[Federal Register Volume 87, Number 44 (Monday, March 7, 2022)]
[Notices]
[Pages 12670-12679]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-04699]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--Early Childhood Systems Technical Assistance Center

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 an 
Early Childhood Systems Technical Assistance Center, Assistance Listing 
Number 84.326P. This notice relates to the approved information 
collection under OMB control number 1820-0028.

DATES: 
    Applications Available: March 7, 2022.
    Deadline for Transmittal of Applications: May 6, 2022.
    Deadline for Intergovernmental Review: July 5, 2022.

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 www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Julia Martin Eile, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5146, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7431. Email: 
<a href="/cdn-cgi/l/email-protection#6a201f06030b44270b181e0304442f03060f2a0f0e440d051c"><span class="__cf_email__" data-cfemail="347e41585d551a795546405d5a1a715d58517451501a535b42">[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 purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing technical 
assistance (TA), supporting model demonstration projects, disseminating 
useful information, and implementing activities that are supported by 
scientifically based research.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable 
activities specified in the statute (see sections 663 and 681(d) of the 
Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1463 and 
1481(d)).
    Absolute Priority: For FY 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:
    Early Childhood Systems Technical Assistance Center.
    Background:
    Improving educational outcomes for children with disabilities is an 
essential element of our national policy of ensuring equality of 
opportunity, full participation, independent living, and economic self-
sufficiency for individuals with disabilities. Infants, toddlers, and 
preschool children (young children) with disabilities and their 
families need equitable learning opportunities that help them achieve 
their full potential as engaged learners and contributing members of 
society. Enhancing equity for young children with disabilities requires 
early childhood systems that support equitable identification for IDEA 
services and equitable access to high-quality, inclusive early 
childhood programs, and evidence-based \1\ and

[[Page 12671]]

