2022-326Y application package - 508 REVISED (002).docx

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2022 APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

TECHNICAL ASSISTANCE AND DISSEMINATION TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES

(ALN 84.326)

APPLICATIONS FOR NEW AWARDS;

NATIONAL TECHINCAL ASSISTANCE CENTER FOR INCLUSIVE PRACTICES AND POLICIES

(ALN 84.326Y)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: March 28, 2022

FORM APPROVED —OMB NO. 1820-0028, EXP. DATE: 07/31/2022

CONTENTS

Selection Criteria and Format for the Applications for New Awards—

Application Transmittal Instructions and Requirements for

Notice to All Applicants Ensuring Equitable Access and Application

PAPERWORK BURDEN STATEMENT

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1820-0028. The time required to complete this information collection is estimated to average 45 hours and 40 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to:

U.S. Department of Education Washington, DC 20202-4651 If you have comments or concerns regarding the status of your individual submission of this form, write directly to:

Office of Special Education Programs U.S. Department of Education 400 Maryland Ave. SW, PCP 4106 Washington, DC 20202-2600

APPLICANT LETTER

Dear Applicant:

This application packet contains information and the required forms for you to use in submitting a new application for funding under one program authorized by the Individuals with Disabilities Education Act (IDEA). This packet covers one competition under the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities (ALN 84.326) program—Applications for New Awards; Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities— National Technical Assistance Center for Inclusive Practices and Policies (Assistance Listing Number 84.326Y).

Please take the time to review all of the applicable requirements, definitions, selection criteria, and application instructions thoroughly. An application will not be evaluated for funding if the applicant does not comply with all of the procedural rules that govern the submission of the application or if the application does not contain the information required. (EDGAR §75.216 (b) and (c)).

Please note the following:

· GRANTS.GOV APPLICATION SUBMISSION AND SAM REGISTRATION.

Applications for grants under this competition can be submitted electronically using the Grants.gov Apply site (www.Grants.gov). Please read carefully the Grants.gov Submission Procedures and Tips for Applicants document included on page A-43, which includes helpful tips about submitting electronically using the Grants.gov Apply site. Grants.gov registration involves many steps including registration on SAM (www.sam.gov) which may take approximately one week to complete, but could take as many as several weeks to complete. You may begin working on your application while completing the registration process, but you cannot submit an application until all of the Registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 hours for the information to be available in Grants.gov. You cannot submit an application through Grants.gov until Grants.gov has received your SAM registration information. We strongly encourage you to familiarize yourself with SAM and Grants.gov and strongly recommend that you register and submit early.

Applicants are required to upload their attachments in PDF format only. Please be aware that applications submitted to Grants.gov for the Department of Education will now be posted using Adobe forms. Information on computer and operating system compatibility with Adobe and links to download the latest version of Adobe are available on Grants.gov.

Please note that you should follow the Application Procedures as described in the Federal Register notice announcing this grant competition. Information (including dates and times) about how to submit your application electronically can also be found in section D-1 of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review. Additional instructions for sending applications electronically are provided on page E-4, Application Forms and Instructions for Grants.gov Applications.

· MAXIMUM AWARD AMOUNT.

The competition included in this package has a maximum award amount. Please refer to the specific information for the priority/competition to which you are submitting an application (i.e., Section B of this package) for detailed budget information for the total grant period requested. Please be advised that for the priority in this package, the maximum award amount covers all project costs including indirect costs.

· RECOMMENDED PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE.

The competitions included in this package limit the Part III Application Narrative to a recommended number of double-spaced pages. This page limitation and double-line spacing recommendation applies to all material presented in the application narrative. This double-line spacing recommendation applies to all titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, screen shots, and logic models included in the application narrative. (Please refer to the specific recommendations on page limits for the priority/competition to which you are submitting an application, Section B of this package).

· FORMAT FOR OTHER SECTIONS OF THE APPLICATION.

Additional information regarding formatting applications has been included on Pages C-3 and C-4 of the “General Information on Completing an Application” section of this package.

