[Federal Register Volume 87, Number 42 (Thursday, March 3, 2022)]
[Notices]
[Pages 12152-12161]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-04422]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--National Center 
for Development and Dissemination of Digital Open Educational Resources 
That Translate Research To Practice for Building the Capacity of 
Personnel Serving Students With Disabilities

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2022 for the 
National Center for Development and Dissemination of Digital Open 
Educational Resources that Translate Research to Practice for Building 
the Capacity of Personnel Serving Students with Disabilities, 
Assistance Listing Number 84.325E. This notice relates to the approved 
information collection under OMB control number 1820-0028.

DATES: 
    Applications Available: March 3, 2022.
    Deadline for Transmittal of Applications: May 2, 2022.
    Deadline for Intergovernmental Review: July 1, 2022.
    Pre-Application Webinar Information: No later than March 8, 2022, 
the Office of Special Education and Rehabilitative Services will post 
details on pre-recorded informational webinars designed to provide 
technical assistance (TA) to interested applicants. Links to 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-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Sarah Allen, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5160, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7875. Email: 
<a href="/cdn-cgi/l/email-protection#a2f1c3d0c3ca8ce3cecec7cce2c7c68cc5cdd4"><span class="__cf_email__" data-cfemail="e3b08291828bcda28f8f868da38687cd848c95">[email protected]</span></a>.
    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.
    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 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:
    National Center for the Development and Dissemination of Digital 
Open Educational Resources that Translate Research to Practice for 
Building the Capacity of Personnel Serving Students with Disabilities 
(Center).
    Background: Well-prepared, culturally and linguistically 
responsive, and committed special education personnel are vital to 
improving developmental and learning outcomes (e.g., social, emotional, 
behavioral, and academic) for all students, especially students with 
disabilities (Darling-Hammond et al., 2020). The Nation faces continued 
chronic shortages in the education workforce, especially special 
education personnel, and these shortages have been exacerbated by the 
COVID-19 pandemic (Billingsley & Bettini, 2019; Gecker, 2021; Mason-
Williams et al., 2020). Between 2009 and 2014, enrollment in higher 
education programs preparing personnel declined more than 30 percent 
(Espinoza et al., 2018). Schools and districts report increasing 
difficulty hiring personnel, especially personnel for special education 
and related services positions. As a result, many States lowered 
academic requirements to enter teacher preparation programs and are 
hiring personnel under emergency certifications (Putman & Walsh, 2021). 
The most effective way to ensure the use of evidence-based practices 
(EBPs) with cultural and linguistic competence by personnel serving 
students with disabilities is by (a) improving the quality of 
preparation programs through the incorporation of EBPs with cultural 
and linguistic competence into their program of study, and (b) 
providing ongoing professional development for the practicing workforce 
to ensure they have the knowledge and skills to use the most up to date 
EBPs (CEEDAR Center and Center for Great Teachers and Leaders, 2020).
    Despite the gains made in identifying EBPs, use of those practices 
in delivery of instruction and interventions for students with 
disabilities continues to lag (Cook et al., 2021; Cook & Odom, 2021). 
Given the importance of EBPs in supporting students' growth and 
improving outcomes, it is critical that personnel serving students with 
disabilities have the updated knowledge and skills to choose and use 
these effective practices.
    To ensure that personnel serving students with disabilities have 
the

[[Page 12153]]

