[Federal Register Volume 76, Number 153 (Tuesday, August 9, 2011)]
[Notices]
[Pages 48814-48822]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2011-20180]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Postsecondary Education Center for 
Individuals Who Are Deaf

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice.

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    Overview Information:
    Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities (TA&D); Personnel Development to 
Improve Services and Results for Children with Disabilities (Personnel 
Development); and Technology and Media Services for Individuals with 
Disabilities (T&M Services) Programs--Postsecondary Education Center 
for Individuals who are Deaf
    Notice inviting applications for new awards for fiscal year (FY) 
2011.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.326D.

DATES: 
    Applications Available: August 9, 2011.
    Deadline for Transmittal of Applications: September 8, 2011.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Programs: Funding from three programs--the TA&D, the 
Personnel Development, and the T&M Services Programs--supports this 
competition.
    The purpose of the TA&D Program is to promote academic achievement 
and to improve results for children with disabilities by providing 
technical assistance (TA), supporting model demonstration projects, 
disseminating useful information, and implementing activities that are 
supported by scientifically based research.
    The Personnel Development Program: (1) Helps address State-
identified needs for highly qualified personnel--in special education, 
related services, early intervention, and regular education--to work 
with children with disabilities and (2) ensures that those personnel 
have the skills and knowledge--derived from practices that have been 
determined through research and experience to be successful--that are 
needed to serve those children.
    Finally, the T&M Services Program: (1) Improves results for 
children with disabilities by promoting the development, demonstration, 
and use of technology, (2) supports educational media services 
activities designed to be of educational value in the classroom setting 
to children with disabilities, and (3) provides support for captioning 
and video description that is appropriate for use in the classroom 
setting.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute or otherwise 
authorized in the statute (see sections 662(c)(2), 663(c)(8)(C), 
674(b), and 681(d)of the Individuals with Disabilities Education Act 
(IDEA), 20 U.S.C. 1463 and 1481(d)).
    Absolute Priority: For FY 2011 and any subsequent year in which we 
make awards based on the list of unfunded applicants 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:
Postsecondary Education Center for Individuals who are Deaf 84.326D

Background:

    Individuals who are deaf or hard of hearing have unique 
communication and language barriers that require a range of 
accommodations for success in postsecondary education settings. 
Research, policy, and practice suggest that decisions about 
accommodations should be made on an individual basis (Marschark, 2001; 
U.S. Department of Education, 2005). For example, different 
accommodations are needed for a student who has hearing aids, a student 
who has a cochlear implant and uses oral-auditory strategies, a student 
with a cochlear implant who uses sign language in addition to oral-
auditory strategies, and a student who uses sign language only 
(Marschark, 2001). It is important that postsecondary institutions be 
well-informed about the various accommodations that may be appropriate 
for students who are deaf or hard of hearing, such as oral 
transliteration services, cued language transliteration services, sign 
language transliteration, and interpreting and transcription services.
    To address the needs of these students, section 682(d)(1)(B) of 
IDEA requires that the Secretary ensure that, for each fiscal year, not 
less than $4,000,000 is provided to address the postsecondary, 
vocational, technical, continuing, and adult education needs of 
individuals with deafness. Pursuant to this requirement, the 
Department's Office of Special Education Programs (OSEP) has previously 
funded four regional centers to assist postsecondary institutions in 
more effectively addressing the postsecondary, vocational, technical, 
continuing, and adult education needs of individuals who are deaf or 
hard of hearing. These centers have served collectively as the 
Postsecondary Education Programs Network (PEPNet). While PEPNet's 
project period is scheduled to end on September 30, 2011, institutions 
of higher education (IHEs) continue to need assistance to support this 
population. For more information about PEPNet, see http://www.pepnet.org.
    In addition to the funding required under section 682(d)(1)(B) of 
IDEA, section 504 of the Rehabilitation Act of 1973 (Section 504) and 
the Americans with Disabilities Act of 1990, as amended (ADA) outline 
postsecondary institutions' obligations to ensure they do not 
discriminate on the basis of disability, including in their provision 
of academic adjustments and auxiliary aids and services for students 
with disabilities (34 CFR 104.44; 28 CFR 35.160-164; 28 CFR 36.303). 
Current statistics show that many individuals who are deaf or hard of 
hearing are enrolling in mainstream postsecondary institutions (Raue & 
Lewis, 2011). Given the numbers of students enrolling in mainstream 
postsecondary institutions, and considering the various types of 
accommodations that may be necessary to serve this low-incidence 
population, it is paramount that personnel at these postsecondary 
institutions have the knowledge and skills needed to provide fully 
accessible learning experiences for students who are deaf or hard of 
hearing (Lang, 2002). For example, personnel must be skilled at helping 
to determine the appropriate type of interpreting services for a 
particular student's needs. Personnel must also be knowledgeable about 
other services from which the student may benefit (e.g., captioning or 
note-taking) and the availability of newer technology, such as live 
text-captioning technologies (e.g., C-Print or Computer Assisted 
Realtime Translation) and assistive listening devices, that are 
effective accommodations for students who are deaf or hard of hearing 
(Cawthon, Nichols, & Collier, 2009). Given the fast pace of emerging 
technology, it is particularly important for personnel to