Appendix A: Reviewers will be instructed to review the content of Appendix A as they do the application narrative. Reviewers will not be required to review any other appendices.

Charts, tables, figures, graphs, screen shots and logic models that provide information directly relating to the application requirements for the narrative should be the only items included in Appendix A. Appendix A should not be used for supplementary information. Please note that charts, tables, figures, graphs, screen shots, and logic models can be single-spaced when placed in an Appendix A.

Abstract: For the application Abstract, applicants should use the template located at:

https://www2.ed.gov/programs/oseptad/applicant.html

· PROTECTION OF HUMAN SUBJECTS IN RESEARCH.

The discretionary grant Application Form SF-424 requires applicants to indicate whether they plan to conduct research involving human subjects at any time during the proposed project period. The Protection of Human Subjects in Research Attachment is an integral part of the SF-424 form. It includes information that applicants need to complete the protection of human subjects item and, as appropriate, to provide additional information to the Department regarding human subjects research projects. Additional information on completing the protection of human subjects item is also available and can be accessed on the INTERNET at:

www.ed.gov/about/offices/list/ocfo/humansub.html

· RESPONSE TO GPRA.

As required by the Government Performance and Results Modernization Act (GPRA) of 2010 the Office of Special Education Programs (OSEP) has developed a strategic plan for measuring GPRA performance. The program included in this announcement is authorized under Part D - National Activities to Improve Education of Children with Disabilities of the Individuals with Disabilities Education Act. Projects funded under this competition are required to submit data on GPRA performance measures as directed by OSEP. See Performance Measures included in the Priority Description section of this application package. Applicants are encouraged to consider this information when preparing their applications.

· COPIES OF THE APPLICATION.

Unless you qualify for an exception in accordance with the instructions found in the Notice inviting applications, you must submit your application electronically. Therefore, you do not need to submit paper copies of the application. If you are granted an exception, current Government-wide policy requires that an original and two paper copies need to be submitted.

ADDITIONAL INFORMATION

No later than January 31, 2022, the Office of Special Education Programs (OSEP) will post pre-recorded informational webinars designed to provide technical assistance (TA) to interested applicants. The webinars may be found at; www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

OSEP also provides information on developing performance measures and logic models at https://www.osepideasthatwork.org/logicModel to assist you in preparing a quality application. For information about other U.S. Department of Education grant and contract opportunities, we encourage you to use the Department's grant information web page which can be accessed on the internet at:

http://www.ed.gov/about/offices/list/ocfo/grants/grants.html

We appreciate your efforts to improve the provision of services for individuals with disabilities.

/s/ Lawrence J. Wexler, Ed.D.

Director Research to Practice Division Office of Special Education Programs

NOTICE INVITING APPLICATIONS

A-1

GRANT APPLICATION PACKAGE ALN 84.326B

B-1

4000-01-U

FEDERAL REGISTER NOTICE

DEPARTMENT OF EDUCATION

Applications for New Awards; Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities Program—National Technical Assistance Center for Inclusive Practices and Policies

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 a National Technical Assistance Center for Inclusive Practices and Policies, Assistance Listing Number 84.326Y.

This notice relates to the approved information collection under OMB control number 1820-0028.

Dates:

Applications Available: January 25, 2022.

Deadline for Transmittal of Applications: March 28, 2022.

Deadline for Intergovernmental Review: May 25, 2022.

FOR FURTHER INFORMATION CONTACT:

Susan Weigert, U.S. Department of Education, 400 Maryland Avenue SW, Room 5177, Potomac Center Plaza, Washington, DC 20202-5076. Telephone: (202) 245-6522. Email: Susan.Weigert@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 improve results for children with disabilities by providing 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 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:

National Technical Assistance Center for Inclusive Practices and Policies.