knowledge and skills to use EBPs effectively, States, districts, 
schools, and institutions of higher education (IHEs) must implement 
effective personnel development practices in both preparation programs 
and professional learning opportunities supporting growth for the 
current education workforce. Resources that may be used within such 
programs or stand-alone training are needed to support personalized 
professional learning for those seeking to advance their knowledge and 
skills. Further, both preparation programs and professional learning 
opportunities must be designed with a clear focus on course and 
curricular content that (a) translates research to practice by first 
building knowledge and understanding and then linking to meaningful 
applied learning experiences; (b) incorporates active learning with 
adult-learning principles; (c) connects learning to real-world 
settings; and (d) provides opportunities for modeling, coaching, and 
feedback (Darling-Hammond et al., 2017).
    To advance educational equity in the use of EBPs with cultural and 
linguistic competence, preparatory programs and professional learning 
opportunities must also support multiple pathways into the profession, 
and support personnel development over a lifetime of learning and 
working, for individuals from diverse backgrounds (Darling-Hammond et 
al., 2017). In addition to traditional career pathways, some may enter 
the education workforce under provisional or alternate certification as 
career changers or after returning from military service. Others who 
are working as paraprofessionals may continue their education at a 
community college and then a four-year institution, with a pipeline 
program that leads to completion of the degree requirements needed for 
certification. Regardless of how one pursues full certification, all 
pathways that support traditionally underserved populations in 
obtaining meaningful and rewarding work within the education workforce 
need to be solidly grounded in the use of EBPs with cultural and 
linguistic competence.
    Even before the onset of the COVID-19 pandemic, digital teaching 
and learning tools were playing an increasingly important role in 
preparation programs and professional learning opportunities for 
personnel serving and supporting students with disabilities (Pelletier 
et al., 2021). Digital learning tools can facilitate interactive 
preparation and professional learning environments and support learner 
variability. Mixed reality classroom simulators are expanding 
opportunities for teaching and learning in IHE courses from a focus on 
constructing knowledge and understanding to building skills by 
providing practice opportunities in simulated classrooms. New learning 
management platforms are being used to support the development, 
organization, and delivery of high-quality teaching and learning, and 
allow both personalized and competency-based learning and monitoring 
performance across individuals and groups. Other platforms continue to 
expand the use of microcredentials, badging, and other forms of credit 
for professional growth and meeting continuing education requirements. 
Evidence-based professional development is needed to support faculty 
and professional development providers to identify and use these tools 
to enhance teaching and learning in personnel preparation programs and 
professional learning opportunities.
    With hybrid education expected to grow in importance and relevance, 
the need and demand for high-quality digital teaching and learning 
content, products, and services that build the capacity of personnel to 
use EBPs also continues to grow. In addition, there is increased demand 
for using virtual environments and paradigms to enhance personnel 
preparation programs and professional learning opportunities. Likewise, 
the need to support IHE faculty, and State and local professional 
development providers in learning to use these resources to design and 
deliver effective courses and plan comprehensive curricula or programs 
has grown and expanded.
    This absolute priority will advance the Secretary's priorities in 
the areas of addressing the impact of COVID-19 on students, educators, 
and faculty and supporting a diverse educator workforce and 
professional growth to strengthen student learning.
    Priority: The purpose of this priority is to fund a cooperative 
agreement to establish and operate a national center that will develop 
and disseminate digital, open educational resources (OER) \1\ that 
translate research to practice for use in building the capacity of 
special education personnel \2\ to use EBPs \3\ with cultural and 
linguistic competence to improve results for students with 
disabilities. In addition, the Center will disseminate resources to (a) 
faculty who prepare special education personnel, including future 
faculty; (b) State, local, and other professional development 
providers; and (c) individuals independently seeking to use the 
Center's resources to design and deliver effective course and 
curriculum content needed to support the preparation and professional 
learning in use of EBPs with cultural and linguistic competence to 
deliver instruction, interventions, and services for students with 
disabilities and their families, including those from underserved 
populations.
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    \1\ Open Educational Resources are teaching and learning 
materials that you may freely use and reuse at no cost.
    \2\ For the purpose of this priority, ``special education 
personnel'' include general and special education teachers, related 
service providers, and educational administrators of systems that 
provide services to children and youth with disabilities and their 
families. Also included may be faculty, policy makers, and others 
indirectly supporting delivery of services and support for students 
with disabilities.
    \3\ For the purposes of this priority, ``evidence-based 
practices'' means practices that, at a minimum, demonstrate 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.
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    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Development and dissemination of innovative accessible digital 
OER that translate research to practice for use in building the 
capacity of special education personnel to use EBPs with cultural and 
linguistic competence to improve results for students with disabilities 
including those from underserved populations;
    (b) Products and services that include knowledge-based teaching and 
learning tools, skill-building exercises, and connections to real-world 
or simulated practice opportunities aligned to professional standards;
    (c) Resources developed by the Center that are licensed through an 
open-access licensing authority;
    (d) Resources developed by the Center that are responsive to 
learners from varied backgrounds (e.g., race, ethnicity, disability, 
primary language) and education levels (e.g., bachelor's, doctoral); 
and as needed, may be differentiated by role (e.g., teacher, provider, 
administrator) and used across certification pathways and professional 
development opportunities;
    (e) Increased capacity of faculty and IHEs with personnel 
preparation programs \4\ to build knowledge and skills of special 
education personnel to use EBPs with cultural and linguistic competence 
to strengthen learning and improve results for students with 
disabilities by using the Center's