[[Page 48815]]

have access to the information needed to stay current in this area.
    In addition, there are deaf or hard of hearing students who are not 
college-bound and who need to develop their basic skills to prepare to 
enter job training programs or matriculate to other postsecondary 
education programs. Researchers examined the transition strengths and 
needs of 53 middle and high school students who were deaf or hard of 
hearing and found substantial deficits in employment and independent 
living skills \1\ (Luft and Huff, 2011). Individuals who are deaf or 
hard of hearing need access to a wide variety of institutions or 
programs that provide postsecondary educational opportunities to 
address these needs. These postsecondary educational opportunities may 
be provided by postsecondary institutions and other relevant 
organizations and public agencies such as secondary schools, vocational 
rehabilitation agencies, community service agencies, centers for 
independent living, and one stop centers funded under the Workforce 
Investment Act.
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    \1\ In this study, employment skills included job-seeking 
skills, work adjustment skills (e.g., work schedules and deadlines, 
job-related reading and math), and job-related social and 
interpersonal skills. Independent living skills included money 
management skills, health- and home-related skills, and community 
awareness (e.g., use of public transportation, effective 
communication) (Luft and Huff, 2011).
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    To help bring about significant improvement in the quality of 
services for students who are deaf or hard of hearing and to improve 
educational outcomes, a national agenda was developed by a coalition of 
parent, consumer, professional, and advocacy organizations involved in 
the education of children who are deaf or hard of hearing. This 
national agenda, called Moving Forward on Achieving Educational 
Equality for Deaf and Hard of Hearing Students (National Agenda),\2\ is 
currently underway and its focus is on helping State educational 
agencies (SEAs), local educational agencies (LEAs), postsecondary 
institutions, and their partners identify and implement strategies to 
significantly improve the quality and nature of educational programs 
and services for students who are deaf or hard of hearing (Muller, 
2005; National Agenda, 2005; NASDSE, 2006; National State Leaders' 
Summit, 2010). For the past several years, through this National 
Agenda, State teams comprised of parents and representatives from SEAs, 
LEAs, State (or other) special schools and programs for the deaf, 
postsecondary institutions, early childhood deaf education, and others 
have met annually for a National State Leaders Summit to learn about 
effective strategies and develop State plans for improving outcomes for 
children and youth who are deaf or hard of hearing. The National Agenda 
encourages State teams to focus on goals and practices that will help 
support postsecondary access and completion for deaf or hard of hearing 
students. These practices include establishing collaborative 
partnerships among diverse agencies to improve coordination of 
services, making technology available to support educational access, 
and preparing personnel to meet the needs of a diverse population of 
deaf or hard of hearing students. The Department intends to build on 
these efforts by providing TA to State teams, including representatives 
from postsecondary institutions, to address the postsecondary, 
vocational, technical, continuing, and adult education needs of 
individuals who are deaf or hard of hearing.
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    \2\ The National Agenda is an education initiative based on a 
set of priorities that are stated as goals and that are designed to 
bring about significant improvement in the quality and nature of 
educational services and programs for deaf and hard of hearing 
students. The National Agenda was developed by a coalition of 
parent, consumer, professional, and advocacy organizations involved 
in the education of children who are deaf and hard of hearing, and 
working to develop an effective, communication and language-driven 
educational delivery system for children. The following Web sites 
provide more information on the National Agenda: http://www.ndepnow.org/agenda/agenda.htm or http://http://www.pepnet.org/2011Summit.asp
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    Consistent with the Department's priority to increase all students' 
postsecondary success, the Department seeks to support postsecondary 
institutions, working with other relevant organizations and public 
agencies, in increasing the number and proportion of students who are 
deaf or hard of hearing who attend, persist in, and complete college or 
other postsecondary education and training (U.S. Department of 
Education, 2010b).
    Priority:
    The purpose of this priority is to support a Postsecondary 
Education Center for Individuals who are Deaf (Center) that will 
support postsecondary institutions, working with other relevant 
organizations and public agencies, to more effectively address the 
postsecondary, vocational, technical, continuing, and adult education 
needs of individuals who are deaf or hard of hearing, including those 
who are deaf or hard of hearing with co-occurring disabilities such as 
learning and emotional disabilities, so that a greater number and 
proportion of these students persist in and complete college or other 
postsecondary education and training. The Center will: (1) Provide 
postsecondary institutions and other relevant organizations and public 
agencies with technical assistance on programs, practices, and 
activities that postsecondary institutions could use to improve the 
completion and persistence of students who are deaf or hard of hearing; 
(2) provide professional development opportunities through local, 
State, regional, and national in-person or online trainings to 
postsecondary educators and other individuals who provide educational 
services to postsecondary students who are deaf; and (3) provide 
training and information about how postsecondary institutions and other 
relevant organizations and public agencies can utilize technology to 
provide and promote access and accommodations for individuals who are 
deaf or hard of hearing.
    To be considered eligible for funding under this absolute priority, 
applicants must meet the application requirements contained in this 
priority. Any project funded under this absolute priority also must 
meet the programmatic and administrative requirements specified in the 
priority.
    Application Requirements. An applicant must include in its 
application--
    (a) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed Center. A logic model 
communicates how the Center will achieve its outcomes and provides a 
framework for both the formative and summative evaluations of the 
Center;