Background:

All children with disabilities benefit when educators have high expectations of them and take steps to ensure that they participate and make progress in the general education curriculum to the maximum extent possible ( e.g., Agran et al., 2020; Allor et al., 2014; Dessemontet et al., 2012; Gee et al., 2020; McDonnell & Hunt, 2014; Ryndak et al., 2013). Furthermore, IDEA requires that, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (IDEA section 612(a)(5)(A)). This requirement to educate children in the least restrictive environment (LRE) is a cornerstone of IDEA and applies to all children with disabilities, including students with significant cognitive disabilities, who often need high levels of support.[footnoteRef:1] [1: Cognitive disabilities include intellectual disabilities, autism, multiple disabilities, deaf-blindness, and traumatic brain injury.]

Despite the progress State educational agencies (SEAs) and local educational agencies (LEAs) have made in including students with disabilities in the LRE, many students with significant cognitive disabilities continue to be educated in separate settings ( e.g., classrooms, schools, and out-of-district placements) where exposure to the general education classroom, nondisabled peers, and the core curriculum is limited. The wide variation in educational placements across the country suggests, at a minimum, that placement of students with significant cognitive disabilities may not always be determined based on their individual educational needs. Further, despite advances in identifying effective and inclusive policies[footnoteRef:2] and practices[footnoteRef:3] for serving children with disabilities, implementation of the LRE requirements for children with significant cognitive disabilities, including those who are also English learners, remains a challenge for SEAs and LEAs. This TA Center will help address these challenges. [2: For the purposes of this priority, inclusive policies refer to State and local education policies that support the implementation of inclusive practices.] [3: For the purposes of this priority, inclusive practices refer to a range of individualized supplementary aids and services that facilitate the participation of students with disabilities in general education classrooms. Examples include adapted curricula aligned to grade-level or alternate academic achievement standards, specific instructional strategies, classroom instructional configurations, and personnel in general education settings.]

A-10

The purpose of this priority is to fund a cooperative agreement to establish and operate a National Technical Assistance Center for Inclusive Practices and Policies (TA Center). The TA Center will assist SEAs and LEAs to successfully implement and sustain evidence-based[footnoteRef:4] inclusive practices and policies based on individualized determinations, for students with significant cognitive disabilities, including those who are also English learners, in elementary, middle, and high school (K-12) programs. The TA Center will select, in collaboration with OSEP, SEAs with a demonstrated commitment to developing and implementing inclusive practices and policies in schools. The TA Center must achieve, at a minimum, the following expected outcomes: [4: For the purposes of this priority, “evidence-based” means, at a minimum, evidence that demonstrates 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.]

(a) Increase the capacity of SEA, LEA, and school personnel to support and implement inclusive practices and policies in grade-level academic and extracurricular settings for students with significant cognitive disabilities.

(b) Increase the quantity of time that students with significant cognitive disabilities are served in more inclusive environments, where appropriate, based on their individual needs;

(c) Increase educational engagement for students with significant cognitive disabilities across multiple settings and activities ( e.g., classroom, academic instruction, extracurricular activities) throughout the school day;

(d) Improve the quality of instruction, including the use of interventions and accommodations supported by evidence, for students with significant cognitive disabilities in more inclusive environments based on their individual needs and aligned to the general education curriculum; and

(e) Develop and disseminate an implementation package of products and resources that will assist SEAs, LEAs, and schools to implement inclusive practices and policies and increase the amount of time that students with significant cognitive disabilities are served in the LRE, based on their individual needs.

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) Improve SEAs' and LEAs' implementation and sustainability of evidence-based inclusive practices and policies that are designed to improve access to more inclusive environments and increase the amount of educational engagement for students with significant cognitive disabilities. To meet this requirement, the applicant must—

(i) Present applicable State, regional, or local data demonstrating SEAs' and LEAs' needs for high-quality implementation of evidence-based inclusive practices and policies, as well as students' access to more inclusive environments, particularly for students with significant cognitive disabilities;

(ii) Present information about the current levels of inclusion of students with significant cognitive disabilities in systems of tiered support, including the availability of universal, general; targeted, specific; and intensive, sustained interventions designed to support retention of such students in inclusive classrooms;

