program should be no more than five 

years old on the start date of the project 

proposed in the application. When 

reporting percentages, the denominator 

(i.e., the total number of scholars or 

program graduates) must be provided. 

(2) Scholar competencies to be 

acquired in the program relate to 

knowledge and skills needed by the 

leadership personnel the applicant 

proposes to prepare. To address this 

requirement, the applicant must— 

(i) Identify the competencies needed 

by leadership personnel to provide, or 

prepare others to provide, effective 

interventions and services, including 

through distance education, that 

improve outcomes for children with 

disabilities, including high-need 

children with disabilities; and 

(ii) Provide the conceptual framework 

of the leadership preparation program, 

including any empirical support, that 

will promote the acquisition of the 

identified competencies needed by 

leadership personnel. 

(b) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of project services,’’ how— 

(1) The applicant will recruit and 

retain scholars participating in the 

project and ensure 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. To meet this requirement, the 

narrative must describe— 

(i) The selection criteria the applicant 

will use to identify high-quality 

applicants for admission in the program; 

(ii) The recruitment strategies the 

applicant will use to attract high-quality 

applicants, including specific 

recruitment strategies targeting highquality applicants from traditionally 

underrepresented groups, including 

underrepresented individuals of color 

and individuals with disabilities; and 

(iii) The approach the applicant will 

use to help all scholars, including 

scholars from traditionally 

underrepresented groups, including 

underrepresented individuals of color 

and individuals with disabilities, 

complete the program within the 

proposed project period; and 

(2) The project is designed to promote 

the acquisition of the competencies 

needed by leadership personnel to 

promote high expectations and provide, 

or prepare others to provide, effective 

interventions and services that improve 

outcomes for children with disabilities, 

including high-need children with 

disabilities. To address this 

requirement, the applicant must— 

(i) Describe how the components of 

the project, such as coursework, 

research requirements, internship 

experiences, work-based experiences, 

program evaluation or other 

opportunities provided to scholars, will 

enable the scholars to acquire the 

competencies needed by leadership 

personnel the applicant proposes to 

prepare; 

(ii) Describe how the components of 

the project are integrated in order to 

support the acquisition and 

enhancement of the identified 

competencies needed by leadership 

personnel the applicant proposes to 

prepare; 

(iii) If the proposed project is a 

partnership, describe how the 

components of the project are designed 

to ensure that scholars have 

opportunities to work with faculty and 

scholars at each IHE participating in the 

partnership that will promote the 

competencies needed by leaders the 

project proposes to prepare; 

(iv) Describe how the components of 

the project prepare scholars to promote 

high expectations and to provide, or 

prepare others to provide, effective 

evidence-based interventions and 

services that improve outcomes for 

children with disabilities, including 

high-need children with disabilities, in 

a variety of educational or early 

childhood and early intervention 

settings, including in-person and remote 

settings; 

(v) Demonstrate, through a letter of 

support from a public or private 

partnering agency, school, or program, 

that it will provide scholars with a highquality internship experience in a highneed LEA,4 a high-poverty school,5 a 

school implementing a comprehensive 

support and improvement plan,6 a 

school implementing a targeted support 

and improvement plan 7 for children 

with disabilities, an SEA, an early 

childhood and early intervention 

program located within the geographical 

boundaries of a high-need LEA, or an 

early childhood and early intervention 

program located within the geographical 

boundaries of an LEA serving the 

highest percentage of schools identified 

for comprehensive support and 

improvement or implementing targeted 

support and improvement plans in the 

State; 

(vi) Describe how the project will 

partner with diverse stakeholders, 

including individuals with disabilities 

and their families and individuals from 

racially and ethnically diverse 

backgrounds and their families, to 

inform and support project components; 

(vii) Describe how the project will use 

resources, as appropriate, available 

through technical assistance centers, 

which may include centers funded by 

the Department; 


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Note: Use the ‘‘Find a Center or 

Grant’’ link at https://

osepideasthatwork.org for information 

about OSEP-funded technical assistance 

centers. 

