2022-04699.pdf

12670 Federal Register / Vol. 87, No. 44 / Monday, March 7, 2022 / Notices

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

Abstract: The Program for International Student Assessments (PISA) is an international assessment of 15-year-olds, which focuses on assessing students’ reading, mathematics, and science literacy. PISA was first administered in 2000 and is typically conducted every three years.

The United States has participated in all of the previous cycles and planned to participate in 2021 in order to track trends and to compare the performance of U.S. students with that of students in other education systems. PISA is sponsored by the Organization for Economic Cooperation and Development (OECD). In the United States, PISA is conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education. In each administration of PISA, one of the subject areas (reading, mathematics, or science literacy) is the major domain and has the broadest content coverage, while the other two subjects are the minor domains. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling (aged 15 years), and students’ knowledge and skills gained both in and out of school environments. The next administration of PISA will focus on mathematics literacy as the major domain. Reading and science literacy will also be assessed as minor domains, with additional assessment of financial literacy. In addition to the cognitive assessments described above, PISA 2022 will include questionnaires administered to school principals and assessed students. To prepare for the main study, PISA countries will conduct a field test in the spring of the year previous, primarily to evaluate newly developed assessment and questionnaire items but also to test the assessment operations. The request to conduct PISA 2021 main study recruitment and field test was approved in December 2019 (OMB# 1850–0755 v.23–24). This request: (1) Updates the package to reflect all of the changes made to respond to the global coronavirus pandemic, including delaying the field test that was previously scheduled for 2020 to 2021 and the main study data collection to 2022; (2) updates the field test recruitment materials and student video; (3) adds COVID–19 protocols; (4) replaces the state, district and school letters for the 2021 field test and 2022 main study; and (5) adds coronavirus pandemic-related items in the school and student questionnaires.

Dated: March 2, 2022.

Stephanie Valentine, PRA Coordinator, Strategic Collections and Clearance, Governance and Strategy Division, Office of Chief Data Officer, Office of Planning, Evaluation and Policy Development.

[FR Doc. 2022–04743 Filed 3–4–22; 8:45 am]

BILLING CODE 4000–01–P

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.

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:

Julia.Martin.Eile@ed.gov.

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1–800–877– 8339.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description Purpose of Program: The 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

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12671 Federal Register / Vol. 87, No. 44 / Monday, March 7, 2022 / Notices or evaluation findings that suggest the project component is likely to improve relevant outcomes.

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).

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).

culturally and linguistically responsive interventions that are individualized and appropriate to support them in meeting high expectations.

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.

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).

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

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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.

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;

(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

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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.

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.

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.

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—

(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—

(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—

(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;

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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.

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—

(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

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(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., Blasé, 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.

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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:

• A ‘‘page’’ is 8.5″ x 11″, on one side only, with 1″ margins at the top, bottom, and both sides.

• Double-space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, and screen shots.

• Use a font that is 12 point or larger.

• Use one of the following fonts:

Times New Roman, Courier, Courier New, or Arial.

The recommended page limit does not apply to the cover sheet; the budget section, including the narrative budget justification; the assurances and certifications; or the abstract (follow the guidance provided in the application package for completing the abstract), the table of contents, the list of priority requirements, the resumes, the reference list, the letters of support, or the appendices.