culturally and linguistically responsive interventions that are 
individualized and appropriate to support them in meeting high 
expectations.
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    \1\ 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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    Enhancing equity for all young children with disabilities requires 
that State IDEA Part C and Part B, section 619 programs have equitable 
and effective systems \2\ in place so that all young children with 
disabilities and their families are identified at the earliest 
opportunity and receive the services and supports that they need in a 
timely manner and to which they are entitled. Recent IDEA section 618 
(20 U.S.C. 1418) child count data from State IDEA Part C and Part B, 
section 619 programs indicate that these systems are not being 
implemented as effectively or equitably as they should be. The data 
show that there are groups of infants and toddlers, specifically Black, 
Asian and American Indian or Alaska Native and preschool children, 
specifically Black and Asian Americans, that are less likely to receive 
IDEA services. The data also show that there is a wide range in the 
percentage of young children with disabilities served under IDEA across 
States.
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    \2\ For the purpose of this priority, ``systems'' include 
governance, finance, personnel and workforce, data, accountability 
and quality improvement, and quality standards (The Early Childhood 
Technical Assistance Center, 2015).
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    There is not always equitable access to high-quality inclusive 
early childhood programs for young children with disabilities. Families 
of young children with disabilities report that they have difficulty 
finding and keeping childcare, and young children with disabilities 
have difficulty accessing early childhood special education services in 
inclusive settings. In 2019, nationally, approximately 65 percent of 
preschool children with disabilities participated in general early 
childhood programs with peers without disabilities, and only 44 percent 
received IDEA early childhood special education services in regular 
early childhood programs with their same aged peers without 
disabilities (U.S. Department of Education, 2020). These percentages 
vary greatly among States, suggesting inequities in how young children 
with disabilities and their families are served.
    As States enhance and expand childcare and preschool, it is 
critical that these systems intentionally include young children with 
disabilities and support their full participation and success. This 
requires leadership from early childhood councils, such as State 
Advisory Councils for Early Care and Education and State Interagency 
Coordinating Councils and leadership from administrators within IDEA 
Part C, IDEA Part B, section 619, Head Start, Early Head Start, 
childcare, education, and home visiting programs to engage in the 
development and implementation of a coordinated system inclusive for 
all young children with disabilities and their families. State IDEA 
Part C and Part B, section 619 coordinators report, however, that they 
are not always included as partners on State leadership teams that 
address broader early childhood initiatives, and that other State 
administrators are not always aware of the needs of young children with 
disabilities and their families.
    Effective early childhood systems must include implementation 
supports \3\ that enable local programs and practitioners to 
appropriately identify young children with disabilities and implement, 
with fidelity, evidence-based and culturally and linguistically 
responsive interventions in inclusive early childhood programs and 
natural environments. Most States, however, have identified areas for 
improvement within their systems. Data from State IDEA Part C and Part 
B, section 619 coordinators document the need for TA to support 
infrastructure development, recruiting, preparing, developing, and 
retaining personnel, implementation of evidence-based practices at the 
local level, and increased stakeholder involvement (IDEA Infant and 
Toddler Coordinators Association (ITCA), 2021; Early Childhood 
Technical Assistance Center and the National Association of State 
Directors of Special Education, 2021).
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    \3\ For the purpose of this priority, ``implementation 
supports'' include professional development and training; ongoing 
consultation and coaching; performance assessments; data systems to 
support decision making; administrative supports; and systems 
interventions to align policies and funding mechanisms across 
multiple levels of a system (Fixsen et al., 2009).
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    The COVID-19 pandemic exacerbated the need for States to enhance 
their IDEA Part C and Part B, section 619 systems to equitably deliver 
services and supports to improve outcomes for young children with 
disabilities and their families. During the pandemic, States reported 
challenges, including reductions in referrals to the IDEA program for 
young children suspected of developmental delays, the ability to 
conduct timely evaluations and assessments, the provision of IDEA 
services remotely, a shortage of personnel and challenges to fill open 
positions, a lack of inclusive early learning opportunities, and 
families that were overwhelmed with the responsibility of being key 
partners in the delivery of remote services for their child. (ITCA, 
2021; Barnett & Jung, 2021). As in-person services and early childhood 
programs have resumed, States continue to identify concerns with being 
able to provide equitable services and supports for young children with 
disabilities and their families (ITCA, 2021; Early Childhood Technical 
Assistance Center and the National Association of State Directors of 
Special Education, 2021).
    Establishing the capacity to implement effective IDEA systems and 
services that reflect evidence-based and culturally and linguistically 
responsive practices for young children with disabilities and their 
families requires change to the early childhood system at multiple 
levels and across multiple agencies. This requires administrators that 
have the leadership competencies to engage families and stakeholders in 
decision-making and use data to develop policies and implement 
practices to address factors across early childhood systems that 
influence disparities. The majority of States struggle with sustaining 
high-quality leadership due to the significant turnover of State 
administrators in early childhood, including IDEA Part C and Part B, 
section 619 coordinators. TA is needed to support States in improving 
their early childhood systems, including increased knowledge, skills, 
and competencies of early childhood system administrators, to equitably 
and effectively promote positive outcomes for all young children with 
disabilities and their families.
    This absolute priority will advance the Secretary's priorities in 
the area of promoting equity in student access to educational resources 
and opportunities.
    Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate an Early Childhood Systems Technical Assistance 
Center (Center). The Center will support State and local capacity to 
improve and sustain equitable systems that support access by, and full 
participation of, young children with disabilities across early 
childhood programs, to provide equitable access to IDEA services, and 
to provide effective IDEA services that reflect evidence-based and 
culturally and linguistically responsive interventions to improve the 
outcomes of all young children with disabilities and their families. 
The Center must achieve, at a minimum, the following expected outcomes:
    (a) Increased capacity of State and local early childhood systems, 
including

[[Page 12672]]