(viii) Describe the approach that will 

be used to mentor and support scholars, 

including scholars from traditionally 

underrepresented groups, with the goal 

of helping them acquire competencies 

needed by leadership personnel and 

advancing their careers in special 

education, early intervention, or related 

services; 

(ix) Describe how the components of 

the project will promote the acquisition 

of scholars’ critical leadership skills, 

including those related to 

communication, networking, and 

collaboration; and 

(x) Describe how the components of 

the project will promote the acquisition 

of scholars’ knowledge of strategies and 

approaches in attracting, preparing, and 

retaining future educators, including 

future educators with disabilities and 

racially and ethnically diverse future 

educators, who will work with and 

provide services to children with 

disabilities. 

(c) Demonstrate, in the narrative 

section of the application under 

‘‘Quality of the project evaluation,’’ how 

the applicant will— 

(1) Evaluate how well the goals or 

objectives of the proposed leadership 

project have been met. The applicant 

must describe the outcomes to be 

measured for both the project and the 

scholars, particularly the acquisition of 

scholars’ competencies; and the 

evaluation methodologies to be 

employed, including proposed 

instruments, data collection methods, 

and possible analyses; 

(2) Collect, analyze, and use data on 

current scholars and scholars who 

graduate from the program to improve 

the proposed program on an ongoing 

basis; and 

(3) Report the evaluation results to 

OSEP in the applicant’s annual and 

final performance reports. 

(d) Demonstrate, in the narrative 

under ‘‘Required Project Assurances’’ or 

appendices as directed, that the 

following program requirements are 

met. The applicant must— 

(1) Include, in Appendix A of the 

application, the letter of support from 

the public or private partnering agency, 

school, or program that will provide 

scholars with a high-quality internship 

experience; 

(2) Include in Appendix B of the 

application— 

(i) Course syllabi for all coursework in 

the major and any required coursework 

for a minor; 

(ii) Course syllabi for all research 

methods, evaluation methods, or data 

analysis courses required by the degree 

program and elective research methods, 

evaluation methods, or data analysis 

courses that have been completed by 

more than one scholar enrolled in the 

program in the last five years; and 

(iii) For new coursework, proposed 

syllabi; 

(3) Ensure that the proposed number 

of scholars will be recruited and 

enrolled into the program within the 

first 12 months of the project period or 

demonstrate that scholars enrolled after 

the first 12 months can graduate from 

the program by the end of the proposed 

project period. The described scholar 

recruitment strategies, the program 

components and their sequence, and 

proposed budget must be consistent 

with this requirement; 

(4) Ensure that efforts to recruit a 

diverse range of scholars, including 

diversity of race, ethnicity, or national 

origin, are consistent with applicable 

law. For instance, grantees may engage 

in focused outreach and recruitment to 

increase the diversity of the applicant 

pool prior to the selection of scholars; 

(5) Ensure that the project will meet 

the requirements in 34 CFR 304.23, 

particularly those related to (i) 

informing all scholarship recipients of 

their service obligation commitment; 

and (ii) disbursing scholarships. Failure 

by a grantee to properly meet these 

requirements is a violation of the grant 

award that may result in sanctions, 

including the grantee being liable for 

returning any misused funds to the 

Department; 

(6) Ensure that prior approval from 

the OSEP project officer will be 

obtained before admitting additional 

scholars beyond the number of scholars 

proposed in the application and before 

transferring a scholar to another 

preparation program funded by OSEP; 

(7) Ensure that the project will meet 

the statutory requirements in section 

662(e) through (h) of IDEA; 

(8) Ensure that at least 65 percent of 

the total award over the project period 

(i.e., up to 5 years) will be used for 

scholar support; 

