2024-16116.pdf

59069 Federal Register / Vol. 89, No. 140 / Monday, July 22, 2024 / Notices selecting ‘‘Department of Education’’ under ‘‘Currently Under Review,’’ then check the ‘‘Only Show ICR for Public Comment’’ checkbox. Reginfo.gov provides two links to view documents related to this information collection request. Information collection forms and instructions may be found by clicking on the ‘‘View Information Collection (IC) List’’ link. Supporting statements and other supporting documentation may be found by clicking on the ‘‘View Supporting Statement and Other Documents’’ link.

FOR FURTHER INFORMATION CONTACT: For specific questions related to collection activities, please contact Yumiko Sekino, (202) 219–2046.

SUPPLEMENTARY INFORMATION: The Department is especially interested in public comment addressing the following issues: (1) is this collection necessary to the proper functions of the Department; (2) will this information be processed and used in a timely manner;

(3) is the estimate of burden accurate;

(4) how might the Department enhance the quality, utility, and clarity of the information to be collected; and (5) how might the Department minimize the burden of this collection on the respondents, including through the use of information technology. Please note that written comments received in response to this notice will be considered public records.

Title of Collection: Evaluation of Transition Supports for Youth with Disabilities.

OMB Control Number: 1850–0979.

Type of Review: Revision of a currently approved ICR.

Respondents/Affected Public: State, Local, and Tribal Governments.

Total Estimated Number of Annual

Responses: 6,090.

Total Estimated Number of Annual

Burden Hours: 3,217.

Abstract: This study will examine the effectiveness, implementation, and costs of two new strategies for supporting youth with disabilities and their families to prepare for a successful transition from high school to adult life.

The first strategy is based on a model of self-determination instruction designed to help students develop skills such as goal setting, decision making, planning and apply those skills to plan and pursue their transition goals. The second strategy not only teaches self-determination skills but also provides individual mentoring to help students engage in and take active steps toward their post-school goals. The study will compare the intermediate and post-school outcomes for approximately 3,000 students who have an individualized education program and are approximately two years from high school graduation. Participating students in up to 100 schools and 16 districts will be randomly assigned to receive one of the study’s strategies or continue with the regular transition supports they receive from their school.

This revised information collection request adds instruments to measure outcomes and assess the implementation and cost-effectiveness of each strategy.

Dated: July 16, 2024.

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

[FR Doc. 2024–16016 Filed 7–19–24; 8:45 am]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

Applications for New Awards;

Technical Assistance on State Data Collection—National Technical Assistance Center To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data

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) 2024 for a National Technical Assistance Center To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data.

DATES: Applications Available: July 22, 2024.

Deadline for Transmittal of Applications: August 21, 2024.

Deadline for Intergovernmental Review: November 19, 2024.

Pre-Application Webinar Information:

No later than July 29, 2024, the Office of Special Education Programs and Rehabilitative Services will post pre-recorded informational webinars designed to provide technical assistance (TA) to interested applicants. The webinars may be found at https:// 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 on December 7, 2022 (87 FR 75045) and available at www.federalregister.gov/documents/ 2022/12/07/2022–26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT:

Meredith Miceli, U.S. Department of Education, 400 Maryland Avenue SW, Room 4A10, Washington, DC 20202.

Telephone: (202) 987–0135. Email:

Meredith.Miceli@ed.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7–1–1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description Purpose of Program: The purpose of the Technical Assistance on State Data Collection program is to improve the capacity of States to meet IDEA data collection and reporting requirements.

Funding for the program is authorized under section 611(c)(1) of the Individuals with Disabilities Education Act (IDEA), which gives the Secretary authority to reserve not more than one-half of one percent of the amounts appropriated under Part B for each fiscal year to provide TA activities, where needed, to improve the capacity of States to meet the data collection and reporting requirements under Parts B and C of IDEA. The maximum amount the Secretary may reserve under this set-aside for any fiscal year is $25,000,000, cumulatively adjusted by the rate of inflation. Section 616(i) of IDEA requires the Secretary to review the data collection and analysis capacity of States to ensure that data and information determined necessary for implementation of sections 616 and 642 of IDEA are collected, analyzed, and accurately reported to the Secretary. It also requires the Secretary to provide TA, where needed, to improve the capacity of States to meet the data collection requirements, which include the data collection and reporting requirements in sections 616 and 618 of IDEA. In addition, the Further Consolidated Appropriations Act, 2024, Public Law 118–47, gives the Secretary authority to use funds reserved under section 611(c) of IDEA to ‘‘administer and carry out other services and activities to improve data collection, coordination, quality, and use under Parts B and C of the IDEA.’’ Further Consolidated Appropriations Act, 2024, Public Law 118–47, Div. D, Title III, 138 Stat. 460, 685 (2024).