    Note: The following Web sites provide more information on logic 
models: http://www.researchutilization.org/matrix/logicmodel_resource3c.html and http://www.tadnet.org/model_and_performance.

    (b) A plan to implement the activities described in the Project 
Activities section of this priority;
    (c) A plan, linked to the proposed project's logic model, for a 
formative evaluation of the proposed project's activities. The plan 
must describe how the formative evaluation will use clear performance 
objectives to ensure continuous improvement in the operation of the 
proposed project, including objective measures of progress in 
implementing the project and ensuring the quality of products and 
services;
    (d) A budget for a summative evaluation to be conducted by an 
independent third party;
    (e) A budget for attendance at the following:
    (1) A one and one half day kick-off meeting to be held in 
Washington, DC,

[[Page 48816]]

within four weeks after receipt of the award, and an annual two-day 
planning meeting held in Washington, DC, with the OSEP Project Officer 
during each subsequent year of the project period.
    (2) A three-day Project Directors' Conference in Washington, DC, 
during each year of the project period.
    (3) A three-day Technical Assistance and Dissemination Conference 
in Washington, DC, during each year of the project period.
    (4) A minimum of two two-day trips annually to attend Department 
briefings, Department-sponsored conferences, and other meetings, as 
requested by OSEP.
    (f) A line item in the proposed budget for an annual set-aside of 5 
percent of the grant amount to support emerging needs that are 
consistent with the proposed project's activities, as those needs are 
identified in consultation with OSEP.

    Note:  With approval from the OSEP Project Officer, the Center 
must reallocate any remaining funds from this annual set-aside no 
later than the end of the third quarter of each budget period.