(9) Ensure that scholar support costs 

(e.g., tuition, stipends) are scholarship 

assistance and not financial assistance 

awarded on the condition that the 

scholar working for the grantee (e.g., as 

graduate assistants); 

(10) Ensure that the project will be 

operated in a manner consistent with 

nondiscrimination requirements 

contained in the U.S. Constitution and 

Federal civil rights laws; 

(11) Ensure that a revised project 

budget will be submitted to OSEP 

should the project not be able to recruit 

and enroll the proposed number of 

scholars that can graduate from the 

program by the end of the project 

period; 

(12) Ensure that the budget includes 

attendance by the project director at a 

three-day project directors’ meeting in 

Washington, DC, or virtually, during 

each year of the project. The budget may 

also provide for the attendance of 

scholars at the same three-day project 

directors’ meetings in Washington, DC, 

or virtually; 

(13) Ensure, for partnership projects, 

that the project narrative addresses how 

policies, procedures, standards, and 

fiscal management of the partnership 

will be established; 

(14) Ensure that the project director, 

key personnel, and scholars will 

actively participate in the cross-project 

collaboration, advanced trainings, and 

cross-site learning opportunities (e.g., 

webinars, briefings) supported by OSEP. 

This network is intended to promote 

opportunities for participants to share 

resources and generate new knowledge 

by addressing topics of common interest 

to participants across projects including 

Department priorities and needs in the 

field; 

(15) Ensure that if the project 

maintains a website, it will be of high 

quality, with an easy-to-navigate design 

that meets government or industryrecognized standards for accessibility; 

(16) Ensure that annual progress 

toward meeting project goals is posted 

on the project website; 

(17) Ensure that scholar 

accomplishments (e.g., public service, 

awards, publications) will be reported 

in annual and final performance reports; 

and 

(18) Ensure that annual data will be 

submitted on each scholar who receives 

grant support (OMB Control Number 

1820–0686). The primary purposes of 

the data collection are to track the 

service obligation fulfillment of scholars 

who receive funds from OSEP grants 

and to collect data for program 

performance measure reporting under 

34 CFR 75.110. Applicants are 

encouraged to visit the Personnel 

Development Program Data Collection 

System (DCS) website at https://

pdp.ed.gov/osep for further information 

about this data collection requirement. 

Typically, data collection begins in 

January of each year, and grantees are 

notified by email about the data 

collection period for their grant, 

although grantees may submit data as 

needed, year-round. This data collection 

must be submitted electronically by the 

grantee and does not supplant the 

annual grant performance report 


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required of each grantee for 

continuation funding (see 34 CFR 

75.590). Data collection includes the 

submission of a signed, completed PreScholarship Agreement and Exit 

Certification for each scholar funded 

under an OSEP grant (see paragraph 

(d)(5) of this priority). 

Competitive Preference Priority: 

Within this absolute priority, we give 

competitive preference to applications 

that address the following priority. 

Under 34 CFR 75.105(c)(2)(i), we award 

an additional 3 points to an application 

that meets the competitive preference 

priority. Applicants should indicate in 

the abstract if the competitive 

preference priority is addressed. 

This priority is: 

Competitive Preference Priority— 

Applications from New Potential 

Grantees (0 or 3 points) 

(a) Under this priority, an applicant 

must demonstrate that the applicant 

(i.e., the IHE) has not had an active 

discretionary grant under the program 

from which it seeks funds, including 

through membership in a group 

application submitted in accordance 

with 34 CFR 75.127–75.129, in the last 

five years before the deadline date for 

submission of applications under the 

84.325D program. 

(b) For the purpose of this priority, a 

grant or contract is active until the end 

of the grant’s or contract’s project or 

funding period, including any 

extensions of those periods that extend 

the grantee’s or contractor’s authority to 

obligate funds. 

References 

Bellamy, T., & Iwaszuk, W. (2017, October). 

Responding to the need for new local 

special education administrators: A case 

study. CEEDAR Center. https://

ceedar.education.ufl.edu/wp-content/ 

uploads/2018/02/Case-Study-SPED-10- 

29-17.pdf. 

