2022-06784.pdf

18773 Federal Register / Vol. 87, No. 62 / Thursday, March 31, 2022 / Notices

CORPORATION FOR NATIONAL AND

COMMUNITY SERVICE

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request;

AmeriCorps Diversity Questionnaire Form

AGENCY: Corporation for National and Community Service.

ACTION: Notice of information collection;

request for comment.

SUMMARY: The Corporation for National and Community Service, operating as AmeriCorps, has submitted a public information collection request (ICR) entitled AmeriCorps Diversity Questionnaire Form for review and approval in accordance with the Paperwork Reduction Act.

DATES: Written comments must be submitted to the individual and office listed in the ADDRESSES section by May 2, 2022.

ADDRESSES: Written comments and recommendations for the proposed information collection should be sent within 30 days of publication of this notice to www.reginfo.gov/public/do/ PRAMain. Find this particular information collection by selecting ‘‘Currently under 30-day Review—Open for Public Comments’’ or by using the search function.

FOR FURTHER INFORMATION CONTACT:

Copies of this ICR, with applicable supporting documentation, may be obtained by calling the Corporation for National and Community Service, Sharron Tendai at 202–606–3904 or by email to stendai@cns.gov.

SUPPLEMENTARY INFORMATION: The OMB is particularly interested in comments which:

• Evaluate whether the proposed collection of information is necessary for the proper performance of the functions of CNCS, including whether the information will have practical utility;

• Evaluate the accuracy of the agency’s estimate of the burden of the proposed collection of information, including the validity of the methodology and assumptions;

• Propose ways to enhance the quality, utility, and clarity of the information to be collected; and

• Propose ways to minimize the burden of the collection of information on those who are to respond, including through the use of appropriate automated, electronic, mechanical, or other technological collection techniques or other forms of information technology.

Comments

A 60-day notice requesting public comment was published in the Federal Register on January 13, 2022 at 87 FR 2145. The comment period ended March 15, 2022. Twenty (20) public comments were received from the notice. Most of the comments focused on the purpose of the data collection, the ability or organizational capacity of partners to collect the requested data, the design of the data collection tool, the format of the tool, the usage of the data, the assessment of burden, and training and technical assistance.

Changes to the questionnaire include separating the requested data into two sections for project information and organizational information to be more user-friendly, adding additional basic organizational information to better track data in AmeriCorps’ systems, clarifying the instructions based on feedback, clarifying purpose and usage of the data to be collected, adding definitions based on feedback and aligning definitions with the rest of the revisions to the tool. The burden estimates are also increasing because AmeriCorps revised the amount of time estimated to complete the questionnaire from 30 minutes to 5 hours to account for the time it would take an organization to collect and analyze the data (previously not included) as well as time to complete the questionnaire. The burden has also increased as AmeriCorps also plans to use the Diversity Questionnaire in all of its programs (AmeriCorps State and National, Volunteers in Service to America (VISTA), National Civilian Community Corps (NCCC) and AmeriCorps Seniors) while the current OMB Control Number covers AmeriCorps State & National.

Title of Collection: AmeriCorps Diversity Questionnaire Form.

OMB Control Number: 3045–0193.

Type of Review: Renewal.

Respondents/Affected Public:

Organizations OR State, Local or Tribal Governments.

Total Estimated Number of Annual Responses: 3,350.

Total Estimated Number of Annual Burden Hours: 16,750.

Abstract: This information collection addresses the diversity of two populations—the people being served by AmeriCorps resources and partners of AmeriCorps. It aims to collect the proposed reach of beneficiaries of the AmeriCorps investment, disaggregated by poverty status, as well as demographic information. It also collects demographic information about the Board of Directors, senior leadership and staff of organizations that are applying for AmeriCorps resources. The demographic information is racial/ ethnic identification, gender, LGBTQIA+, disability, and veterans’ status. This is a Revision to an Existing Collection. The revisions are intended to improve the tool based on public feedback as well as analysis of the first round of information collection. The revisions aim to clarify the intended use of the data, render the tool more user-friendly, improve instructions, clarify definitions and enable AmeriCorps to track the information more effectively.

The information collection will otherwise be used in the same manner as the existing application. CNCS also seeks to continue using the current application until the revised application is approved by OMB. The current application is due to expire on March 31, 2022.

Dated: March 25, 2022.

Anna Mecagni, Chief of Program Operations.

[FR Doc. 2022–06761 Filed 3–30–22; 8:45 am]

BILLING CODE 6050–28–P

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.

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

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18774 Federal Register / Vol. 87, No. 62 / Thursday, March 31, 2022 / Notices

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.

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/.

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.federal register.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:

David.Guardino@ed.gov.

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

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The purposes of 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).

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

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18775 Federal Register / Vol. 87, No. 62 / Thursday, March 31, 2022 / Notices 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).

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

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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.

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.

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.

(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;

(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.osepideas thatwork.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;

(ii) 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 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—

(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.

(6) Develop products and implement services that maximize efficiency. To

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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.

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—

(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

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18778 Federal Register / Vol. 87, No. 62 / Thursday, March 31, 2022 / Notices 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, VerDate Sep<11>2014 18:38 Mar 30, 2022 Jkt 256001 PO 00000 Frm 00015 Fmt 4703 Sfmt 4703 E:\FR\FM\31MRN1.SGM 31MRN1js pe ar s on D

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18779 Federal Register / Vol. 87, No. 62 / Thursday, March 31, 2022 / Notices 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:

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