[Federal Register Volume 87, Number 62 (Thursday, March 31, 2022)]
[Notices]
[Pages 18773-18781]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-06784]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Personnel Development To Improve 
Services and Results for Children With Disabilities--National Center 
for Improving Teacher and Leader Professions To Better Serve Children 
With Disabilities

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2022 for the 
National Center for Improving Teacher and Leader Professions to Better 
Serve Children with Disabilities, Assistance Listing Number 84.325A. 
This notice relates to the approved information collection under OMB 
control number 1820-0028.

DATES: 
    Applications Available: March 31, 2022.
    Deadline for Transmittal of Applications: May 31, 2022.
    Deadline for Intergovernmental Review: July 29, 2022.
    Pre-Application Webinar Information: No later than [April 5, 2022, 
the Office of Special Education and Rehabilitative Services (OSERS) 
will post details on pre-recorded informational webinars designed to 
provide technical assistance

[[Page 18774]]

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 December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979. Please note that these Common 
Instructions supersede the version published on February 13, 2019, and, 
in part, describe the transition from the requirement to register in 
SAM.gov a Data Universal Numbering System (DUNS) number to the 
implementation of the Unique Entity Identifier (UEI). More information 
on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: David Guardino, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5135, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6209. Email: 
<a href="/cdn-cgi/l/email-protection#1155706778753f5664706375787f7e5174753f767e67"><span class="__cf_email__" data-cfemail="f1b590879895dfb684908395989f9eb19495df969e87">[email protected]</span></a>.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purposes of the 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, and youth 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, 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:
    The National Center for Improving Teacher and Leader Professions to 
Better Serve Children with Disabilities.
    Background:
    Critical shortages in the educator workforce are occurring 
nationwide. These shortages are more common in special education and 
related services than in general education and threaten the quality of 
education and services students with disabilities are receiving 
(Billingsley & Bettini, 2019; Mason-Williams et al., 2020). 
Unfortunately, the COVID-19 global pandemic has only exacerbated these 
shortages (e.g., higher rates of retirement and resignation) (Carver-
Thomas, 2022). COVID-19 has also had an inequitable impact on student 
outcomes. While students across the country experienced unprecedented 
levels of interrupted instruction and increased strain on their social-
emotional well-being, certain groups of students were significantly 
more impacted. Students of color, students with disabilities, and those 
in poverty suffered the greatest impact (U.S. Department of Education, 
2021). Adding to the complexity of the workforce shortages is that 
enrollment in preparation programs is down over 30 percent in the last 
10 years (Espinoza et al., 2018). In addition to the shortage of 
special education professionals, there is a shortage of special 
education professionals of color. Research has shown the importance of 
diversifying the teaching workforce. All students benefit from a 
diverse educator workforce and students of color particularly benefit 
from a diverse educator workforce. For example, a study by Eagalite et 
al. (2015) showed academic benefits when students of color and teachers 
of color share the classroom. Teachers of color and those with 
disabilities can serve as role models, mentors, and advocates for an 
increasingly diverse student population. Yet, research shows that while 
gains have been made in the recruitment of teachers of color, it is not 
keeping pace with an increasingly diverse student population (Carver-
Thomas, 2018).
    Roughly 90 percent of demand for teachers is due to teacher 
attrition, with nearly two-thirds of those leaving for reasons other 
than retirement, such as inadequate preparation and mentoring, low 
salaries, poor teaching conditions, and lack of administrative support 
(Espinoza et al., 2018). Whether they result from issues with 
recruitment, preparation, or retention, some States have lowered the 
requirements to obtain certification and licensure in teacher and 
leader \1\ professions. From 2015 to 2020, 10 States removed 
requirements for candidates to pass a basic skills test for admittance 
into educator preparation programs altogether (Putman & Walsh, 2021).
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    \1\ For the purpose of this priority, the term ``teacher and 
leader'' includes 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.
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    An important component in the preparation and retention of teachers 
and leaders is the opportunity to practice in structured clinical 
settings. Research has shown that teacher candidates perform better 
when the demographics at their school of employment are similar to the 
school where they did their student teaching, and those with 10 or more 
weeks of clinical practice were more likely to be teaching one year 
later versus those with fewer than 10 weeks of practice (Connely & 
Graham, 2009; Goldhaber et al., 2017). While many States have 
implemented policies to strengthen clinical practice, the overall 
impact on improved rigor is unchanged since 2015 (Putman & Walsh, 
2021).
    Hiring inadequately prepared and emergency certified teachers can 
have a negative impact on students' academic learning and social and 
emotional development, especially those with disabilities and those 
from racially and ethnically diverse backgrounds (Mason-Williams et 
al., 2020). Teachers need to be prepared to implement evidenced-based 
practices (EBPs),\2\ high-leverage practices (HLPs),\3\ and culturally 
and linguistically responsive practices, to improve student outcomes, 
especially those with disabilities and those from racially and 
ethnically diverse backgrounds. According to the 2019 Nation's Report 
Card, roughly half of Black and Hispanic students in 4th grade were 
reading at a basic level. Worse, only 30 percent of students with 
disabilities in 4th grade were reading at a basic level that same year 
and only 12 percent were proficient or above. In addition to producing 
poor student