IDEA Part C and Part B, section 619, childcare, Early Head Start, Head 
Start, child care, publicly-funded preschool, and home visiting 
programs to increase equitable access by, and full participation of, 
young children with disabilities in high-quality, inclusive programs 
that enable them to achieve their full potential;
    (b) Increased capacity of State IDEA Part C and Part B, section 619 
programs to improve and sustain State systems, including governance, 
finance, personnel, data, accountability and quality improvement, and 
quality standards, to effectively implement IDEA regulations, ensure 
equitable access to IDEA services, and deliver equitable and effective 
IDEA services to improve outcomes for all young children with 
disabilities and their families;
    (c) Increased capacity of State IDEA Part C and Part B, section 619 
programs to include implementation supports within their State systems 
to support local programs and personnel in identifying all eligible 
young children with disabilities, particularly historically underserved 
children, and delivering equitable and effective IDEA services and 
evidence-based and culturally and linguistically responsive 
interventions for young children with disabilities and their families;
    (d) Increased capacity of States and local early childhood IDEA 
programs to engage with families and other stakeholders to develop 
policies and implement practices to address factors that influence 
disparities in outcomes for young children with disabilities and their 
families such as timely and appropriate identification, supports and 
services in high quality inclusive programs, and exclusionary and 
inappropriate discipline practices; and
    (e) Increased knowledge, skills, and competencies of early 
childhood system administrators, including State IDEA Part C and Part 
B, section 619 administrators, to lead systemic improvement efforts, 
analyze data on disparities in outcomes, collaborate on early childhood 
initiatives, engage families of children with disabilities and 
stakeholders in decision-making, and build more equitable, effective, 
and sustainable State systems that provide effective services and 
inclusive learning opportunities that improve outcomes for all young 
children with disabilities and their families.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the current and emerging needs of State and local early 
childhood systems to increase equitable access by and full 
participation of young children with disabilities in high-quality, 
inclusive early childhood programs and natural environments that enable 
them to achieve their full potential. To meet this requirement, the 
applicant must--
    (i) Present applicable national and State data demonstrating the 
needs of States and local early childhood programs to equitably 
increase opportunities for young children with disabilities to fully 
participate in and receive IDEA services in natural environments and 
inclusive early childhood programs;
    (ii) Demonstrate knowledge of current educational issues and 
evidence-based policy initiatives across early childhood systems and 
how these impact young children with disabilities and their families; 
and
    (iii) Demonstrate knowledge of the current capacity of State and 
local early childhood administrators and personnel to implement 
policies and practices that support access by and full participation of 
young children with disabilities in inclusive early childhood programs, 
and address factors that influence disparities in outcomes for young 
children with disabilities and their families;
    (2) Address the current and emerging needs of State IDEA Part C and 
Part B, section 619 programs to implement and sustain equitable and 
effective systems that have the implementation supports in place to 
support local programs in identifying young children with disabilities 
and delivering effective services and interventions within natural 
environments and inclusive programs to improve outcomes for all young 
children with disabilities and their families. To meet this 
requirement, the applicant must--
    (i) Present applicable national and State data demonstrating the 
needs of States to improve their systems, to implement IDEA, ensure 
equitable access to IDEA services, and recruit and retain personnel to 
deliver equitable and effective IDEA services, and implement evidence-
based and culturally and linguistically responsive interventions;
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives relating to implementing IDEA in a manner consistent with 
its statutory and regulatory provisions, including the Equity in IDEA 
regulation; ensuring equity in access to IDEA services and 
interventions; and increasing the capacity of State IDEA Part C and 
Part B, section 619 coordinators to effectively lead and be engaged in 
systemic improvement; and
    (iii) Demonstrate knowledge of the current capacity of State IDEA 
Part C and Part B, section 619 administrators to implement and sustain 
equitable and effective systems, including the capacity of 
administrators and personnel to identify and address factors that 
influence disparities in outcomes for young children with disabilities 
and their families, and to support proactive strategies to prevent 
disproportionate identification, placement and discipline as children 
transition into school; and
    (3) Improve early childhood systems to ensure implementation of 
IDEA and build capacity to support local programs and personnel to 
implement, scale up, and sustain equitable access to effective services 
and inclusive early childhood programs, and indicate the likely 
magnitude or importance of the improvements.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model \4\ 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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    \4\ 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