    (g) A description of both the process and the selection criteria 
that the Center will use to identify the recipients of the needs 
assessments and subsequent TA described under sections (a) and (b) of 
each of the Project Activities sections of this notice (TA&D Project 
Activities, Personnel Development Project Activities, T&M Services 
Project Activities). The Center must obtain approval from OSEP before 
finalizing the selection criteria and making the final selection of the 
recipients.
    Project Activities. To meet the requirements of this priority, the 
Center at a minimum, must conduct the following project activities: 
TA&D Project Activities, Personnel Development Project Activities, and 
T&M Services Project Activities.
    TA&D Project Activities (Consistent with section 663(c)(8)(C) of 
IDEA).
    (a) Conduct assessments, including examining student outcome data, 
to determine current TA needs of postsecondary institutions related to 
meeting the postsecondary, vocational, technical, continuing, and adult 
education needs of individuals who are deaf or hard of hearing. Such 
assessments must identify the needs of postsecondary institutions 
related to enrolling, retaining, and instructing students who are deaf 
or hard of hearing and addressing the varying communication needs of, 
and methods used by, individuals who are deaf or hard of hearing, such 
as oral transliteration services, cued language transliteration 
services, sign language transliteration and interpreting services, and 
transcription services. In its application, an applicant must describe 
both the process and the selection criteria that the Center will use to 
identify the institutions that will receive the needs assessment and 
subsequent TA. The Center must obtain approval from OSEP before 
finalizing the selection criteria and making the final selection of 
institutions.
    (b) Provide TA to postsecondary institutions to address the needs 
identified in assessments conducted under paragraph (a) of these TA&D 
Project Activities. This TA must--
    (1) Be designed to enhance access to college or other postsecondary 
education and training by individuals who are deaf or hard of hearing;
    (2) Address the needs of individuals who are deaf or hard of 
hearing to improve their persistence and completion in postsecondary 
education by implementing practices, strategies, or programs that 
improve student learning outcomes, reduce time to degree, reduce 
instructional costs, or other activities as appropriate;
    (3) Provide information on how to use data to improve postsecondary 
student outcomes relating to enrollment, persistence, and completion, 
and leading to career success.
    (c) Provide TA on request to other relevant organizations and 
public agencies working with postsecondary institutions to increase the 
number and proportion of individuals who are deaf or hard of hearing 
who enroll in, persist in, and complete postsecondary education. Other 
relevant organizations and public agencies may include SEAs, vocational 
rehabilitation agencies, community service agencies, centers for 
independent living, and one stop centers funded under the Workforce 
Investment Act. The TA provided under this paragraph (c) must focus on:
    (1) Students who are deaf or hard of hearing, including those who 
are deaf or hard of hearing with co-occurring disabilities such as 
learning or emotional disabilities, who are transitioning from 
secondary to postsecondary, vocational, technical, continuing, adult 
education, the workforce, and the community.
    (2) Assisting postsecondary institutions to meet their 
responsibilities under Federal laws, including Section 504 and the ADA, 
with respect to students who are deaf or hard of hearing.
    (3) Developing and implementing effective procedures for providing 
postsecondary educational supports to students who are deaf or hard of 
hearing, including by encouraging the use of cooperative arrangements 
among postsecondary institutions and other service providers, such as 
public and private community service providers that may address the 
educational, remedial, support services, transitional, independent 
living, and employment needs of individuals who are deaf or hard of 
hearing. The Center may also address the transition of these students 
from postsecondary institutions to independent living and employment.
    (4) Assisting teams of other relevant organizations and appropriate 
public agencies, including postsecondary institutions, working on State 
plans or other strategies to address the postsecondary, vocational, 
technical, continuing, and adult education needs of individuals who are 
deaf or hard of hearing.
    (d) Make information available to individuals who are deaf or hard 
of hearing, parents of students who are deaf or hard of hearing, 
secondary schools, and postsecondary institutions on the availability 
of resources (e.g., different kinds of accommodations, financial, 
support services) to support students who are deaf or hard of hearing 
in completing their postsecondary education.
    (e) Incorporate the effective use of technology (e.g., webinars, 
online instruction) in the delivery of TA to improve productivity and 
efficiency of these activities.
Personnel Development Project Activities (Consistent With section 
662(c)(2) of IDEA)
    (a) Conduct assessments, including examining student outcome data, 
of the personnel development training needs of postsecondary, 
vocational, and adult education professional and support staff who 
provide transitional or postsecondary educational services to students 
who are deaf or hard of hearing.
    (b) Provide interdisciplinary training to postsecondary educators, 
guidance counselors, interpreters, speech pathologists, audiologists, 
social workers, rehabilitation counselors, and other staff that 
addresses the needs identified in the assessments conducted under 
paragraph (a) of these Personnel Development Project Activities and 
that will contribute to improvements in transitional and postsecondary 
educational results for students who are deaf or hard of hearing. This 
training must include information on--
    (1) How to use data to improve practice and student outcomes; and
    (2) Evidence-based practices that address the postsecondary, 
vocational, technical, continuing, and adult

[[Page 48817]]