Billingsley, B., Bettini, E., Mathews, H.M., & 

McLeskey, J. (2020). Improving working 

conditions to support special educators’ 

effectiveness: A call for leadership. 

Teacher Education and Special 

Education, 43(1), 7–27. 

Boscardin, M.L., & Lashley, C.L. (2018). 

Expanding the leadership framework to 

support socially just special education 

policy, preparation, and standards. In 

J.B. Crockett, B.S. Billingsley, & M.L. 

Boscardin (Eds.), The handbook of 

leadership and administration for 

special education. Routledge. 

Brownell, M.T., Jones, N.D., Sohn, H., & 

Stark, K. (2020). Improving teaching 

quality for students with disabilities: 

Establishing a warrant for teacher 

education practice. Teacher Education 

and Special Education, 43(1), 28–444. 

Bruns, D.A., LaRocco, D.J., Sharp, O.L., & 

Sopko, K.M. (2017). Leadership 

competencies in U.S. early intervention/ 

early childhood special education 

service systems: A national survey. 

Infants and Young Children, 30(4), 304– 

319. 

Castillo, J.M., Curtis, M.J., & Tan, S.Y. (2014). 

Personnel needs in school psychology: A 

10-year follow-up study on predicted 

personnel shortages. Psychology in the 

Schools, 51(8), 832–849. 

Cullen-Lester, K.L., Maupin, C.K., & Carter, 

D.R. (2017). Incorporating social 

networks in leadership development: A 

conceptual model and evaluation of 

research and practice. The Leadership 

Quarterly, 28(1), 130–152. 

Douglas, A.S. (2020). Engaging doctoral 

students in networking opportunities: A 

relational approach to doctoral study. 

Teaching in Higher Education. https://

doi.org/10.1080/13562517.2020.1808611. 

Hoppe, B., & Reinelt, C. (2010). Social 

network analysis and the evaluation of 

leadership networks. The Leadership 

Quarterly, 21(4), 600–619. 

Montrosse, B.E., & Young, C.J. (2012). Market 

demand for special education faculty. 

Teacher Education and Special 

Education, 35(2), 140–153. 

National Center for Systemic Improvement 

(NCSI). (2018a). Leadership turnover: 

The impact on State special education 

systems. https://ncsi-library.wested.org/ 

resources/250. 

National Center for Systemic Improvement 

(NCSI). (2018b). Leadership turnover: 

The impact on State early intervention 

systems. https://ncsi-library.wested.org/ 

resources/200. 

Robb, S.M., Smith, D.D., & Montrosse, B.E. 

(2012). A context of the demand for 

special education faculty: A study of 

special education teacher preparation 

programs. Teacher Education and 

Special Education, 35(2), 128–139. 

Sverdlik, A., Hall, N.C., McAlpine, L., & 

Hubbard, K. (2018). The Ph.D. 

experience: A review of the factors 

influencing doctoral students’ 

completion, achievement, and wellbeing. International Journal of Doctoral 

Studies, 13, 361–388. 

Tucker, D.A, Compton, M.V., Allen, S.J., 

Mayo, R., Hooper, C., Ogletree, B., Flynn, 

P. Frazier, A., McMurry, S. (2020). 

Exploring barriers to doctoral education 

in communication sciences and 

disorders: Insights from practicing 

professionals. Perspectives of the ASHA 

Special Interest Groups, 1–12. https://

doi.org/10.1044/2020_PERSP-20-00019. 

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 and requirements. Section 

681(d) of IDEA, however, makes the 

public comment requirements of the 

APA inapplicable to the priorities in 

this notice. 

Program Authority: 20 U.S.C. 1462 

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. (d) 

The regulations for this program in 34 

CFR part 304. 

