12152 Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Katherine Neas, 

Deputy Assistant Secretary. Delegated the 

authority to perform the functions and duties 

of the Assistant Secretary for the Office of 

Special Education and Rehabilitative 

Services. 

[FR Doc. 2022–04420 Filed 3–2–22; 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—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. 

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 prerecorded 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-transitionfact-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: 

Sarah.Allen@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. 

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 (DarlingHammond 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; MasonWilliams 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 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 12153 

1Open Educational Resources are teaching and 

learning materials that you may freely use and reuse 

at no cost. 

2For 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. 

3For the purposes of this priority, ‘‘evidencebased 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. 

4For 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. 

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 (DarlingHammond 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. 

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 


khammond on DSKJM1Z7X2PROD with NOTICES
12154 Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 

5Logic model (34 CFR 77.1) (also referred to as 

a theory of action) means a framework that 

identifies key project components of the proposed 

project (i.e., the active ‘‘ingredients’’ that are 

hypothesized to be critical to achieving the relevant 

outcomes) and describes the theoretical and 

operational relationships among the key project 

components and relevant outcomes. 

resources to enhance course and 

curricula content; 

(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; 

(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 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 12155 

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

information provided to independent users through 

their own initiative, resulting in minimal 

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

TA center staff. This category of TA also includes 

information or products, such as newsletters, 

guidebooks, or research syntheses, downloaded 

from the TA center’s website by independent users. 

Brief communications by TA center staff with 

recipients, either by telephone or email, are also 

considered universal, general TA. 

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

based on needs common to multiple recipients and 

not extensively individualized. A relationship is 

established between the TA recipient and one or 

more TA center staff. This category of TA includes 

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

strategic planning or hosting regional or national 

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

such as facilitating a series of conference calls on 

single or multiple topics that are designed around 

the needs of the recipients. Facilitating 

communities of practice can also be considered 

targeted, specialized TA. 

8For 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. 

conceptual frameworks: 

www.osepideasthatwork.org/resourcesgrantees/program-areas/ta-ta/tadproject-logic-model-and-conceptualframework; 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 adultlearning 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— 

(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— 

(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; 

(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 


khammond on DSKJM1Z7X2PROD with NOTICES
12156 Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 

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

impartial program evaluator who is contracted by 

the grantee to conduct an objective evaluation of the 

project. This evaluator must not have participated 

in the development or implementation of any 

project activities, except for the evaluation 

activities, nor have any financial interest in the 

outcome of the evaluation. 

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 OSEPfunded 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— 

(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 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 12157 

than the end of the third quarter of each 

budget period; 

(4) Engage doctoral scholars or postdoctoral 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 industryrecognized 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 longterm solutions. A policy brief. https://

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

uploads/2020/01/CEEDAR-GTLShortages-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., CookHarvey, 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/businessscience-health-education-california

b6c495eab9a2a8f1a3ca068582c9d3c7 

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/2021/4/2021hrteaching

learning.pdf?la=en&hash=C9DEC1

2398593F297CC634409DFF4B8C

5A60B36E 

Putman, H., & Walsh, K. (2021). State of the 

States 2021: Teacher Preparation Policy. 

National Council on Teacher Quality. 

www.nctq.org/publications/State-of-theStates-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. 


khammond on DSKJM1Z7X2PROD with NOTICES
12158 Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 

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-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 70 pages and (2) use the 

following standards: 

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

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

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

reference citations, and captions, as well 

as all text in charts, tables, figures, 

graphs, and screen shots. 

• Use a font that is 12 point or larger. 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the abstract (follow the 

guidance provided in the application 

package for completing the abstract), the 

table of contents, the list of priority 

requirements, the resumes, the reference 

list, the letters of support, or the 

appendices. However, the 

recommended page limit does apply to 

all of the application narrative, 

including all text in charts, tables, 

figures, graphs, and screen shots. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210 and are listed below: 

(a) Significance (10 points). 

(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses. 

(ii) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project. 

(b) Quality of project 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. 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 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). 


khammond on DSKJM1Z7X2PROD with NOTICES
12160 Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 

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: 

• Program Performance Measure 1: 

The percentage of Technical Assistance 

and Dissemination products and 

services deemed to be of high quality by 

an independent review panel of experts 

qualified to review the substantive 

content of the products and services. 

• Program Performance Measure 2: 

The percentage of Special Education 

Technical Assistance and Dissemination 

products and services deemed by an 

independent review panel of qualified 

experts to be of high relevance to special 

education personnel preparation and 

professional development, or practice. 

• Program Performance Measure 3: 

The percentage of all Special Education 

Technical Assistance and Dissemination 

products and services deemed by an 

independent review panel of qualified 

experts to be useful in improving 

special education personnel preparation 

and professional development, or 

practice. 

• 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. 

• Long-term Program Performance 

Measure: The percentage of States 

receiving Special Education Technical 

Assistance and Dissemination services 

regarding scientifically or evidencebased 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 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 42 / Thursday, March 3, 2022 / Notices 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 

DEPARTMENT OF EDUCATION 

[Docket No. ED–2021–SCC–0156] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

School Pulse Panel Data Collection 

AGENCY: Institute of Educational Science 

(IES), Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing a new information collection. 