education needs of individuals who are deaf or hard of hearing.
    (c) Provide professional development opportunities through local, 
State, regional, and national in-person or online trainings on key 
topics (e.g., orientation to deafness; deafness and English proficiency 
status; deafness and co-occurring disabilities; how to use data to 
improve instructional practices) to postsecondary educators and other 
individuals who provide postsecondary services to students who are deaf 
or hard of hearing.
    (d) Incorporate the effective use of technology (e.g., webinars, 
online instruction) in the delivery of training to improve the 
productivity and efficiency of the Center and to ensure that the Center 
supports a broad audience.
    T&M Services Project Activities (Consistent with section 674(b) and 
(c) of IDEA).
    (a) Conduct assessments, including examining student outcome data, 
to determine the accessible technology and media needs of 
postsecondary, vocational, and adult education programs related to--
    (1) Enrolling, retaining, and instructing students who are deaf or 
hard of hearing; and
    (2) Addressing the varying communication needs of and methods used 
by individuals who are deaf or hard of hearing.
    (b) Provide TA to administrators, faculty, and support staff at 
postsecondary institutions to address the needs identified in 
assessments conducted under paragraph (a) of these T&M Services Project 
Activities. This TA must--
    (1) Be designed to enhance access to, and completion of, college or 
other postsecondary education and training by individuals who are deaf;
    (2) Provide information, technological support, and in-service 
training, as needed, to personnel at postsecondary institutions who 
provide services to students who are deaf or hard of hearing;
    (3) Train personnel in the innovative uses and applications of 
technology, including universally designed technologies, assistive 
technology devices, and accessible media formats; and
    (4) Train personnel on developing and implementing effective 
procedures for providing educational technology and media supports to 
postsecondary students who are deaf or hard of hearing.
    (c) Provide information on how postsecondary institutions can use 
technology to meet their responsibilities under Federal laws, including 
the ADA and Section 504, to provide access to college or other 
postsecondary education and training, and to provide accommodations to 
individuals who are deaf or hard of hearing.
    Leadership and Coordination Activities. In addition to the 
activities conducted under the Project Activities section of this 
priority, the Center must--
    (a) Maintain a Web site that meets government or industry-
recognized standards for accessibility and that links to the Web site 
operated by the Technical Assistance Coordination Center (TACC).
    (b) Establish and maintain an advisory committee to review the 
activities and outcomes of the Center and provide programmatic support 
and advice throughout the project period. At a minimum, the advisory 
committee must meet on an annual basis in Washington, DC, and consist 
of representatives from SEAs, LEAs, school administrators, individuals 
who are deaf, educators, parents of individuals who are deaf, 
vocational rehabilitation agencies, community service agencies, centers 
for independent living, one stop centers funded under the Workforce 
Investment Act, postsecondary institutions, and service providers who 
work with transitioning youth and adults who are deaf. The Center must 
submit the names of proposed members of the advisory committee to OSEP 
for approval within eight weeks after receipt of the award.
    (c) Prepare and disseminate reports, documents, and other materials 
on appropriate accommodations in postsecondary institutions, how to 
prepare students who are deaf or hard of hearing to be college and 
career ready, and related topics as requested by OSEP. The reports must 
identify effective evidence-based practices as well as areas that would 
benefit, through additional research, from improved levels of evidence 
for specific practices. In consultation with the OSEP Project Officer, 
the Center must make selected reports, documents, and other materials 
available for parents, educators, service providers, members of 
professional organizations and advocacy groups, researchers, and 
others, as appropriate.
    (d) Communicate and collaborate, on an ongoing basis and as 
appropriate, with OSEP-funded projects, such as the Parent Training and 
Information Centers, the National Secondary Transition Technical 
Assistance Center, the National High School Center (jointly funded with 
the Office of Elementary and Secondary Education), the National Center 
on Deaf-Blindness, the Regional Resource Centers, the Center for 
Implementing Technology in Education, the Family Center on Technology 
and Disability, and OSEP-funded projects that focus on training 
personnel to serve students with low incidence disabilities. In 
addition, communicate and collaborate, on an ongoing basis and as 
appropriate, with related projects funded by the Rehabilitation 
Services Administration, the National Institute on Disability and 
Rehabilitation Research, the Institute of Education Sciences, and the 
Office of Vocational and Adult Education. This collaboration could 
include the joint development of products, the coordination of TA 
services, and the planning and carrying out of TA meetings and events.
    (e) Host an annual National State Systems Change Summit with 
representatives from the SEAs, LEAs, State schools, parent 
organizations, postsecondary institutions, vocational rehabilitation 
agencies, community service agencies, centers for independent living, 
and one stop centers funded under the Workforce Investment Act, service 
providers who work with transitioning youth and adults who are deaf or 
hard of hearing, and other stakeholders. The National State Systems 
Change Summit may be held in conjunction with other national 
conferences such as the annual National State Leaders' Summit. The 
summit must--
    (1) Provide, and enable the exchange of, information on 
establishing and implementing strategies to improve educational 
programs and services for postsecondary students who are deaf or hard 
of hearing, and to increase the number and proportion of these students 
who persist in and complete college or other postsecondary education 
and training.
    (2) Facilitate collaborative planning and implementation among 
stakeholders to address identified needs of postsecondary institutions 
in the State related to enrolling, retaining, instructing, and 
graduating students who are deaf or hard of hearing.
    (f) Participate in, organize, or facilitate communities of practice 
if they align with the needs of the Center's target audience. 
Communities of practice must align with the Center's objectives to 
support discussions and collaboration among key stakeholders.