[[Page 12673]]

variables, and any empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/logicModel 
and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (4) Be based on current research and make use of evidence-based 
practices (EBPs). To meet this requirement, the applicant must 
describe--
    (i) The current research on systems change, capacity building, 
equity-centered systems, leadership development, recruitment and 
retention of personnel, and inclusive policies and practices that will 
inform the proposed TA;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA; and
    (iii) How the proposed project will incorporate current research 
and 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 the knowledge base on--
    (A) Supporting equity within State and local IDEA Part C and Part 
B, section 619 systems to include, analyzing disaggregated data and 
policies and practices in the system to identify disparities, and 
identifying indicators of quality for more equitable systems;
    (B) Indicators of quality across the components (e.g., governance, 
finance, personnel and workforce, data, accountability, quality 
improvement, and quality standards) of State IDEA Part C and Part B, 
section 619 systems and how to support the implementation of these 
indicators;
    (C) Strategies to support recruitment and retention of personnel 
within State and local IDEA Part C and Part B, section 619 systems;
    (D) Implementation supports needed within the early childhood 
system to support personnel in ensuring equitable access to IDEA 
services and delivering effective services and evidence-based and 
culturally and linguistically responsive interventions to young 
children with disabilities and their families;
    (E) Indicators of high-quality inclusion and how to build the 
capacity of State advisory councils and early childhood administrators 
to implement policies and practices that support high-quality 
inclusion; and
    (F) Leadership competencies of early childhood system 
administrators;
    (ii) Its proposed approach to universal, general TA,\5\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make available 
and how it has assessed the need for these products and services, a 
plan for ensuring the intended recipients can easily access and use 
products and services, 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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    \5\ ``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 and developing resources and materials that 
increase awareness at the national level of how IDEA Part C and Part B, 
section 619 programs and young children with disabilities and their 
families can be intentionally included within broader early childhood 
initiatives; and
    (B) Identifying and developing materials, resources, and tools to 
help States, local early childhood programs, providers, and families 
implement effective systems, policies, and practices to support 
positive and equitable outcomes for all young children with 
disabilities and their families;
    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must identify--
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    \6\ ``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) The intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level;
    (C) Its proposed approach for increasing the knowledge, skills, and 
competencies of State IDEA Part C and Part B, section 619 
administrators, to lead systemic improvement efforts, collaborate on 
early childhood initiatives, engage families of young children with 
disabilities and stakeholders in decision-making, and build more 
equitable, effective, and sustainable State systems; and
    (D) The process by which the proposed project will collaborate with 
other federally funded TA centers, including those funded by the Office 
of Special Education Programs (OSEP) and the Department of Health and 
Human Services (HHS);
    (iv) Its proposed approach to intensive, sustained TA,\7\ which 
must identify--
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    \7\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients, including the type and number of 
recipients from a variety of settings and geographic distribution, that 
will receive the products and services designed and the expected impact 
of those services under this approach;
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
commitment to the initiative, alignment of the initiative to their 
needs, current infrastructure, available resources, and ability to 
build capacity within at the local level;
    (C) Its proposed plan for working with appropriate levels of the 
State IDEA Part C and Part B, section 619 and early childhood systems 
(e.g., Early Head Start and Head Start childcare, home visiting 
programs, publicly funded preschools), State advisory boards, and 
families of young children with disabilities to ensure that there is 
communication between each level and that there are systems in place to 
support the implementation of the project;
    (D) The process by which the proposed project will collaborate with 
other federally funded TA centers,