Assistance Listing Number: 84.373Z.

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59070 Federal Register / Vol. 89, No. 140 / Monday, July 22, 2024 / Notices

1 This notice describes infants, toddlers and/or children with disabilities as ‘‘children with disabilities’’ or ‘‘young children with disabilities to include children referred to both Parts C and B of the IDEA, birth through age five.

2 Indicator C4 requires States to report on the percent of families participating in Part C who report that early intervention services have helped the family: (a) know their rights; (b) effectively communicate their children’s needs; and (c) help their children develop and learn.

3 For more information on ITCA’s 2023 Tipping Points Survey, please go to 2023 Tipping Points Survey (ideainfanttoddler.org).

www.ideainfanttoddler.org/pdf/2023-Tipping- Points-Survey.pdf.

Early Childhood Technical Assistance Center.

(2023). Part B, Section 619 National Survey 2023.

https://ectacenter.org/sec619/sec619survey.asp.

4 Early Childhood Technical Assistance Center.

(2023). Part B, Section 619 National Survey 2023.

https://ectacenter.org/sec619/sec619survey.asp.

OMB Control Number: 1820–0028.

Priority: This competition includes two absolute priorities. These priorities are from the notice of final priorities and requirements (NFP) for this program published elsewhere in this issue of the Federal Register.

Absolute Priority: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities.

Under 34 CFR 75.105(c)(3), we consider only applications that meet both Absolute Priorities 1 and 2.

These priorities are:

Absolute Priority 1: National

Technical Assistance Center To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data.

Background:

The purpose of this priority is to establish a TA center to improve State capacity to meet the early childhood data collection and reporting requirements for children with disabilities under Parts C and B of the IDEA.1 State-level staff in Part C early intervention and Part B preschool special education programs are expected to report high quality data; be able to provide in-depth explanations of the data; use the data to improve programs, compliance, and general supervision of Part C early intervention and Part B preschool special education programs;

and present the data in an understandable fashion to all data users, including novice data users. Under the EDFacts Modernization Project, which began with the submission of the 2022– 23 IDEA section 618 data, the Office of Special Education Programs (OSEP) is expecting States to undertake more data quality initiatives before the deadline for data submission, a task previously completed by OSEP after the due date.

Additionally, beginning with the Federal fiscal year (FFY) 2022 State Performance Plan/Annual Performance Report (SPP/APR) (submitted in 2024), State Part C early intervention programs must report additional data and information to substantiate that the reported data for indicator C4 (Family Involvement) 2 accurately represent infants and toddlers with disabilities and their families receiving services within their State. Also, State-level staff in Part C early intervention and Part B preschool special education programs are expected to analyze and use data to report on how they are both ensuring compliance with IDEA requirements and improving results for children with disabilities through OSEP’s Differentiated Monitoring and Support as part of the results-driven accountability system. Lastly, States are expected to present their data in a manner that fosters stakeholder engagement, encouraging active participation in important discussions regarding program improvement and accountability compliance.

As expectations surrounding IDEA have evolved and intensified, there is a growing imperative to provide support for both seasoned and new data personnel operating within Part C early intervention and Part B preschool special education programs. In 2023, approximately 17 percent of the State data managers for Part C early intervention programs had less than a year experience while approximately 23 percent had been in the role for only one to three years. According to the 2023 IDEA Infants and Toddlers Coordinators Association (ITCA) Tipping Points Survey, approximately 49 percent of Part C coordinators had served in their position for two years or less (ITCA, 2023).3 Similarly, in 2023, approximately 59 percent of Part B preschool special education coordinators possessed three years or less experience (Early Childhood Technical Assistance Center, 2023).4 Given the persistent turnover among staff in Part C early intervention and Part B preschool special education programs, there is a critical need to support new and novice staff in effectively collecting, reporting, analyzing, and using IDEA data.