(iii) Demonstrate knowledge of current educational issues and policy initiatives relating to inclusive practices and policies for students with significant cognitive disabilities, including those who are also English learners;

(iv) Present information about increasing implementation of inclusive vocational technology instruction to support transition and career-readiness for middle and high school students with significant cognitive disabilities, including preparation for competitive integrated or supported employment;

(v) Present information about increasing teachers' capacity to implement instruction aligned with appropriate standards, and formative and interim assessments for students with significant cognitive disabilities in inclusive classrooms; and Start Printed Page 3790

(vi) Present information about increasing parents' capacity to become effective partners in implementing inclusive practices for students with significant cognitive disabilities; and

(2) Address the likely magnitude or importance of improving the quantity of time students with significant cognitive disabilities spend in general educational environments, where appropriate, based on their individual needs, and increasing the amount of their educational engagement.

(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 products and services 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[footnoteRef:5] by which the proposed project will achieve its intended outcomes that depicts, at a minimum, the goals, activities, outputs, and intended outcomes of the proposed project; [5: 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.]

(3) Use a conceptual framework (and provide a copy in Appendix A) to develop project plans and activities, describing any underlying concepts, assumptions, expectations, beliefs, or theories, as well as the presumed relationships or linkages among these variables, and any empirical support for this framework;

Note: The following websites provide more information on logic models and conceptual frameworks: www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework; https://osepideasthatwork.org/evaluation?tab=eval-logic;and https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2021112.pdf.

(4) Be based on current research and make use of evidence-based practices (EBPs). To meet this requirement, the applicant must describe—

(i) How the proposed project proposes to identify, develop, and expand the knowledge base about instruction and assessment of students with significant cognitive disabilities;

(ii) The current research about adult learning principles and implementation science that will inform the proposed TA;

(iii) How the proposed project will incorporate current research and EBPs in the development and delivery of its products and services; and

(iv) How the proposed project will collaborate with the OSEP-funded National Assessment Center to incorporate information on including students with significant cognitive disabilities in State and district-wide assessment systems;

(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 and expand the knowledge base about instruction and assessment of students with significant cognitive disabilities;

(ii) Its proposed approach to universal, general TA,[footnoteRef:6] which must identify the intended recipients, including the type and number of recipients, that will receive the products and services under this approach; [6: “Universal, general TA” means TA and information provided to independent users through their own initiative, resulting in minimal interaction with TA center staff and including 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.]

(iii) Its proposed approach to targeted, specialized TA,[footnoteRef:7] which must identify— [7: “Targeted, specialized TA” means TA services based on needs common to multiple recipients and not extensively individualized. A relationship is established between the TA recipient and one or more TA center staff. This category of TA includes one-time, labor-intensive events, such as facilitating strategic planning or hosting regional or national conferences. It can also include episodic, less 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.]

(A) The intended recipients, including the type and number of recipients, that will receive the 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;

(iv) Its proposed approach to intensive, sustained TA,[footnoteRef:8] which must identify— [8: “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 a 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.]

(A) The intended recipients, including the type and number of recipients, that will receive the products and services under this approach;

(B) Its proposed approach to measure the readiness of TA recipients to work with the project, including their commitment to the initiative, alignment of the initiative to their needs, current infrastructure, available resources, and ability to build capacity at the local district and program levels;

(C) Its proposed plan for assisting SEAs, LEAs, and school personnel to build or enhance training systems that include professional development based on adult learning principles and coaching; and

(D) Its proposed plan for working with appropriate levels of the education system ( e.g., SEAs, regional TA providers, districts, schools, families) to ensure that there is communication between each level and that there are systems in place to support implementation of evidence-based inclusive practices and policies;

(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 TA Center's products and services.

(c) In the narrative section of the application under “Quality of the project evaluation,” include an Start Printed Page 3791 evaluation plan for the project developed in consultation with and implemented by a “third-party” evaluator.[footnoteRef:9] The evaluation plan must— [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]

(1) Articulate formative and summative evaluation questions, including important process and outcome evaluation questions. These questions must 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; and

(5) Dedicate sufficient funds in each budget year to cover the costs of developing or refining the evaluation plan in consultation with a third-party evaluator, as well as the costs associated with the implementation of the evaluation plan by the third-party evaluator.

