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Federal Register / Vol. 86, No. 148 / Thursday, August 5, 2021 / Rules and Regulations
appreciate the commenters feedback and will consider the commenters formatting recommendations for future proposed priorities. In addition, we have described above our reasons for the structure of the NPP, and this NFP.
Changes: None.
Final Priority
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Targeted and Intensive Technical Assistance to States on the Analysis and Use of Diagnostic, Interim, and Summative Assessment Data To Support Implementation of States Identified Measurable Results The purpose of this priority is to 1
assist those States that have a SIMR
related to assessment in analyzing and using diagnostic, interim, and summative assessment data to better achieve the SIMR as described in their IDEA Part B State Systemic Improvement Plans SSIPs; and 2
assist State efforts to provide technical assistance TA to local educational agencies LEAs in analyzing and using State and districtwide assessment data, for those States that have a SIMR related to assessment, to better achieve the SIMR, as appropriate.
The Center must achieve, at a minimum, the following expected outcomes:
a Increased capacity of State educational agency SEA personnel in States that have a SIMR related to assessment results to analyze and use diagnostic, interim and summative assessment data to better achieve the SIMR as described in the IDEA Part B
SSIPs, including using diagnostic, interim and summative assessment data to evaluate and improve educational policy, inform instructional programs, and improve instruction for students with disabilities;
b Increased capacity of SEA
personnel to provide TA to LEAs to analyze and use diagnostic, interim and summative assessment data to improve instruction of students with disabilities and support the implementation of the SIMR; and c Increased capacity of parents of students with disabilities to understand how students with disabilities are included in, and benefit from, participation in diagnostic, interim and summative assessments to improve instruction of students with disabilities and support implementation of the SIMR.
In addition to these program requirements, to be considered for funding under this priority, applicants must meet the application and administrative requirements under the priority Technical Assistance and
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Dissemination To Improve Services and Results for Children With Disabilities National Assessment Center and the following application and administrative requirements, which are:
a Demonstrate, in the narrative section of the application under Significance, how the proposed project will 1 Address the needs of SEAs and LEAs to analyze and use diagnostic, interim, and summative assessment data in instructional decision-making to improve teaching and learning for students with disabilities. To meet this requirement the applicant must i Present applicable national, State, and local data demonstrating the needs of SEAs and LEAs to analyze and use diagnostic, interim, and summative assessment data in instructional decision-making to improve teaching and learning for students with disabilities;
ii Demonstrate knowledge of current educational issues and policy initiatives related to analyzing and using diagnostic, interim, and summative assessment data in instructional decision-making to improve teaching and learning for students with disabilities; and iii Describe the current level of implementation related to analyzing and using diagnostic, interim, and summative assessment data in instructional decision-making to improve teaching and learning for students with disabilities; and 2 Improve the analysis and use of diagnostic, interim, and summative assessment data to improve teaching and learning for students with disabilities.
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 e.g., by creating materials in formats and languages accessible to the stakeholders served by the intended recipients;
2 Achieve its goals, objectives, and intended outcomes. To meet this requirement, the applicant must provide i Measurable intended project outcomes; and
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ii In appendix A, the logic model 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: www.osepideasthatwork.org/
logicModel and www.osepideasthatwork.org/
resources-grantees/program-areas/ta-ta/tadproject-logic-model-and-conceptualframework.

4 Be based on current research and make use of evidence-based 2 practices EBPs. To meet this requirement, the applicant must describe i The current research on the effectiveness of analyzing and using diagnostic, interim, and summative assessment data in instructional decision-making to improve teaching and learning for students with disabilities; and ii How the proposed project will incorporate current 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 or develop the knowledge base on analyzing and using diagnostic, interim, and summative assessment data in instructional decision-making to improve teaching and learning for students with disabilities;
ii Its proposed approach to universal, general TA,3 which must 1 Logic model 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.
2 For the purposes of this priority, evidencebased means, at a minimum, evidence that demonstrates a rationale as defined in 34 CFR
77.1, where a key project component included in the projects logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes.
3 Universal, general TA means TA and information provided to independent users through their own initiative, resulting in minimal
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