[[Page 12674]]

including those funded by OSEP and HHS; and
    (E) The process by which the proposed project will ensure the use 
of effective TA practices and continuously evaluate the practices to 
improve the delivery of TA;
    (v) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (7) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the Center's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project 
developed in consultation with and implemented by a third-party 
evaluator.\8\ The evaluation plan must--
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    \8\ 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. 
Specifically, demonstrate how the key project personnel have the 
necessary qualifications and experience in early childhood equity 
including, but not limited to--
    (i) The intersection of race, ethnicity, and disabilities in early 
childhood, and the impact of race and ethnicity on the early learning 
experiences of young children with disabilities and their families; and
    (ii) Equity-centered practices to support young children with 
disabilities and their families from culturally and linguistically 
diverse backgrounds;
    (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 racially, 
ethnically, and linguistically diverse families, early childhood 
educators, early intervention and early childhood special educators, 
administrators, 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 virtual kick-off meeting after receipt 
of the award, and a virtual annual planning meeting in 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, during each year of the project period. The project 
must reallocate funds for travel to the project directors' meeting no 
later than the end of the third quarter of each budget period if the 
meeting is conducted virtually;
    (iii) Four annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day virtual 3+2 review meeting 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 12675]]

than the end of the third quarter of each budget period;
    (4) Engage doctoral students or post-doctoral fellows in the 
project to increase future leaders in the field who are knowledgeable 
on effective State IDEA Part C and Part B, section 619 systems, 
implementation supports, equitable access to IDEA services, effective 
services and interventions to support inclusion in early childhood 
programs, and effective TA practices;
    (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 
who have experience and knowledge in providing TA at the State and 
local levels to improve and sustain equitable systems that support 
access for and full participation of young children 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

Barnett, W.S., & Jung, K. (2021). Seven impacts of the pandemic on 
young children and their parents: Initial findings from NIEER's 
December 2020 Preschool Learning Activities Survey [Research 
report]. National Institute for Early Education Research.
Early Childhood Technical Assistance Center (2015). A system 
framework for building high-quality early intervention and preschool 
special education programs. https://ectacenter.org/sysframe/.
Early Childhood Technical Assistance Center and the National 
Association of State Directors of Special Education. (2021, February 
10). Presentation to the Office of Special Education Programs 
[Unpublished report]. U.S. Department of Education, Office of 
Special Education Programs.
Fixsen, D.L., Blas[eacute], K.A., Naoom, S.F., & Wallace, F. (2009). 
Core implementation components. Research on Social Work Practices, 
19(5), 531-540.
IDEA Infant and Toddlers Coordinators Association. (2021, January 
13). Presentation to the Office of Special Education Programs 
[Unpublished report]. U.S. Department of Education, Office of 
Special Education Programs.
U.S. Department of Education. (2020). EDFacts Data Warehouse: ``IDEA 
Part B Child Count and Educational Environments Collection'' and 
``IDEA Part C Child Count and Settings Collection,'' 2019-20.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1463 and 1481.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: The Administration has requested 
$49,345,000 for the Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities program for FY 
2022, of which we intend to use an estimated $5,400,000 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 $5,400,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: State educational agencies; State lead 
agencies under Part C of the IDEA; local educational agencies (LEAs), 
including public charter schools that are considered LEAs under State 
law; IHEs; other public agencies; private nonprofit organizations; 
freely associated States and outlying areas; Indian Tribes or Tribal 
organizations; and for-profit organizations.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) Proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.

[[Page 12676]]

    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. 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.
    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.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (iv) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce

[[Page 12677]]

quantitative and qualitative data to the extent possible.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of key project personnel.
    (iii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iv) The qualifications, including relevant training, experience, 
and independence, of the evaluator.
    (v) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (vi) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (vii) The extent to which the budget is adequate to support the 
proposed project.
    (viii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
is brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    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 for Fiscal Year 2019 (Pub. L. 115-
232) (2 CFR 200.216);

[[Page 12678]]

    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

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

VII. Other Information

    Accessible Format: On request to the program contact person 
[persons] 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

[[Page 12679]]

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. 2022-04699 Filed 3-4-22; 8:45 am]
BILLING CODE 4000-01-P


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