[[Page 12154]]

resources to enhance course and curricula content;
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    \4\ For the purpose of this priority, ``personnel preparation 
programs'' include associate, bachelor's, master's, educational 
specialist, and doctoral programs that prepare personnel serving 
students with disabilities.
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    (f) Increased capacity of State educational agencies (SEAs), local 
educational agencies (LEAs), and other providers supporting 
professional growth of current special education personnel in the use 
of EBPs with cultural and linguistic competence by using Center 
products to enhance course and curricula content; offer multiple 
comprehensive and evidence-based certification pathways and 
professional development opportunities; and track progress, verify 
learning across individuals or groups, and assign credit needed to meet 
continuing education requirements for personnel serving students with 
disabilities; and
    (g) Partnerships or agreements that support dissemination and use 
of the Center's products in personnel preparation programs and 
professional learning opportunities, and services to yield verification 
of learning or forms of credit needed to demonstrate professional 
growth and meet continuing education requirements for personnel serving 
students with disabilities.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address current and emerging needs for instructional and 
intervention resources that translate research to practice for use in 
building the knowledge and skills of special education personnel to use 
EBPs with cultural and linguistic competence to improve results for 
students with disabilities, including those from underserved 
populations. To meet this requirement, the applicant must--
    (i) Demonstrate knowledge of the need for special education 
personnel to have the knowledge and skills to identify and use EBPs 
with cultural and linguistic competence to improve outcomes for 
students with disabilities and knowledge of the challenges that faculty 
and IHEs offering personnel preparation programs, and SEAs, LEAs, and 
others offering professional learning opportunities, face in building 
the capacity of personnel;
    (ii) Demonstrate knowledge of the need for high-quality, 
innovative, interactive OER that translate research to practice for 
enhancing courses and curricula content offered by IHEs, SEAs, LEAs, 
and other providers building the capacity of personnel to use EBPs with 
cultural and linguistic competence to deliver instruction, 
interventions, and services for students with disabilities and their 
families; and
    (iii) Demonstrate knowledge of the current and emerging content, 
pedagogy, and instructional needs of learners differentiated by roles 
(e.g., teacher, service provider, administrator); credentials (e.g., 
uncertified or certified, across degree levels); backgrounds (e.g., 
education professional, career changer, race, and ethnicity); program 
type (e.g., higher education preparation program and professional 
learning opportunities); and expertise in developing and delivering 
instructional and intervention resources to build capacity of personnel 
to use EBPs with cultural and linguistic competence in delivering 
instruction, interventions, and services for students with disabilities 
and their families;
    (2) Address the current and emerging needs for innovative, state-
of-the-art educational technologies for use in personnel preparation 
programs and professional learning opportunities seeking to optimize 
course and curriculum content in programs designed to build the 
capacity of personnel to deliver evidence-based instruction, 
interventions, and services with cultural and linguistic competence for 
students with disabilities and their families. To address this 
requirement, the applicant must--
    (i) Demonstrate knowledge of the need for innovative and promising 
educational technologies to enhance instruction and learning, and 
provide verification of learning of course and curriculum content, and 
expertise integrating these technologies in products and services 
designed to support preparation and professional learning opportunities 
of special education personnel;
    (ii) Demonstrate knowledge of, and expertise in, effective 
dissemination of digital, OER addressing the use of EBPs with cultural 
and linguistic competence to IHEs, SEAs, LEAs, and other personnel 
development programs, including data demonstrating quality and use of 
those resources; and
    (iii) Demonstrate knowledge of, and expertise in, building the 
capacity of IHE faculty (including future faculty) and personnel 
development providers to use digital OER in courses and curricula of 
personnel preparation programs and professional learning opportunities 
with consideration of learners differentiated by roles (e.g., teacher, 
provider, administrator); credentials (e.g., uncertified or certified, 
across degree levels); backgrounds (e.g., education professional, 
career changer, race, and ethnicity); and program type (e.g., higher 
education preparation program, continuing professional development).
    (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, including both 
those learning to use EBPs with cultural and linguistic competence 
(e.g., special education personnel and scholars enrolled in preparation 
programs), and those who will use the Center's resources to design and 
deliver effective course and curriculum content needed to support the 
preparation (e.g., faculty, future faculty), or professional learning 
opportunities for special education personnel (e.g., SEAs, LEAs, other 
professional development providers) to use EBPs with cultural and 
linguistic competence to deliver instruction, interventions, and 
services for students with disabilities and their families; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes consistent with the 
intended outcomes specified in this notice; 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;
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    \5\ Logic model (34 CFR 77.1) (also referred to as a theory of 
action) means a framework that identifies key project components of 
the proposed project (i.e., the active ``ingredients'' that are 
hypothesized to be critical to achieving the relevant outcomes) and 
describes the theoretical and operational relationships among the 
key project components and relevant outcomes.
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    (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