Note: The regulations in 34 CFR part 

86 apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Note: In accordance with 34 CFR 

75.200(b)(4), the Department may award 

a cooperative agreement under this 

program if the Secretary determines that 

substantial involvement between the 

Department and the recipient is 

necessary to carry out a collaborative 

project. 

Estimated Available Funds: The 

Administration has requested 

$250,000,000 for the Personnel 

Development to Improve Services and 

Results for Children with Disabilities 

program for FY 2022, of which we 

intend to use no less than $6,250,000 for 

this competition. The actual level of 

funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process if 

Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2023 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: 

$225,000–$250,000 per year for an 

individual IHE; $450,000–$500,000 per 

year for a two-IHE partnership 

application; and $675,000–$750,000 for 

a three-IHE partnership application. 

Estimated Average Size of Awards: 

$237,500 per year for an individual IHE; 

$475,000 per year for a two-IHE group 

application; and $712,500 per year for a 

three-IHE group application. 

Maximum Award: For a single budget 

period of 12 months, we will not make 

an award exceeding: For an individual 

IHE, $250,000; for a two-IHE group 


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application, $500,000; and, for a threeIHE group application, $750,000. 

Estimated Number of Awards: Up to 

25 awards for individual IHEs. 

However, the total number of awards 

may change depending on the number 

of group application awards under the 

absolute priority. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: IHEs and 

private nonprofit 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: Cost 

sharing or matching is not required for 

this competition. 

b. Indirect Cost Rate Information: This 

program uses a training indirect cost 

rate. This limits indirect cost 

reimbursement to an entity’s actual 

indirect costs, as determined in its 

negotiated indirect cost rate agreement, 

or eight percent of a modified total 

direct cost base, whichever amount is 

less. For more information regarding 

training indirect cost rates, see 34 CFR 

75.562. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see 

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

intro.html. 

c. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: A grantee under this 

competition 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 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021-27979, 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-identifier-transitionfact-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 

application. We recommend that you (1) 

limit the application narrative to no 

more than 50 pages and (2) use the 

following standards: 

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

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

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are as follows: 

(a) Significance (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 the proposed 

project will prepare personnel for fields 

in which shortages have been 

demonstrated; 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project; and 

(iii) The extent to which there is a 

conceptual framework underlying the 

proposed research or demonstration 

activities and the quality of that 

framework. 

(b) Quality of project services (45 

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: 


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4880 Federal Register / Vol. 87, No. 20 / Monday, January 31, 2022 / Notices 

(i) 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; 

(ii) The extent to which the proposed 

activities constitute a coherent, 

sustained program of training in the 

field; and 

(iii) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. 

(c) Quality of the project evaluation 

(25 points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project; 

(ii) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable; 

(iii) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible; and 

(iv) The extent to which the methods 

of evaluation will provide timely 

guidance for quality assurance. 

(d) Quality of the management plan 

and adequacy of resources (20 points). 

(1) The Secretary considers the 

quality of the management plan and the 

adequacy of resources for the proposed 

project. 

(2) In determining the quality of the 

management plan and the adequacy of 

resources, the Secretary considers the 

following factors: 

(i) The qualifications, including 

relevant training and experience, of key 

project personnel; 

(ii) 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; 

(iii) 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; 

(iv) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization; and 

(v) The extent to which the budget is 

adequate to support the proposed 

project. 

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 


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8For the purposes of this performance measure, 

‘‘evidence-based’’ 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. 

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 

purpose of Department reporting under 

34 CFR 75.110, the Department has 

established a set of performance 

measures, including long-term 

measures, that are designed to yield 

information on the quality of the 

Personnel Development to Improve 

Services and Results for Children with 

Disabilities program. These measures 

include (1) the percentage of 

preparation programs that incorporate 

scientifically or evidence-based 8

practices into their curricula; (2) the 

percentage of scholars completing 

preparation programs who are 

knowledgeable and skilled in evidencebased practices for children with 

disabilities; (3) the percentage of 

scholars who exit preparation programs 

prior to completion due to poor 

academic performance; (4) the 

percentage of scholars completing 

preparation programs who are working 

in the area(s) in which they were 

prepared upon program completion; (5) 

the Federal cost per scholar who 

completed the preparation program; (6) 

the percentage of scholars who 

completed the preparation program and 

are employed in high-need districts; and 

(7) the percentage of scholars who 

completed the preparation program and 

who are rated effective by their 

employers. 

