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Federal Register / Vol. 86, No. 131 / Tuesday, July 13, 2021 / Rules and Regulations
Code of Federal Regulations at www.govinfo.gov. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or portable document format PDF.
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Ian Rosenblum, Deputy Assistant Secretary for Policy and Programs delegated the authority to perform the functions and duties of the Assistant Secretary, Office of Elementary and Secondary Education.
FR Doc. 202114862 Filed 71221; 8:45 am BILLING CODE 400001P

DEPARTMENT OF EDUCATION
34 CFR Chapter III
Docket ID ED2020OSERS0179

Final Priority, Requirement, and DefinitionsNational Comprehensive Center on Improving Literacy for Students With Disabilities Offices of Elementary and Secondary Education and Special Education and Rehabilitative Services, Department of Education.
ACTION: Final priority, requirement, and definitions.
AGENCY:

The Department of Education Department announces a priority, requirement, and definitions for the National Comprehensive Center on Improving Literacy for Students with Disabilities program Comprehensive Centers program, Assistance Listing Number 84.283D. The Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act ESEA, requires the Secretary to establish a comprehensive center for students at risk of not attaining full literacy skills due to a disability. The Department may use the priority, requirement, and definitions for competitions in fiscal year FY 2021
and later years. We will use the priority, requirement, and definitions to award a cooperative agreement for a comprehensive center designed to improve literacy skills for students at risk of not attaining full literacy skills due to a disability.
DATES: Effective August 12, 2021.

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SUMMARY:

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FOR FURTHER INFORMATION CONTACT:

Kristen Rhoads, U.S. Department of Education, 400 Maryland Avenue SW, Room 5175, Potomac Center Plaza, Washington, DC 202025076.
Telephone: 202 2456715. Email:
Kristen.Rhoads@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 1800877
8339.
SUPPLEMENTARY INFORMATION:

Purpose of Program: The Comprehensive Centers program supports the establishment of not fewer than 20 comprehensive centers to provide capacity building services to State educational agencies SEAs, regional educational agencies REAs, local educational agencies LEAs, and schools that improve educational outcomes for all students, close achievement gaps, and improve the quality of instruction. The purpose of the National Comprehensive Center on Improving Literacy for Students with Disabilities Center is to identify or develop evidence-based literacy assessment tools and professional development activities and identify evidence-based instruction, strategies, and accommodations for students at risk of not attaining full literacy skills due to a disability, including dyslexia impacting reading or writing, or developmental delay impacting reading, writing, language processing, comprehension, or executive functioning. The Center will also disseminate its products and information on evidence-based literacy to families, SEAs, LEAs, REAs, and schools.
Program Authority: Section 203 of the Educational Technical Assistance Act of 2002 ETAA 20 U.S.C. 9602 and section 2244 of the ESEA 20 U.S.C.
6674.
We published a notice of proposed priority, requirement, and definitions NPP for this program in the Federal Register on March 12, 2021 86 FR
14048. The NPP contained background information and our reasons for proposing the particular priority, requirement, and definitions.
There are differences between the NPP and this notice of final priority, requirement, and definitions NFP as discussed in the Analysis of Comments and Changes section of this document.
The substantive changes include not establishing a limit on reimbursement of indirect costs, adding a requirement related to features of screening assessments, and expanding who the Center involves when soliciting a
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diversity of perspectives in the development and implementation of services.
Public Comment: In response to our invitation to comment in the NPP, 27
parties submitted comments on the proposed priority, requirement, and definitions.
Generally, we do not address technical and other minor changes. In addition, we do not address comments that raised concerns not directly related to the proposed priority, requirement, and definitions.
Analysis of Comments and Changes:
An analysis of the comments and changes in the priority, requirement, and definitions since publication of the NPP follows.
The Department received 27
comments, which addressed several specific topics, including limiting reimbursement of indirect costs, supporting an external evaluator, meeting the needs of multiple populations and settings, implementing project services, measuring Center outcomes, and managing the Center and adequacy of resources. Each topic is addressed below.
General Comments Comment: All commenters expressed overall support for the proposed Center.
One commenter stressed the importance of this Center for addressing the needs of students in early childhood programs through 12th grade. Another commenter noted that the Center could be important for ensuring quality education and creating equitable learning environments for students with disabilities in both charter and traditional public schools.
Discussion: The Department appreciates the comments and agrees with the commenters. The Center to be funded under this program will provide necessary and valuable technical assistance TA related to improving literacy outcomes for students at risk of not attaining full literacy skills due to a disability.
Changes: None.
Comment: One commenter suggested removing language related to competing in the global economy. The reviewer thought that the phrase adds undue stress for students with disabilities.
Discussion: The mission of the Department includes promoting student achievement and preparation for global competitiveness. This mission applies to all students, including students with disabilities and we think it is a reasonable expectation to have a broad goal of preparing all students for the global economy.
Changes: None.

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