Given the heightened demands placed on the collection, reporting, analysis, and use of IDEA data, coupled with staff turnover, there is a need to find efficient, effective, and user-friendly approaches to conducting the early childhood IDEA data work. Improved data management processes, alongside the growing development of linked and integrated child-level data across Part C data systems, Part B preschool special education data systems, other early learning program data systems, and statewide longitudinal data systems for school-aged children, are key approaches for States to meet these heightened expectations. States need to establish and implement effective early childhood data management policies and procedures, including, where appropriate, integration of data systems to bolster program improvement, compliance accountability, and Federal and public reporting. Improved policies and procedures would enable States, where applicable, to link or integrate child-level data across Part C data systems, Part B preschool special education data systems, other early learning program data systems, and statewide longitudinal data systems for school-aged children. An early childhood integrated data system (ECIDS) could assist States in identifying optimal strategies to improve outcomes for young children within their jurisdictions. For instance, an ECIDS offers States the opportunity to assess which service characteristics correlate with improved outcomes for children and families, as well as explore the relationship between early childhood settings and outcomes.

Moreover, an ECIDS that includes data from across various early care and education programs could also improve child find activities in the State by identifying strong referral sources and areas requiring increased outreach efforts. An ECIDS could also aid States in identifying other early care and education programs in which young children with disabilities and their families participate, thereby enabling States to maximize the efficiency of inclusive service delivery for young children with disabilities and their families.

Building robust ECIDSs, incorporating both Part C early intervention and Part B preschool special education data, would improve responses to critical policy questions, facilitate program improvement, and reinforce compliance accountability for Part C early intervention and Part B preschool special education programs. This level of integration would help ensure that States report high-quality IDEA data to the Department and the public. Despite some progress over the past decade in linking and integrating Part C early intervention and Part B preschool special education data with data from other early learning programs, K–12 systems, and the workforce, as well as longitudinally over time, the proportion of State programs capable of making these changes remains low. In response

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59071 Federal Register / Vol. 89, No. 140 / Monday, July 22, 2024 / Notices

5 Perez, N., & Mercier, B. (2022). 2021 DaSy data systems (State of the States) survey findings. SRI International. https://dasycenter.org/wp-content/ uploads/2022/12/DaSy_ 2021DaSyDataSystemsSurveyFindings_Acc.pdf.

6 The Center must review the need for additional resources (with input from the Department) and disseminate existing resources developed by the Department, such as: (1) Understanding the Confidentiality Requirements Applicable to IDEA Early Childhood Programs (October 2016); (2) IDEA/FERPA Crosswalk (Surprenant & Miller, August 24, 2022); (3) Webinars such as Navigating IDEA and FERPA To Protect Privacy in Today’s Early Childhood World (September 22, 2023); and

(4) Data sharing agreement template.

7 The IDEA section 616 Part C data includes Indicator 1 through 12 as discussed in the Part C State Performance Plan (SPP) and Annual Performance Report (APR) Indicator Measurement Table.

8 The IDEA section 618 Part C data includes Part C Child Count and Settings data collection, Part C Exiting data collection, and the Part C Dispute Resolution data collection.

to a survey on their State data systems, less than 40 percent of Part C early intervention and Part B preschool special education programs indicated the ability to link their child-level data to their workforce data. Moreover, less than 30 percent of Part C early intervention programs that responded reported linking Part C child-level data to Early Head Start, Head Start, State Pre-K, childcare programs, home visiting programs, or other early care or education programs. Most Part C early intervention programs that responded stated they have never linked their Part C data to their Part B preschool special education data.5

This priority will directly address the increased expectations and capacity challenges Part C early intervention and Part B preschool special education programs face with respect to effectively and efficiently collecting, reporting, analyzing, and using high-quality IDEA data.