In addition, the Department will 

gather information on the following 

outcome measures: (1) The percentage 

of scholars who completed the 

preparation program and are employed 

in the field of special education for at 

least two years; (2) the number and 

percentage of scholars proposed by the 

grantee in their application that were 

actually enrolled and making 

satisfactory academic progress in the 

current academic year; and (3) the 

number and percentage of enrolled 

scholars who are on track to complete 

the training program by the end of the 

project’s original grant period. 

Grantees may be asked to participate 

in assessing and providing information 

on these aspects of program quality. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

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

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 


khammond on DSKJM1Z7X2PROD with NOTICES
4882 Federal Register / Vol. 87, No. 20 / Monday, January 31, 2022 / Notices 

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. 2022–01878 Filed 1–28–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Agency Information Collection 

Extension 

AGENCY: U.S. Department of Energy. 

ACTION: Notice of request for comments. 

SUMMARY: The Department of Energy 

(DOE), pursuant to the Paperwork 

Reduction Act of 1995, intends to 

extend for three years an information 

collection request with the Office of 

Management and Budget (OMB). 

DATES: Comments regarding this 

proposed information collection must 

be received on or before April 1, 2022. 

If you anticipate any difficulty in 

submitting comments within that 

period, contact the person listed in the 

FOR FURTHER INFORMATION CONTACT

section as soon as possible. 

ADDRESSES: Written comments may be 

sent to Phillip Harmonick, Office of 

Hearings and Appeals, U.S. Department 

of Energy, 1000 Independence Avenue 

SW, Washington, DC 20585, or by email 

at Phillip.Harmonick@hq.doe.gov. 

FOR FURTHER INFORMATION CONTACT: 

Phillip Harmonick, Office of Hearings 

and Appeals, U.S. Department of 

Energy, 1000 Independence Avenue 

SW, Washington, DC 20585, (202) 287– 

1594, Phillip.Harmonick@hq.doe.gov. 

SUPPLEMENTARY INFORMATION: 

Comments are invited on: (a) Whether 

the extended collection of information 

is necessary for the proper performance 

of the functions of the agency, including 

whether the information shall have 

practical utility; (b) the accuracy of the 

agency’s estimate of the burden of the 

proposed collection of information, 

including the validity of the 

methodology and assumptions used; (c) 

ways to enhance the quality, utility, and 

clarity of the information to be 

collected; and (d) ways to minimize the 

burden of the collection of information 

on respondents, including through the 

use of automated collection techniques 

or other forms of information 

technology. 

This information collection request 

contains: 

(1) OMB No.: 1910–5118. 

(2) Information Collection Request 

Titled: Technology Partnerships 

Ombudsmen Reporting Requirements; 

(3) Type of Review: Extension; 

(4) Purpose: DOE’s Alternative 

Dispute Resolution Office is one of four 

entities that collects reports required by 

the Technology Transfer 

Commercialization Act of 2000 from 

technology partnership ombudsmen at 

each DOE national laboratory. These 

reports are intended to demonstrate the 

extent to which each national laboratory 

has incorporated alternative dispute 

resolution techniques into its respective 

technology transfer program. 

(5) Annual Estimated Number of 

Respondents: 17; 

(6) Annual Estimated Number of 

Total Responses: 68; 

(7) Annual Estimated Number of 

Burden Hours: 17; 

(8) Annual Estimated Reporting and 

Recordkeeping Cost Burden: $873. 