[[Page 12155]]

conceptual frameworks: www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework; 
https://osepideasthatwork.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 EBPs. To meet this 
requirement, the applicant must describe--
    (i) The current research on special education personnel's use of 
EBPs with cultural and linguistic competence in the delivery of 
instruction, interventions, and services that strengthen learning and 
improve outcomes for students with disabilities;
    (ii) The current research on the use of innovative and promising 
interactive educational technologies to enhance instruction and 
learning, and provide verification of learning in course and curricula 
content of personnel preparation programs and professional learning 
opportunities that require demonstrated knowledge, skills, and practice 
in real-world or simulated settings; and
    (iii) The current research about adult learning principles and 
implementation science that will inform the proposed product 
development, dissemination, and TA to IHEs, SEAs, LEAs, and other 
professional development providers; and
    (iv) How the proposed project will incorporate current research and 
practices in the development and delivery of its products and services;
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify or develop:
    (A) Innovative, accessible digital OER that translate research to 
practice for use in building the capacity of special education 
personnel to implement EBPs with cultural and linguistic competence to 
improve results for students with disabilities;
    (B) Existing products from the Office of Special Education 
Program's (OSEP's) prior investment for updating, to reflect current 
research, policy, product design, and delivery features;
    (C) Products grounded in adult-learning principles and use of 
interactive educational technologies to enhance instruction and 
learning, provide verification of knowledge-based learning, provide 
skill-building exercises, and connect to real-world or simulated 
practice opportunities aligned to professional standards;
    (D) Products that are responsive to the needs of learners from 
varied backgrounds (e.g., race, ethnicity, disability, primary 
language); education levels (e.g., bachelor's, doctoral); and, as 
needed, may be differentiated by role (e.g., teacher, provider, 
administrator) and used within personnel preparation, professional 
development, or by individuals for personalized learning;
    (E) A framework and tools for identifying, implementing, and 
sustaining use of Center products within special education personnel 
preparation programs and for professional learning opportunities, to 
enhance the curriculum and support special education personnel; and
    (F) A comprehensive communication plan to support dissemination of, 
and outreach related to, the Center's library of products and services. 
The framework should address the (a) target audiences; (b) context in 
which communication will occur; (c) purpose or intended outcomes of the 
communications (e.g., inform, increase use); and (d) use of media, 
including social media; and also include metrics to document 
effectiveness and reach;
    (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, a description 
of the products and services that the project proposes to make 
available, and the expected impact of those products and services under 
this approach. At minimum, the approach should include activities 
focused on--
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    \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 one-time, 
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.
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    (A) Identifying, developing, and disseminating products, materials, 
and tools to increase awareness of the importance and benefits of using 
EBPs with cultural and linguistic competence to strengthen student 
learning and improve outcomes for students with disabilities, including 
students with disabilities who have high-intensity needs and from 
underserved populations; and
    (B) Identifying, developing, and disseminating products that 
translate research to practice for use in building the capacity of 
special education personnel to use EBPs with cultural and linguistic 
competence to improve results for students with disabilities, including 
students with disabilities who have high-intensity needs and those from 
underserved populations; and
    (C) Identifying, developing, and disseminating products, materials, 
and tools to help IHEs, SEAs, LEAs, and other professional development 
providers use the Center's products or services to enhance and expand 
coverage of EBPs with cultural and linguistic competence in course and 
curriculum content of personnel preparation programs and professional 
development opportunities for those who serve students with 
disabilities;
    (iii) Its proposed approach to targeted, specialized TA,\7\ which 
must identify--
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    \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 labor-intensive 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.
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    (A) Its proposed approach for identifying and establishing 
partnerships or agreements with ethnically and culturally diverse 
faculty and IHEs supporting different levels of preparation (associate, 
bachelor's, master's, educational specialist, and doctoral levels) to 
support use of Center products in course and curricula content;
    (B) Its proposed approach for identifying and establishing 
partnerships or agreements with SEAs, LEAs (especially high-need LEAs 
\8\) and other professional development providers to support use of 
Center products in course and curriculum content of programs supporting 
professional learning opportunities for current special education 
personnel;
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    \8\ For the purposes of this priority, ``high-need LEA'' means 
an LEA (a) that serves not fewer than 10,000 children from families 
with income below the poverty line; or (b) for which not less than 
20 percent of the children are from families with income below the 
poverty line.
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    (C) The Center's services to track progress, verify learning across 
individuals or groups, and assign credit needed to meet continuing 
education requirements for personnel serving students with 
disabilities;
    (D) Its proposed approach for establishing partnerships or 
agreements that support dissemination and use of