[[Page 18775]]

outcomes, underprepared or poorly prepared teachers are less likely to 
stay in the field, and when teachers leave, it hurts student-teacher 
relationships, wastes efforts and resources spent on professional 
development (PD), and costs the national education system more than $8 
billion annually (Espinoza et al., 2018).
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    \2\ 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.
    \3\ For the purposes of this priority, ``high-leverage 
practices'' refers to a set of practices in special education that 
are essential to improving student learning and behavior and can be 
learned through coursework, deliberately practiced in clinical 
practice, and generalized in future field experiences. For more 
detailed information on high leverage practices, see High-Leverage 
Practices in Special Education at https: https://highleveragepractices.org/.
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    Clearly, the shortage of teachers, and especially special education 
teachers, is a multifaceted systemic challenge for States that requires 
contextually appropriate strategies and unique solutions that involve 
the State educational agencies (SEAs), institutions of higher education 
(IHEs), and local educational agencies (LEAs) within States working in 
concert. SEAs, IHEs, and LEAs need technical assistance (TA) that will 
assist them to understand the changes they need to make to teacher and 
leader certification and licensure standards and program approval 
requirements to increase their ability to attract, prepare, and retain 
teachers and leaders, especially those from racially and ethnically 
diverse backgrounds. IHEs need support to undergo continuous 
improvement, refining their programs to ensure teachers and leaders are 
well prepared to implement EBPs, HLPs, and culturally and 
linguistically responsive practices to meet the needs of an 
increasingly diverse student population. Lastly, SEAs, IHEs, and LEAs 
need support to work together to improve and align personnel 
preparation systems to address shortages, diversify the workforce, and 
improve outcomes for all students, especially those from racially and 
ethnically diverse backgrounds and those with disabilities.
    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 for Improving Teacher and 
Leader Professions to Better Serve Children with Disabilities. The 
Center must achieve, at a minimum, the following expected outcomes:
    (a) Increased IHE capacity to offer high-quality instruction for 
their teacher and leader candidates (which may include virtual and 
hybrid models if needed due to temporary school closures).
    (b) Increased IHE capacity to offer high quality field experiences 
for their teacher and leader candidates (which may include virtual and 
hybrid models if in-person instruction is needed due to temporary 
school closures).
    (c) Increased IHE capacity to embed EBPs, and culturally and 
linguistically responsive practices that are aligned to State 
certification and licensure standards and program approval requirements 
into teacher and leader preparation programs.
    (d) Improved capacity of SEAs, in collaboration with IHEs and LEAs, 
to track and evaluate the impact that changes to certification and 
licensure standards and program approval requirements have on their 
ability to attract, prepare, and retain teachers and leaders, 
especially those from racially and ethnically diverse backgrounds and 
those with disabilities.
    (e) Increased SEA, IHE, and LEA capacity to use multiple data 
sources to inform continuous improvement and alignment of their 
personnel preparation systems to attract, prepare, and retain teachers 
and leaders, especially those from racially and ethnically diverse 
backgrounds and those with disabilities.
    (f) Increased capacity of SEAs, IHEs, and LEAs to scale up and 
sustain implementation of existing plans that align teacher and leader 
preparation systems to improve outcomes for students with disabilities, 
especially those from racially and ethnically diverse backgrounds.
    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) Ensure that IHE educator preparation programs are recruiting 
and preparing teachers and leaders, including those from racially and 
ethnically diverse backgrounds and those with disabilities consistent 
with applicable law (including Title VI of the Civil Rights Act), to 
implement EBPs, HLPs, and culturally and linguistically responsive 
practices to support improved outcomes for students with disabilities. 
To meet this requirement the applicant must--
    (i) Demonstrate knowledge of the need for IHE teacher and leader 
preparation programs to provide high quality instruction and 
opportunities to practice, best practices, maximize flexibility, and 
provide continuity of education (which may include virtual and hybrid 
models if needed due to temporary school closures);
    (ii) Present applicable national and State data demonstrating the 
current needs of States to align personnel preparation standards and 
program approval requirements and the extent that they include EBPs, 
HLPs, and culturally and linguistically responsive practices;
    (iii) Present applicable national and State data on teacher and 
leader shortages and attrition rates, especially those from racially 
and ethnically diverse backgrounds, as well as the current needs of 
States, LEAs, and IHEs to address these issues;
    (iv) Demonstrate knowledge of current educational issues and policy 
initiatives relating to program approval, lack of licensure portability 
across States, and supports to augment faculty knowledge and skills on 
integrating EBPs and culturally and linguistically competent 
instruction into the teacher and leader preparation curriculum;
    (v) Present information about the current need for recruitment and 
preparation of teachers and leaders, especially those from racially and 
ethnically diverse backgrounds consistent with applicable law 
(including Title VI of the Civil Rights Act), to address the complex 
roles they share in providing instruction in school-wide frameworks 
such as multi-tiered systems of support; and
    (vi) Demonstrate knowledge of policies and practices that SEAs and 
IHEs can implement to improve and diversify teacher and leader 
professions consistent with applicable law (including Title VI of the 
Civil Rights Act), address shortages, and increase retention rates;
    (2) Demonstrate knowledge of, and previous experience with, using 
effective approaches to disseminate knowledge, tools, and resources to 
SEAs, LEAs, IHEs, and TA providers; and
    (3) Demonstrate knowledge of, and previous experience with, 
implementing TA strategies and delivering evidence-based PD to a 
variety of entities, including SEAs, LEAs, IHEs, other nonprofit 
organizations that provide teacher and leader preparation, and other TA 
providers.
    (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