Statutory Authority: Section 11 of the 

Technology Transfer Commercialization 

Act of 2000, Public Law 106–404, 

codified at 42 U.S.C. 7261c(c)(3)(C). 

Signing Authority 

This document of the Department of 

Energy was signed on January 26, 2022, 

by Poli A. Marmolejos, Director, Office 

of Hearings and Appeals, pursuant to 

delegated authority from the Secretary 

of Energy. That document with the 

original signature and date is 

maintained by DOE. For administrative 

purposes only, and in compliance with 

requirements of the Office of the Federal 

Register, the undersigned DOE Federal 

Register Liaison Officer has been 

authorized to sign and submit the 

document in electronic format for 

publication, as an official document of 

the Department of Energy. This 

administrative process in no way alters 

the legal effect of this document upon 

publication in the Federal Register. 

Signed in Washington, DC, on January 26, 

2022. 

Treena V. Garrett, 

Federal Register Liaison Officer, U.S. 

Department of Energy. 

[FR Doc. 2022–01935 Filed 1–28–22; 8:45 am] 

BILLING CODE 6450–01–P 

DEPARTMENT OF ENERGY 

Environmental Management SiteSpecific Advisory Board, Idaho 

Cleanup Project 

AGENCY: Office of Environmental 

Management, Department of Energy. 

ACTION: Notice of open virtual meeting. 

SUMMARY: This notice announces a 

virtual meeting of the Environmental 

Management Site-Specific Advisory 

Board (EM SSAB), Idaho Cleanup 

Project (ICP). The Federal Advisory 

Committee Act requires that public 

notice of this meeting be announced in 

the Federal Register. 

DATES: Thursday, February 24, 2022; 

8:00 a.m.–2:30 p.m. 

The opportunities for public comment 

are at 10:00 a.m. and 1:15 p.m. MT. 

These times are subject to change; 

please contact the ICP Citizens Advisory 

Board (CAB) Administrator (below) for 

confirmation of times prior to the 

meeting. 

ADDRESSES: This all-virtual meeting will 

be open to the public virtually via Zoom 

only. To attend virtually, please contact 

Jordan Davies, ICP CAB Administrator, 

by email jdavies@northwindgrp.com or 

phone (720) 452–7379, no later than 

5:00 p.m. MT on Tuesday, February 22, 

2022. 

FOR FURTHER INFORMATION CONTACT: 

Jordan Davies, ICP CAB Administrator, 

by phone (720) 452–7379 or email 

jdavies@northwindgrp.com or visit the 

Board’s internet homepage at https://

energy.gov/em/icpcab. 

SUPPLEMENTARY INFORMATION: Purpose of 

the Board: The purpose of the Board is 

to make recommendations to DOE–EM 

and site management in the areas of 

environmental restoration, waste 

management, and related activities. 

Tentative Agenda (agenda topics may 

change up to the day of the meeting; 

please contact Jordan Davies for the 

most current agenda): 

Recent public outreach 

Idaho Cleanup Project overview 

Integrated Waste Treatment Unit 

(IWTU) update 

Introduction to Idaho Environmental 

Coalition, LLC (IEC) 

Munitions and Explosives of Concern 

(MEC) 

Fiscal Year (FY) 2023 budget; FY 2024 

budget priorities 

Budget recommendation discussion 

Public Participation: The virtual 

meeting is open to the public via Zoom 

only. To sign-up for public comment, 

please contact the ICP CAB 

Administrator (above) no later than 5:00 

p.m. MT on Tuesday, February 22, 2022. 

In addition to participation in the live 

public comment sessions identified 

above, written statements may be filed 

with the Board either five days before or 

five days after the meeting by sending 

them to the ICP CAB Administrator at 

the aforementioned email address. 

Written public comment received prior 

to the meeting will be read into the 

record. The Deputy Designated Federal 

Officer is empowered to conduct the 


khammond on DSKJM1Z7X2PROD with NOTICES