[[Page 12156]]

the Center's resources in personnel preparation programs, and for 
professional learning opportunities to enhance teaching and learning, 
yield verification of learning, or forms of verification needed to 
demonstrate professional growth and meet continuing education 
requirements for personnel serving students with disabilities;
    (E) Its proposed approach for collaborating with partners, 
including OSEP-funded TA centers, to increase use of EBPs with cultural 
and linguistic competence by special education personnel and build 
capacity for use of the Center's products in training and TA, and 
support alignment in resources across centers; and
    (F) Its proposed approach for identifying and partnering with OSEP-
funded grantees with Personnel Development to Improve Services and 
Results for Children With Disabilities Program projects to build the 
capacity of scholars, including future faculty, to use the Center's 
products in personnel preparation programs and to deliver professional 
learning opportunities.
    (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 project's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project 
developed in consultation with and implemented by a third-party 
evaluator.\9\ The evaluation plan must--
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    \9\ A ``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.
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    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should 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 and at the end of Year 2 for the review process described under 
the heading, Fourth and Fifth Years of the Project;
    (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, including those who are 
racially and ethnically diverse; faculty; special education personnel; 
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) Three annual two-day trips 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 second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later

[[Page 12157]]

than the end of the third quarter of each budget period;
    (4) Engage doctoral scholars or post-doctoral fellows in the 
project to deepen the knowledge, skills, competencies, and dispositions 
that future leaders in the field need to increase the special education 
workforce, ensure special education preparation programs are preparing 
scholars with the knowledge and skills to use EBPs with cultural and 
linguistic competence; translate research to practice; deliver 
professional learning opportunities; and provide TA;
    (5) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry- recognized standards for 
accessibility;
    (6) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (7) 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 a new award 
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 knowledge of, and experience in, providing TA for building the 
capacity of special education personnel to improve results for students 
with disabilities. This review will be conducted during a one-day 
intensive meeting that will be held during the last half of the second 
year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    Under 34 CFR 75.253, the Secretary may reduce continuation awards 
or discontinue awards in any year of the project period for excessive 
carryover balances or a failure to make substantial progress. The 
Department intends to closely monitor unobligated balances and 
substantial progress under this program and may reduce or discontinue 
funding accordingly.