[[Page 18776]]

    (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 \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 variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework; https://osepideasthatwork.org/evaluation?tab=eval-logic; and 
https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2021112.pdf.
    (4) Be based on current research and make use of EBPs. To meet this 
requirement, the applicant must describe--
    (i) The current research on the effectiveness of systems change and 
capacity building within SEAs, LEAs, and IHEs, and EBPs that will 
inform the TA provided to SEAs, LEAs, and IHEs that undertake alignment 
and reform efforts;
    (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) 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 the expected impact of those products and services under 
this approach;
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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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    (ii) 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 SEA, IHE, and LEA levels; and
    (C) The process by which the project will provide ongoing targeted 
TA to SEAs and IHEs currently engaged in aligning and improving their 
teacher and leader preparation systems. This targeted TA should support 
SEA capacity to scale up and sustain ongoing reform efforts and the 
continued alignment of certification and licensure standards and 
program approval requirements. Targeted TA should also support the 
IHE's capacity to sustain teacher and leader preparation reform efforts 
to embed strategies, EBPs, and evidence-based frameworks to better 
prepare teachers and leaders to serve students with disabilities; use 
data from a variety of sources, including data from teachers and 
leaders who successfully exit these programs to inform ongoing 
improvement efforts; and scale up reform efforts to additional IHEs or 
nonprofit organizations with teacher and leader preparation programs.
    (D) The process the proposed project will use to collaborate with 
other relevant TA Centers and national organizations, as appropriate, 
to develop and implement targeted TA strategies in order to reduce 
duplication of effort and extend the reach of current TA providers;
    (iii) 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 under this approach;
    (B) Its proposed approach to measure the readiness of the SEAs and 
IHE preparation programs to work with the project, including their 
commitment to systems change, alignment of the TA to their needs, 
current infrastructure, available resources, and ability to build 
capacity in SEAs and IHEs;
    (C) The process by which the project will provide intensive, 
sustained TA \8\ to SEAs and IHEs currently engaged in aligning and 
improving their teacher and leader preparation systems. This intensive 
TA should support SEA capacity to scale up and sustain ongoing reform 
efforts and the continued alignment of certification and licensure 
standards and program approval requirements. Intensive TA should also 
support the IHE's capacity to sustain teacher and leader preparation 
reform efforts to embed strategies, EBPs, HLPs, and evidence-based 
frameworks to better prepare teachers and leaders to serve students 
with disabilities; use data from a variety of sources, including from 
teachers and leaders who successfully exit these programs to inform 
ongoing improvement efforts; and scale up reform efforts to additional 
IHEs or nonprofit organizations with teacher and leader preparation 
programs.
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    \8\ For information on the activities of the current cooperative 
agreement, applicants should refer to https://osepideasthatwork.org/find-center-or-grant/find-a-center/collaboration-effective-educator-development-accountability-and.
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    (6) Develop products and implement services that maximize 
efficiency. To