    Note: The following Web site provides more information on 
communities of practice: http://www.tadnet.org/communities.

    (g) Prior to developing any new product, submit a proposal for the 
product to the TACC database for approval from the OSEP Project 
Officer.

[[Page 48818]]

The development of new products must be consistent with the product 
definition and guidelines posted on the TACC Web site (http://www.tadnet.org).
    (h) Maintain ongoing communication with the OSEP Project Officer 
through monthly phone conversations and e-mail communication, as 
needed.
Extending the Project for a Fourth and Fifth Year
    The Secretary may extend the project period of the Center for up to 
two additional years beyond its original project period of 36 months if 
the grantee is achieving the intended outcomes of the grant, shows 
improvement against baseline measures on performance indicators, and is 
making a positive contribution to practices and improved services that 
address the postsecondary, vocational, technical, continuing, and adult 
education needs of individuals who are deaf or hard of hearing, 
including those who are deaf or hard of hearing with co-occurring 
disabilities (e.g., learning or emotional disabilities), so that a 
greater number of students with deafness will complete their 
postsecondary education.
    References:
Cawthon, S. W., Nichols, S. K., & Collier, M. (2009). Facilitating 
access: What Information do Texas postsecondary institutions provide on 
accommodations and services for students who are deaf or hard of 
hearing? American Annals of the Deaf, 155 (5), 450-460.
Lang, H. G. (2002). Higher education for deaf students: Research 
priorities in the new millennium. Journal of Deaf Studies and Deaf 
Education, 7 (4), 267-280.
Luft, P., and Huff, K. (2011). How prepared are transition-age deaf and 
hard of hearing students for adult living? Results of the Transition 
Competence Battery. American Annals of the Deaf. 155 (5), 569-579.
Marschark, M. (2001). Language development in children who are deaf: A 
research synthesis. Alexandria, VA: National Association of State 
Directors of Special Education. (http://www.nasdse.org)
M[uuml]ller, E. (2005). Deaf and hard of hearing: State infrastructures 
and programs. Alexandria, VA: National Association of State Directors 
of Special Education, Project Forum. Retrieved February 17, 2011 from 
http://www.projectforum.org/documentsearch.cfm
NASDSE, (2006). Meeting the needs of students who are deaf or hard of 
hearing: Educational services guidelines. Alexandria, VA: National 
Association of State Directors of Special Education. (http://www.nasdse.org).
National Agenda: Moving Forward on Achieving Educational Equality for 
Deaf and Hard of Hearing Students, (2005). Retrieved February 17, 2011 
from http://www.ndepnow.org/agenda/agenda.htm
National State Leaders' Summit on Deaf Education, (2010). (http://www.pepnet.org).
Raue, K., and Lewis, L. (2011). Students with Disabilities at Degree-
Granting Postsecondary Institutions (NCES 2011-018). National Center 
for Education Statistics, Institute of Education Sciences, U.S. 
Department of Education. Washington, DC.
U.S. Department of Education, Office for Civil Rights. (1998). 
Auxiliary aids and services for post-secondary students with 
disabilities: Higher education's obligations under section 504 and 
title II of the ADA, Washington, DC, 2010. Retrieved February 17, 2011 
from http://www.ed.gov/about/offices/list/ocr/publications.html#Section504.
U.S. Department of Education, Office for Civil Rights. (2005). Deaf 
Students Education Services. Retrieved December 13, 2010 from http://www2.ed.gov/about/offices/list/ocr/docs/hq9806.html.
U.S. Department of Education, Office for Civil Rights (2007). 
Transition of students with disabilities to postsecondary education: A 
guide for high school educators, Washington, DC, Retrieved February 17, 
2011 from http://www2.ed.gov/about/offices/list/ocr/transitionguide.html.
U.S. Department of Education, National Center for Education Statistics 
(2010a), 2003-04 Beginning Postsecondary Students Longitudinal Study, 
Second Follow-up (BPS:04/09). Computation by NCES PowerStats Version 
1.0 on 12/4/2010; revised on December 17, 2010.
U.S. Department of Education (2010). Supplemental Priorities for 
Discretionary Grant Programs. Federal Register 75 (15 December 2010): 
78486-78511. Print
    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 and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority: 20 U.S.C. 1462, 1463, 1474, 1481, and 1482.
    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 85, 86, 97, 98, and 99.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: Three programs plan to make available a 
total of an estimated $4,000,000 for this competition: $1,300,000 from 
the TA&D Program; $1,700,000 from the Personnel Development Program; 
and $1,000,000 from the T&M Program.
    Estimated Average Size of Award: $4,000,000.