Priority:

The purpose of this priority is to fund a cooperative agreement to establish and operate a National Technical Assistance Center To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data (Center). The Center will provide TA to

(1) improve State capacity to collect, report, analyze, and use high-quality IDEA Part C early intervention data (including IDEA section 618 Part C data and IDEA section 616 Part C data) and IDEA Part B preschool special education data on children with disabilities; and

(2) enhance and streamline Part C and Part B preschool special education data systems by sharing, linking, and integrating statewide, child-level early childhood data (including Part C and Part B preschool special education data) to improve the analyses of IDEA data to address critical policy questions that will facilitate program improvement, improve compliance accountability, and improve outcomes or results for children served under Part C and Part B preschool special education programs.

These Part C early intervention and Part B preschool special education data systems must allow the States to (1) effectively and efficiently respond to all IDEA-related data submission requirements (e.g., Part C section 616 and 618 data and Part B preschool special education data); (2) improve the analyses of IDEA data to the extent these analyses respond to critical policy questions that will facilitate program improvement and compliance accountability; and (3) comply with applicable privacy requirements, including the privacy and confidentiality requirements under Parts B and C of IDEA and applicable provisions of the Family Educational Rights and Privacy Act (20 U.S.C.

1232g) and its regulations at 34 CFR part 99.6

The Center must achieve, at a minimum, the following expected outcomes:

(a) Increased capacity of States to collect, report, analyze, and use high-quality IDEA Part C early intervention data (including IDEA section 616 Part C data 7 and section 618 Part C data 8);

(b) Increased capacity of States to collect, report, analyze, and use high-quality IDEA Part B preschool special education data;

(c) Increased number of States with plans to share, link, or integrate Part C early intervention and Part B preschool special education data (that comply with all applicable privacy laws) and use such shared, linked, or integrated Part C early intervention and Part B preschool special education data to improve program compliance and accountability;

(d) Increased number of States that use their Part C early intervention and Part B preschool special education data system to identify and answer critical State-determined policy questions to drive program improvement, improve results for children with disabilities, and improve compliance accountability;

(e) Increased number of States who consider engaging in data sharing, linking, or integration activities related to Part C and Part B preschool special education data/data systems to other statewide longitudinal and early learning data/data systems (e.g., Early Head Start, Head Start, child care, publicly funded preschool, and home visiting programs) and identify how to enable such sharing, linkages, or integration so that it would comply with all applicable privacy laws;

(f) Increased capacity of States to implement and document Part C early intervention and Part B preschool special education data management policies and procedures, including data sharing, linking, and integration activities, used to collect, report, analyze, and use high-quality IDEA Part C early intervention and Part B preschool special education data;

(g) Increased capacity of States to address data leadership and personnel training needs to collect, report, analyze, and use the Part C early intervention and Part B preschool special education data collection through development of effective tools and resources, as well as providing opportunities for in-person and virtual cross-State training for data leaders and personnel in State and local programs and agencies to collect, report, analyze, and use Part C early intervention and Part B preschool special education;

(h) Increased capacity of States to collect, report, analyze, and use Part C and Part B preschool special education data to support equitable identification, access, services, outcomes, and impact of early intervention and preschool special education and related services on infants, toddlers, and young children receiving services under IDEA; and

(i) Increased capacity of States to collect, report, analyze, and use Part C early intervention and Part B preschool special education data to improve State IDEA data analyses regarding results and functional outcomes for all infants, toddlers, and young children with disabilities to demonstrate and improve how public agencies meet the program requirements under Parts B and C of IDEA, with a particular emphasis on those requirements that are most closely related to improving early intervention results for infants and toddlers with disabilities and educational results for children with disabilities as monitored by OSEP via its Differentiated Monitoring and Support process.

Absolute Priority 2: Technical Assistance To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Child Find Data For Infants and Toddlers.

Background:

The purpose of this priority is to establish a TA center to provide TA to increase the capacity of States to collect, report, analyze, and use data available to States to improve their Part C child find data and efforts that they report through their Part C SPP/APR.

On October 5, 2023, the U.S.

Government Accountability Office (GAO) issued a report ‘‘Special

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59072 Federal Register / Vol. 89, No. 140 / Monday, July 22, 2024 / Notices

9 The GAO Report and the Department’s response concurring with the recommendation can be found at www.gao.gov/assets/d24106019.pdf.