DATES: Interested persons are invited to 

submit comments on or before April 4, 

2022. 

ADDRESSES: Written comments and 

recommendations for proposed 

information collection requests should 

be sent within 30 days of publication of 

this notice to www.reginfo.gov/public/ 

do/PRAMain. Find this information 

collection request by selecting 

‘‘Department of Education’’ under 

‘‘Currently Under Review,’’ then check 

‘‘Only Show ICR for Public Comment’’ 

checkbox. Comments may also be sent 

to ICDocketmgr@ed.gov. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Carrie Clarady, 

202–245–6347. 

SUPPLEMENTARY INFORMATION: The 

Department of Education (ED), in 

accordance with the Paperwork 

Reduction Act of 1995 (PRA) (44 U.S.C. 

3506(c)(2)(A)), provides the general 

public and Federal agencies with an 

opportunity to comment on proposed, 

revised, and continuing collections of 

information. This helps the Department 

assess the impact of its information 

collection requirements and minimize 

the public’s reporting burden. It also 

helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. ED is 

soliciting comments on the proposed 

information collection request (ICR) that 

is described below. The Department of 

Education is especially interested in 

public comment addressing the 

following issues: (1) Is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: School Pulse Panel 

Data Collection. 

OMB Control Number: 1850–NEW. 

Type of Review: A new information 

collection. 

Respondents/Affected Public: 

Individuals and Households. 

Total Estimated Number of Annual 

Responses: 17,280. 

Total Estimated Number of Annual 

Burden Hours: 4,752. 

Abstract: The School Pulse Panel 

(SPP) is a new data collection originally 

designed to collect voluntary responses 

from a nationally representative sample 

of public schools to better understand 

how schools, students, and educators 

are responding to the ongoing stressors 

of the coronavirus pandemic. Due to the 

immediate need to collect information 

from schools during the pandemic to 

satisfy the requirement of Executive 

Order 14000, an emergency clearance 

(OMB #1850–0963) was issued to 

develop and field the first several 

monthly collections of the SPP. This 

submission is seeking a request for a full 

review of the SPP data collection under 

the traditional clearance review process. 

The School Pulse Panel is conducted 

by the National Center for Education 

Statistics (NCES), part of the Institute of 

Education Sciences (IES), within the 

United States Department of Education. 

The purpose of the study is to collect 

extensive data on issues concerning the 

impact of the COVID–19 pandemic on 

students and staff in U.S. public 

primary, middle, high, and combinedgrade schools. The survey asks school 

staff about a wide range of topics, 

including but not limited to 

instructional mode offered; enrollment 

counts of subgroups of students using 

various instructional modes; strategies 

to address pandemic-related learning 

needs; safe and healthy school 

mitigation strategies; mental health 

services; use of technology; information 

on staffing, nutrition services, principal/ 

parental/student/staff concerns, 

absenteeism, and overall principal 

experiences. It is planned that some 

new content will be rotated in (and 

some rotated out) monthly. This 

package includes items that were 

fielded as part of the January, February, 

and March collections, as well as 

proposed new content to be collected in 

April, May, and June. Subsequent new 

content area additions (estimated to take 

place on a quarterly basis) will take 

place as revisions with 30-day public 

comment periods for each subsequent 

quarterly collection and may be 

followed by change requests to further 

refine items for each month. 

The administration of the School 

Pulse Panel study is in direct response 

to President Biden’s Executive Order 

14000: Supporting the Reopening and 

Continuing Operation of Schools and 

Early Childhood Education Providers. It 

is one of the nation’s few sources of 

reliable data on a wealth of information 

focused on school reopening efforts, 

virus spread mitigation strategies, 

services offered for students and staff, 

and technology use, as reported by 

school principals and other staff in U.S. 

public schools. About 2,400 (1,200 in an 

initial sample and 1,200 in a reserve 

sample) public elementary, middle, 

high, and combined-grade schools have 

been initially selected to participate in 

a panel where school staff will be asked 

to provide requested data monthly 

during the 2021–22 school years. This 

approach provides the ability to collect 

detailed information on various topics 

while also assessing changes in 

reopening efforts over time. Given the 

high demand for data collection during 

this time, the content of the survey will 

likely change monthly. 

Dated: February 28, 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. 2022–04515 Filed 3–2–22; 8:45 am] 

BILLING CODE 4000–01–P 

ELECTION ASSISTANCE COMMISSION 

2022 Election Administration and 

Voting Survey; Survey and Submission 

to OMB of Proposed Collection of 

Information 

AGENCY: U.S. Election Assistance 

Commission. 

ACTION: Notice; request for comment. 

SUMMARY: In compliance with the 

Paperwork Reduction Act of 1995, the 

EAC announces an information 

collection and seeks public comment on 

the provisions thereof. The EAC intends 

to submit this proposed information 


khammond on DSKJM1Z7X2PROD with NOTICES