(d) Demonstrate, in the narrative section of the application under “Adequacy of resources and quality of project personnel,” how—

(1) The proposed project will encourage applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability, as appropriate;

(2) The proposed key project personnel, consultants, and subcontractors have the qualifications and experience to carry out the proposed activities and achieve the project's intended outcomes;

(3) The applicant and any key partners have adequate resources to carry out the proposed activities; and

(4) The proposed costs are reasonable in relation to the anticipated results and benefits.

(e) Demonstrate, in the narrative section of the application under “Quality of the management plan,” how—

(1) The proposed management plan will ensure that the project's intended outcomes will be achieved on time and within budget. To address this requirement, the applicant must describe—

(i) Clearly defined responsibilities for key project personnel, consultants, and subcontractors, as applicable; and

(ii) Timelines and milestones for accomplishing the project tasks;

(2) Key project personnel and any consultants and subcontractors will be allocated and how these allocations are appropriate and adequate to achieve the project's intended outcomes;

(3) The proposed management plan will ensure that the products and services provided are of high quality, relevant, and useful to recipients; and

(4) The proposed project will benefit from a diversity of perspectives, including those of families, educators, 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) Up to two annual two-day trips, or virtually, to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP; and

(iv) A one-day intensive 3+2 review meeting in Washington, DC, or virtually, during the last half of the second year of the project period;

(3) Include, in the budget, a line item for an annual set-aside of five (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 this new award period and at the end of this award period, as appropriate.

Fourth and Fifth Years of the Project:

In deciding whether to continue funding the project for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a), including—

(a) The recommendations of a 3+2 review team consisting of experts with experience and knowledge in providing TA to address the needs of students with the most significant cognitive disabilities and inclusive practices. 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:

1. Agran, M., Jackson, L., Kurth, J., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Start Printed Page 3792 Fitzpatrick, H., & Wehmeyer, M. (2020). Why aren't students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45 (1), 4-13. https://doi.org/10.1177/1540796919878134.

2. Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children, 80, 287-306. https://doi.org/10.1177/0014402914522208.

3. Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behavior of children with intellectual disabilities. Journal of Intellectual Disability Research, 56 (6), 579-587. http://dx.doi.org/10.1111/j.1365-2788.2011.01497.x.

4. Gee, K., Gonzalez, M., & Cooper, C. (2020). Outcomes of inclusive versus separate placements: A matched pairs comparison study. Research and Practice for Persons with Severe Disabilities, 45, 223-240. https://doi.org/10.1177/1540796920943469.

5. McDonnell, J., & Hunt, P. (2014). Inclusive education and meaningful school outcomes. In Agran, M., Brown, F., Hughes, C., Quirk, C., Ryndak, D. (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future (pp. 155-176). Paul H. Brookes Publishing Co., Inc.

6. Ryndak, D. L., Jackson, L., & White, J. M. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive-education research and implications for the future. Inclusion, 1 (1), 28-49. https://doi.org/10.1352/2326-6988-1.1.028.

7. 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.

8. 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.

9. 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 (No procurement) 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.

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 (No procurement) 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 $2,000,000 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 $2,000,000 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. Cost Sharing or Matching:

This competition does not require cost sharing or matching.

3. Eligible 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, subpart D.

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) Each applicant for and recipient of funding under this competition must 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. Address to Request Application Package:

Education Publications Center (ED Pubs) U.S. Department of Education P.O. Box 22207 Alexandria, VA 22304 Telephone, toll free: 1-877-433-7827. FAX: (703) 605-6794.

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call, toll free: 1-877-576-7734.

You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at its address: edpubs@inet.ed.gov.

If you request an application package from ED Pubs, be sure to identify this competition as follows: ALN number 84.326Y.

Individuals with disabilities can obtain a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or compact disc) by contacting the person or team listed under Accessible Format in section VIII of this notice.