    Note: In each budget period of 12 months $1,300,000 must be 
budgeted for the activities described under Technical Assistance and 
Dissemination Activities (Consistent with section 663(c)(8)(C) of 
IDEA); $1,700,000 must be budgeted for the activities described 
under Personnel Development Activities (Consistent with section 
662(c)(2) of IDEA); and $1,000,000 must be budgeted for the 
activities described under T&M Services Activities (Consistent with 
section 674(b) of IDEA). The Assistant Secretary for Special 
Education and Rehabilitative Services may change these maximum 
amounts through a notice published in the Federal Register.

    Maximum Awards: We will reject any application that proposes a 
total budget exceeding $4,000,000 or the individual program budget 
amounts for the designated activities described in the note under the 
Estimated Average Size of Award section of this notice for a single 
budget period of 12 months. The Assistant Secretary for Special 
Education and Rehabilitative Services may change any of these maximum 
amounts through a notice published in the Federal Register.
    Estimated Number of Awards: 1.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 36 months with an optional additional 24 
months based on performance. Applications must include plans for both 
the 36 month award and the 24 month extension.

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; outlying areas; freely 
associated States; Indian tribes or tribal organizations; and for-
profit organizations.


[[Page 48819]]


    Note: Eligible applicants may form consortia that meet the 
requirements in 34 CFR 75.127 to 75.129 to apply under this 
competition. The Secretary views the formation of consortia as an 
effective and efficient strategy to address the requirements of this 
priority.

    2. Cost Sharing or Matching: This competition does not require cost 
sharing or matching.
    3. Other: General Requirements--(a) The project funded under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
IDEA).
    (b) Applicants and the grant recipient funded under this 
competition must involve individuals with disabilities or parents of 
individuals with disabilities ages birth through 26 in planning, 
implementing, and evaluating the projects (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet, from the Education Publications 
Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
http://www.ed.gov/fund/grant/apply/grantapps/index.html.
    To obtain a copy from ED Pubs, write, fax, or call the following: 
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), call, toll 
free: 1-877-576-7734.
    You can contact ED Pubs at its Web site, also: http://www.EDPubs.gov or at its e-mail address: [email protected].
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA number 84.326D.
    To obtain a copy from the program office, contact the person listed 
under FOR FURTHER INFORMATION CONTACT in section VII of this notice.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or computer diskette) 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.
    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. You must limit the 
application narrative to the equivalent of no more than 70 pages, using 
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, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The 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 one-page abstract, the 
resumes, the bibliography, the references, or the letters of support. 
However, the page limit does apply to all of the application narrative 
section (Part III).
    We will reject your application if you exceed the page limit or if 
you apply other standards and exceed the equivalent of the page limit.
    3. Submission Dates and Times:
    Applications Available: August 9, 2011.
    Deadline for Transmittal of Applications: September 8, 2011.
    Applications for grants under this competition may be submitted 
electronically using the Grants.gov Apply site (Grants.gov), or in 
paper format by mail or hand delivery. For information (including dates 
and times) about how to submit your application electronically, or in 
paper format by mail or hand delivery, please refer to section IV. 7. 
Other Submission Requirements 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 in section VII 
of this notice. 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.
    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 Central Contractor Registry: 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 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 CCR 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. A DUNS number 
can be created within one business day.
    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 2-5 weeks for your TIN to become active.
    The CCR registration process may take five or more business days to 
complete. If you are currently registered with the CCR, 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 CCR registration on an annual basis. This may take 
three or more business days to complete.
    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/applicants/get_registered.jsp).
    7. Other Submission Requirements: Applications for grants under 
this competition may be submitted