[[Page 18777]]

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. The description should include 
how the proposed project will provide PD to other TA Centers and 
relevant OSEP-funded investments (e.g., 84.323A, 84.325C, 84.325D, and 
84.325K grantees) on available tools and resources to leverage and 
extend the reach of its TA; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes (e.g., existing TA resources from 
other OSEP-funded TA Centers); 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 
(e.g., social media), 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.\9\ The evaluation plan must--
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    \9\ A ``third-party'' evaluator is an independent and impartial 
program evaluator who is contracted by the grantee to conduct an 
objective evaluation of the project. This evaluator must not have 
participated in the development or implementation of any project 
activities, except for the evaluation activities, nor have any 
financial interest in the outcome of the evaluation.
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    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(2)(ii) of this notice;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes, will be measured to answer the evaluation 
questions. Specify the measures and associated instruments or sources 
for data appropriate to the evaluation questions. Include information 
regarding reliability and validity of measures where appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve service 
delivery over the course of the project and to refine the proposed 
logic model and evaluation plan, including subsequent data collection;
    (4) Provide a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that the data will be available annually for the annual performance 
report (APR) 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, consistent with applicable law (including 
Title VI of the Civil Rights Act);
    (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) The proposed key project personnel and any consultants and 
subcontractors will be allocated and how these allocations are 
appropriate and adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators including those 
who are racially and ethnically diverse, 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) Two annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A virtual one-day intensive 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 than the end of the third quarter of each budget period;
    (4) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry- recognized standards for 
accessibility;
    (5) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (6) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to 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

[[Page 18778]]

the requirements of 34 CFR 75.253(a), including--
    (a) The recommendations of a 3+2 review team consisting of experts 
with knowledge and experience in providing TA to improve personnel 
preparation programs. 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.
Carver-Thomas, (2018). Diversifying the teaching profession: How to 
recruit and retain teachers of color. Learning Policy Institute. 
https://doi.org/10.54300/559.310.
Connelly, V., & Graham, S. (2009). Student teaching and teacher 
attrition in special education. Teacher Education and Special 
Education, 32, 257-269.
Egalite, A., Kisida, B., & Winters, M. (2015). Representation in the 
classroom: The effect of own-race teachers on student achievement. 
Economics on Education Review, 45, 44-52. https://doi.org/10.1016/j.econedurev.2015.01.007.
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.
Goldhaber, D., Krieg, J.M., & Theobald, R. (2017). Does the match 
matter? Exploring whether student teaching experiences affect 
teacher effectiveness. American Educational Research Journal, 54(2), 
325-359. https://doi.org/10.3102/0002831217690516.
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.
Putman, H., & Walsh, K. (2021). State of the States 2021: Teacher 
preparation policy. National Council on Teacher Quality. https://www.nctq.org/publications/State-of-the-States-2021:-Teacher-Preparation-Policy.
The Nation's Report Card. (2019). NAEP report card: Reading. 
www.nationsreportcard.gov/reading/nation/achievement/?grade=4.
U.S. Department of Education, Office for Civil Rights, (2021). 
Education in a pandemic: The disparate impacts of COVID-19 on 
America's students. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf.

    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 $3,500,000 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 $3,500,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    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,

[[Page 18779]]

implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979, which contain requirements and 
information on how to submit an application. Please note that these 
Common Instructions supersede the version published on February 13, 
2019, and, in part, describe the transition from the requirement to 
register in SAM.gov a DUNS number to the implementation of the UEI. 
More information on the phase-out of DUNS numbers is available at 
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 70 pages and (2) use the 
following standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
    <bullet> Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
    <bullet> Use a font that is 12 point or larger.
    <bullet> Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed below:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (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 relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (v) 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:

[[Page 18780]]

    (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).

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

[[Page 18781]]

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

Katherine Neas,
Deputy Assistant Secretary, Delegated the authority to perform the 
functions and duties of the Assistant Secretary for the Office of 
Special Education and Rehabilitative Services.
[FR Doc. 2022-06784 Filed 3-30-22; 8:45 am]
BILLING CODE 4000-01-P


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