2. Content and Form of Application Submission:

Requirements concerning the content of an application, together with the forms you must submit, are in the application package for this competition.

3. Submission Dates and Times:

Applications Available: January 25, 2022.

Deadline for Transmittal of Applications: March 28, 2022.

Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (Grants.gov). For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery if you qualify for an exception to the electronic submission requirement, please refer to Other Submission Requirements in section IV of this notice.

We do not consider an application that does not comply with the deadline requirements.

Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under FOR FURTHER INFORMATION CONTACT . If the Department provides an accommodation or auxiliary aid to an individual with a disability in connection with the application process, the individual’s application remains subject to all other requirements and limitations in this notice.

Deadline for Intergovernmental Review: May 25, 2022.

Page Limit:

The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you – (1) limit Part III 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 Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the abstract (follow the guidance provided in the application package for completing the abstract), the table of contents, the list of priority requirements, the resumes, the reference list, the letters of support, or the appendices. However, the recommended page limit does apply to all of Part III, the application narrative, including all text in charts, tables, figures, graphs, and screen shots.

4. 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.

5. Funding Restrictions:

We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.

6. Data Universal Numbering System Number, Taxpayer Identification Number, and System for Award Management:

To do business with the Department of Education, you must—

a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN);

b. Register both your DUNS number and TIN with the System for Award Management (SAM) (formerly the Central Contractor Registry (CCR)), the Government’s primary registrant database;

c. Provide your DUNS number and TIN on your application; and

d. Maintain an active SAM registration with current information while your application is under review by the Department and, if you are awarded a grant, during the project period.

You can obtain a DUNS number from Dun and Bradstreet at the following Web site: http://fedgov.dnb.com/webform. A DUNS number can be created within one-to-two business days.

If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow two to five weeks for your TIN to become active.

The SAM registration process can take approximately seven business days, but may take upwards of several weeks, depending on the completeness and accuracy of the data you enter into the SAM database. Thus, if you think you might want to apply for Federal financial assistance under a program administered by the Department, please allow sufficient time to obtain and register your DUNS number and TIN. We strongly recommend that you register early.

Note: Once your SAM registration is active, it may take be 24 to 48 hours before you can access the information in, and submit an application through, Grants.gov.

If you are currently registered with SAM, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your registration annually. This may take three or more business days.

Information about SAM is available at www.SAM.gov. To further assist you with obtaining and registering your DUNS number and TIN in SAM or updating your existing SAM account, we have prepared a SAM.gov Tip Sheet, which you can find at: http://www2.ed.gov/fund/grant/apply/sam-faqs.html.

In addition, if you are submitting your application via Grants.gov, you must:

(1) be designated by your organization as an Authorized Organization Representative (AOR); and

(2) register yourself with Grants.gov as an AOR. Details on these steps are outlined at the following Grants.gov Web page: http://www.grants.gov/web/grants/register.html.

7. Other Submission Requirements:

Applications for grants under this competition must be submitted electronically unless you qualify for an exception to this requirement in accordance with the instructions in this section.

a. Electronic Submission of Applications.

We are a participating partner in the Governmentwide Grants.gov Apply site. Technical Assistance Center for Inclusive Practices and Policies, ALN number 84.326Y, is included in this project. We request your participation in Grants.gov.

If you choose to submit your application electronically, use the Governmentwide Grants.gov Apply site at www.Grants.gov. Through this site, you will be able to download a copy of the application package, complete it offline, and then upload and submit your application.

You may access the electronic grant application for the National Technical Assistance Center for Inclusive Practices and Policies at www.Grants.gov. You must search for the downloadable application package for this competition by the ALN number. Do not include the ALN number’s alpha suffix in your search (e.g., search for 84.326, not 84.326Y).

Please note the following:

· When you enter the Grants.gov site, you will find information about submitting an application electronically through the site, as well as the hours of operation.

· Applications received by Grants.gov are date and time stamped. Your application must be fully uploaded and submitted and must be date and time stamped by the Grants.gov system no later than…