10 Per the Part C State Performance Plan and Annual Performance Report (Part C SPP/APR) General Instructions, ‘‘If a State is required to report on the reasons for slippage, then the State must include the results of its analysis under the ‘‘Additional Information’’ section of Indicators 5 and 6.’’ Part C State Performance Plan and Annual Performance Report (Part C SPP/APR)—General Instructions—For Federal Fiscal Year 2023 Submission.

11 For the FFY 2023 SPP/APR Indicators C–5 and C–6, the Department noted that ‘‘to improve the analysis of whether States are identifying children who need services as early as possible, States should conduct root cause analyses of child find identification rates, including reviewing data (if available) on the number of children referred, evaluated, and identified. This root cause analysis may include examining not only demographic data (such as race and ethnicity data reported under IDEA section 618 and Indicators C–5 and C–6), but also other child-find related data available to the State (such as geographic location, family income, primary language, etc.). The State should report the results of its analysis under the ‘‘Additional Information’’ section of the Indicators C–5 and C–

6. Furthermore, if a State is required to report on the reasons for slippage, then the State must include the results of its analysis under the ‘‘Additional Information’’ section of the Indicators C–5 and C–6.’’ See, https://omb.report/icr/202305- 1820-001/doc/131687100.

Education: Additional Data Could Help Early Intervention Programs Reach More Eligible Infants and Toddlers’’ noting variation across racial groups at each step of the identification and enrollment process for early intervention services under Part C of IDEA (GAO–24– 106019)(2023 GAO IDEA Part C Child Find Report).9 Based on an analysis of data from 16 States, GAO found that the percentage of infants and toddlers who were referred and evaluated differed widely by race. However, the percentage of infants and toddlers who were found eligible and began receiving Part C services looked similar across races. For example, the percentage of infants and toddlers who were referred and subsequently received an evaluation ranged from 59 percent for American Indian and Alaska Native children to 86 percent for Asian children. In contrast, the percentage of those determined eligible and subsequently began receiving Part C services ranged from 91 percent for American Indian or Alaska Native children to 95 percent for Asian and White children.

Specifically, the 2023 GAO IDEA Part C Child Find Report identified one matter for Congress and one recommendation for the Department, to which the Department agreed. GAO recommended that the Department encourage all States to use demographic data they already collect to maximize children’s access to Part C early intervention services. In its September 13, 2023, response, the Department noted its plans to implement this recommendation. Starting with the FFY 2023 SPP/APR, which States will submit on February 3, 2025, all States are encouraged to include the root cause analysis of their child find efforts for indicators C–5 and C–6,10 utilizing all available data rather than solely relying on the child find data reported under SPP/APR C–5 and C–6 and must report this root cause analysis if the State shows slippage in the FFY 2023 data it reports under SPP/APR indicators C–5 and C–6.11

While many State Part C early intervention programs currently use demographic data for infants and toddlers to identify disparities in the provision of, and improve access to, Part C services, not all States have implemented similar analyses of other data influencing child find identification rates. Analyzing child find data beyond race and ethnicity data reported under IDEA section 618 is crucial. This broader analysis should encompass factors such as geographic location, family income, and primary language. By conducting analyses of these additional child find-related data, all State Part C early intervention programs can more effectively identify and serve infants and toddlers eligible for services under Part C of IDEA. To promote equitable access to early intervention services under Part C of IDEA, this priority provides needed TA to States as they embark on reporting root cause analyses using all available child find–related data to improve their data analyses, child find efforts, and children’s access to early intervention services under Part C of IDEA.

Priority:

The purpose of this priority is to fund

TA to increase the capacity of States to collect, report, analyze, and use available data to improve the Part C child find data they report through their Part C SPP/APR.