References

Billingsley, B., & Bettini, E. (2019). Special education teacher 
attrition and retention: A review of the literature. Review of 
Educational Research, 89(5), 697-744. https://doi.org/10.3102/0034654319862495
CEEDAR Center and The Center for Great Teachers and Leaders (2020). 
Preparing and retaining effective special education teachers: Short-
term strategies for long-term solutions. A policy brief. https://ceedar.education.ufl.edu/wp-content/uploads/2020/01/CEEDAR-GTL-Shortages-Brief.pdf
Cook., B., Cook., L., & Landrum, T. (2021). Moving Research into 
Practice: Can we make dissemination stick? Exceptional Children, 
79(2), 163-180. https://doi.org/10.1177%2F001440291307900203
Cook., B., & Odom, S. (2021). Evidence-based practices and 
implementation in special education. Exceptional Children, 79(2), 
135-144. https://doi.org/10.1177/001440291307900201
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & 
Osher, D. (2020). Implications for educational practice of the 
science of learning and development. Applied Developmental Science, 
24(2), 97-140. http://dx.doi.org/10.1080/10888691.2018.1537791
Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective 
Teacher Professional Development. Learning Policy Institute. https://doi.org/10.54300/122.311
Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). 
Taking the long view: State efforts to solve teaching shortages by 
strengthening the profession. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Long_View_REPORT.pdf
Gecker, Jocelyn. ``Covid-19 Creates Dire US Shortage of Teachers, 
School Staff.'' AP NEWS, Associated Press, 23 Sept. 2021, https://apnews.com/article/business-science-health-education-californiab6c495eab9a2a8f1a3ca068582c9d3c7
Mason-Williams, L., Bettini, E., Peyton, D., Harvey, A., Rosenberg, 
M., & Sindelar, P.T. (2020). Rethinking shortages in special 
education: Making good on the promise of an equal opportunity for 
students with disabilities. Teacher Education and Special Education, 
43(1), 45-62. https://doi.org/10.1177/0888406419880352
Pelletier, K., Brown, M., Brooke, D.C., McCormack, M., Reeves, J., 
and Arbino, N., with Bozkut, A., Crawford, S., Czerniewicz, L., 
Gibson, R., Linder, K., Mason, J., & Mondelli, V. (2021). 2021 
EDUCAUSE Horizon Report: Teaching and learning edition. EDUCAUSE. 
https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en&hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E
Putman, H., & Walsh, K. (2021). State of the States 2021: Teacher 
Preparation Policy. National Council on Teacher Quality. 
www.nctq.org/publications/State-of-the-States-2021:-Teacher-Preparation-Policy

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1462 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$90,200,000 for the Personnel Development To Improve Services and 
Results for Children With Disabilities program for FY 2022, of which we 
intend to use an estimated $1,200,000 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 $1,200,000 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.

[[Page 12158]]

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 
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-transition-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 application. We recommend that you (1) limit the 
application narrative to no more than 70 pages and (2) use the 
following standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> 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.
    <bullet> Use a font that is 12 point or larger.
    <bullet> 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 services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.

[[Page 12159]]

    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources 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 key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (iv) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the 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).

[[Page 12160]]

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For the purposes of 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:
    <bullet> 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.
    <bullet> 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 special education personnel preparation and 
professional development, or practice.
    <bullet> 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 special education personnel preparation and 
professional development, or practice.
    <bullet> Program Performance Measure 4: The cost efficiency of the 
Technical Assistance and Dissemination 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.
    <bullet> Long-term Program Performance Measure: The percentage of 
States receiving Special Education Technical Assistance and 
Dissemination services regarding scientifically or evidence-based 
practices for children, and youth with disabilities that successfully 
promote the implementation of those practices in school districts, and 
service agencies.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the Center meet needs identified by 
stakeholders and may require the Center to report on such alignment in 
their annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF, you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit

[[Page 12161]]

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. 2022-04422 Filed 3-2-22; 8:45 am]
BILLING CODE 4000-01-P


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