[[Page 48820]]

electronically or in paper format by mail or hand delivery.
    a. Electronic Submission of Applications.
    We are participating as a partner in the Governmentwide Grants.gov 
Apply site. The Postsecondary Education Center for Individuals who are 
Deaf competition, CFDA number 84.326D, is included in this project. We 
request your participation in Grants.gov.
    If you choose to submit your application electronically, you must 
use the Governmentwide Grants.gov Apply site at http://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 not e-mail an electronic copy of a grant 
application to us.
    You may access the electronic grant application for the 
Postsecondary Education Center for Individuals who are Deaf competition 
at http://www.Grants.gov. You must search for the downloadable 
application package for this competition by the CFDA number. Do not 
include the CFDA number's alpha suffix in your search (e.g., search for 
84.326, not 84.326D).
    Please note the following:
     Your participation in Grants.gov is voluntary.
     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 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at http://www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you submit your application in paper format.
     If you submit your application electronically, you must 
submit all documents electronically, including all information you 
typically provide on the following forms: the Application for Federal 
Assistance (SF 424), the Department of Education Supplemental 
Information for SF 424, Budget Information--Non-Construction Programs 
(ED 524), and all necessary assurances and certifications.
     If you submit your application electronically, you must 
upload any narrative sections and all other attachments to your 
application as files in a .PDF (Portable Document) format only. If you 
upload a file type other than a .PDF or submit a password-protected 
file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by e-mail. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.
    Note: The extensions to which we refer in this section apply only 
to the unavailability of, or technical problems with, the Grants.gov 
system. We will not grant you an extension if you failed to fully 
register to submit your application to Grants.gov before the 
application deadline date and time or if the technical problem you 
experienced is unrelated to the Grants.gov system.
    b. Submission of Paper Applications by Mail.
    If you submit your application in paper format by mail (through the 
U.S. Postal Service or a commercial carrier), you must mail the 
original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.326D), LBJ Basement Level 1, 400 Maryland Avenue, SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.

[[Page 48821]]

    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.
    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.
    c. Submission of Paper Applications by Hand Delivery.
    If you submit your application in paper format by hand delivery, 
you (or a courier service) must deliver the original and two copies of 
your application by hand, on or before the application deadline date, 
to the Department at the following address: U.S. Department of 
Education, Application Control Center, Attention: (CFDA Number 
84.326D), 550 12th Street, SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays. Note for Mail or Hand 
Delivery of Paper Applications: If you mail or hand deliver your 
application to the Department--
    (1) You must indicate on the envelope and--if not provided by the 
Department--in Item 11 of the SF 424 the CFDA number, including suffix 
letter, if any, of the competition under which you are submitting your 
application; and
    (2) The Application Control Center will mail to you a notification 
of receipt of your grant application. If you do not receive this 
notification within 15 business days from the application deadline 
date, you should call the U.S. Department of Education Application 
Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The Standing Panel 
requirements under IDEA also have placed additional constraints on the 
availability of reviewers. Therefore, the Department has determined 
that, for some discretionary grant competitions, applications may be 
separated into two or more groups and ranked and selected for funding 
within the specific groups. This procedure will make it easier for the 
Department to find peer reviewers by ensuring that greater numbers of 
individuals who are eligible to serve as reviewers for any particular 
group of applicants will not have conflicts of interest. It also will 
increase the quality, independence, and fairness of the review process, 
while permitting panel members to review applications under 
discretionary grant competitions for which they also have submitted 
applications. However, if the Department decides to select an equal 
number of applications in each group for funding, this may result in 
different cut-off points for fundable applications in each group.
    4. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special conditions on a grant if the applicant or grantee is 
not financially stable; has a history of unsatisfactory performance; 
has a financial or other management system that does not meet the 
standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN). We may notify you informally, also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multi-year award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to http://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the TA&D program. These measures focus on the extent to 
which projects provide high-quality products and services, the 
relevance of project products and services to educational and early 
intervention policy and practice, and the use of products and services 
to improve educational and early intervention policy and practice.
    Grantees will be required to report information on their project's 
performance in annual reports to the Department (34 CFR 75.590).
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved

[[Page 48822]]

application, and whether the grantee has expended funds in a manner 
that is consistent with its approved application and budget. In making 
a continuation grant, the Secretary also considers whether the grantee 
is operating in compliance with the assurances in its approved 
application, including those applicable to Federal civil rights laws 
that prohibit discrimination in programs or activities receiving 
Federal financial assistance from the Department (34 CFR 100.4, 104.5, 
106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Louise Tripoli, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 4077, Potomac Center Plaza 
(PCP), Washington, DC 20202-2550. Telephone: (202) 245-7554.
    If you use a TDD, call the Federal Relay Service (FRS), toll free, 
at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or computer diskette) by 
contacting the Grants and Contracts Services Team, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC 
20202-2550. Telephone: (202) 245-7363. If you use a TDD, call the FRS, 
toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: http://www.gpo.gov/fdsys. 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 Adobe Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: http://www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: August 4, 2011.
Alexa Posny,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2011-20180 Filed 8-8-11; 8:45 am]
BILLING CODE 4000-01-P