The Center must achieve, at a minimum, the following expected outcomes:

(a) Increased capacity of States to collect, report, analyze, and use available data to improve the root cause analysis of their Part C child find data (including IDEA section 616 Part C data for indicators C5 and C6 and section 618 Part C data);

(b) Increased number of States that have the capacity to identify, for children served under IDEA Part C, other data they may collect (such as number of infants and toddlers referred, screened, evaluated, eligible, and enrolled in early intervention services under Part C) by various characteristics of the child, including race, ethnicity, home language, gender, socio-economic status, and geographic location;

(c) Increased number of States that have the capacity to conduct a root cause analysis of available child find data to better identify disparities among demographic groups and potential barriers to enrollment in early intervention services under Part C of IDEA; and

(d) Increased number of States that have the capacity to use their IDEA and non-IDEA Part C child find data to improve their IDEA child find processes at the State and local program levels.

In addition to the program requirements contained in both priorities, to be considered for funding, applicants must meet the application and administrative requirements. We may apply these requirements in any year in which this program is in effect.

Applicants must—

(a) Demonstrate, in the narrative section of the application under ‘‘Significance,’’ how the proposed project will—

(1) Address State challenges associated with early childhood data management and data sharing, linking, and integration, including implementing early childhood data system integration and improvements;

enhancing and streamlining Part C early intervention and Part B preschool special education data systems to respond to critical policy questions;

using ECIDS for program improvement and compliance accountability for Part C early intervention and Part B preschool special education programs;

reporting high-quality IDEA Part C data (including IDEA section 616 Part C data and section 618 Part C data) and IDEA Part B preschool special education data to the Department and the public; and analyzing Part C child find data to improve equitable access to Part C early intervention services. To meet this requirement the applicant must—

(i) Present applicable national, State, or local data demonstrating the challenges of States to implement effective early childhood data management policies and procedures and data sharing, linking, and integration activities, including integrating early childhood data systems across IDEA programs, other early learning programs, and other educational programs for school-aged students; link Part C and Part B preschool special education program data; use their Part C and Part B preschool special education data systems to respond to critical State-determined policy questions for program improvement and compliance

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12 For purposes of these requirements, ‘‘evidence-based’’ means, at a minimum, demonstrating a rationale (as defined in 34 CFR 77.1) based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes.

13 ‘‘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.

14 ‘‘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.

15 ‘‘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.

accountability; and collect, report, analyze, and use Part C child find data to improve equitable access to Part C early intervention services;

(ii) Demonstrate knowledge of current educational and technical issues and policy initiatives relating to early childhood data management and data sharing, linking, and integration; data use; data privacy; Part C IDEA sections 616 and 618 data; Part C child find data;

Part B preschool special education data;

and Part C and Part B preschool special education data systems; and

(iii) Present information about the current level of implementation of sharing, linking, and integrating Part C and Part B preschool special education data; sharing, linking, or integrating Part C and/or Part B preschool special education data systems with other early learning data systems; using Part C and Part B preschool special education data systems to respond to critical State-determined policy questions; and collecting, reporting, analyzing, and using high-quality IDEA Part C data (including IDEA section 616 Part C data and section 618 Part C data) and IDEA Part B preschool special education data;

and

(2) Improve early childhood data management policies and procedures and data sharing, linking, and integration practices to: collect, report, and analyze high-quality Part C and Part B preschool special education data (including Part C child find data); share, link, or integrate Part C and Part B preschool special education data; share, link, or integrate these data with data on children participating in other early learning programs and data on school-aged children; and use robust early childhood data systems to improve the analyses of IDEA data to the extent these analyses answer critical State-determined policy questions. Include the likely magnitude or importance of the improvements.

(b) Demonstrate, in the narrative section of the application under ‘‘Quality of project services,’’ how the proposed project will—

(1) Ensure equal access and treatment for members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. To meet this requirement, the applicant must describe how it will—

(i) Identify the needs of the intended recipients for TA and information; and

(ii) Ensure that 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 (as defined in 34 CFR 77.1) 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: https:// osepideasthatwork.org/sites/default/ files/2021-12/ConceptualFramework_ Updated.pdf and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

(4) Be based on current research and make use of evidence-based 12 practices (EBPs). To meet this requirement, the applicant must describe—

(i) The current research on early childhood data management and data sharing, linking, and integration, and related EBPs; and

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

(5) Develop products and provide services that are of high quality and sufficient intensity and duration to achieve the intended outcomes of the proposed project. To address this requirement, the applicant must describe—

(i) How it proposes to identify and develop the knowledge base on early childhood data management and data system integration;

(ii) Its proposed approach to universal, general TA,13 which must identify the intended recipients, including the type and number of recipients, that will receive the products and services under this approach;

(iii) The proposed approach to targeted, specialized TA,14 which must identify—

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

(B) The 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 State and local level; and

(C) The process by which the proposed project will collaborate with OSEP-funded centers and other federally funded TA centers to develop and implement a coordinated TA plan when the work of the center or centers overlaps with the proposed project; and

(iv) Its proposed approach to intensive, sustained TA,15 which must identify—

(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 addressing States’ challenges associated with limited resources to engage in early childhood data sharing, linking, and integration and enhancement activities that streamline the established Part C and Part B preschool special education data systems to respond to critical policy questions and to report high-quality IDEA data to the Department and the public, which must, at a minimum, include providing on-site consultants to the State lead agency

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59074 Federal Register / Vol. 89, No. 140 / Monday, July 22, 2024 / Notices

16 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, or have any financial interest in the outcome of the evaluation.

(LA) or State educational agency (SEA) to—

(1) Model and document data management and data sharing, linking, and integration policies, procedures, processes, and activities within the State;

(2) Develop and adapt tools and provide technical solutions to meet State-specific data needs; and

(3) Develop a sustainability plan for the State to continue the data management and data sharing, linking, and integration work in the future;

(C) Its proposed approach to measure the readiness of State LA and SEA personnel 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 State and local levels;

(D) Its proposed approach to prioritizing TA recipients with a primary focus on meeting the needs of States with known ongoing data quality issues, as measured by OSEP’s review of the quality of the IDEA sections 616 and 618 data;

(E) Its proposed plan for assisting State LAs and SEAs to build or enhance training systems that include professional development based on adult learning principles and coaching;

(F) Its proposed plan for working with appropriate levels of the education system (e.g., State LAs, SEAs, regional TA providers, districts, local programs, families) to ensure that there is communication between each level and that there are systems in place to support the collection, reporting, analysis, and use of high-quality IDEA Part C data (including IDEA section 616 Part C data, section 618 Part C data, and Part C child find data) and IDEA Part B preschool special education data as well as early childhood data management and data system integration; and

(G) Its proposed plan for collaborating and coordinating with the National Technical Assistance Center to Improve State Capacity to Collect, Report, Analyze, and Use Accurate IDEA Part B Data, the Early Childhood Technical Assistance Center, other Department-funded TA investments, other federally funded TA investments, and Institute of Education Sciences/National Center for Education Statistics research and development investments, where appropriate, in order to align complementary work and jointly develop and implement products and services to meet the purposes of this priority and to develop and implement a coordinated TA plan when they are involved in a State; and

(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.

(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.16 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 these application and administrative requirements;

(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; 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,’’ 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;

(4) The proposed costs are reasonable in relation to the anticipated results and benefits and funds will be spent in a way that increases their efficiency and cost-effectiveness, including by reducing waste or achieving better outcomes.

(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 to the project 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, after receipt of the award, and an annual planning

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59075 Federal Register / Vol. 89, No. 140 / Monday, July 22, 2024 / Notices meeting in Washington, DC, with the OSEP project officer and other relevant staff during each subsequent year of the project period.

(ii) A three-day project directors’ conference in Washington, DC, during each year of the project period, provided that, if the conference is conducted virtually, the project must reallocate unused travel funds no later than the end of the third quarter of each budget period.

(iii) Three annual two-day trips to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP;

(3) Provide an assurance that the project will—

(i) Reallocate unused travel funds no later than the end of the third quarter if the kick-off or planning meetings are conducted virtually; and

(ii) Within 30 days of receipt of the award, participate in a post-award teleconference between the OSEP project officer and the grantee’s project director or other authorized representative;

(4) 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;

(5) Budget at least 50 percent of the grant award for providing targeted and intensive TA to States;

(6) Provide an assurance that it will maintain a high-quality website, with an easy-to-navigate design, that meets government or industry-recognized standards for accessibility; and

(7) Include, in Appendix A, an assurance to assist OSEP with the transfer of pertinent resources and products and to maintain the continuity of services to States during the transition to these new award…