[Federal Register Volume 84, Number 148 (Thursday, August 1, 2019)]
[Notices]
[Pages 37633-37641]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-16354]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Educational Technology, Media, and
Materials for Individuals With Disabilities--National Center on
Accessible Educational Materials for Learning
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The mission of the Office of Special Education and
Rehabilitative Services (OSERS) is to improve early childhood,
educational, and employment outcomes and raise expectations for all
people with disabilities, their families, their communities, and the
Nation. As such, we are issuing a notice inviting applications for new
awards for fiscal year (FY) 2019 for Educational Technology, Media, and
Materials for Individuals with Disabilities--National Center on
Accessible Educational Materials for Learning, Catalog of Federal
Domestic Assistance (CFDA) number 84.327Z. This notice relates to the
approved information collection under OMB control number 1820-0028.
DATES: Applications Available: August 1, 2019.
Deadline for Transmittal of Applications: September 3, 2019.
Pre-Application Webinar Information: No later than August 6, 2019,
OSERS will post pre-recorded informational webinars designed to provide
technical assistance (TA) to interested applicants. The webinars may be
found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
Pre-Application Q & A Blog: No later than August 6, 2019, OSERS
will open a blog where interested applicants may post questions about
the application requirements for this competition and where OSERS will
post answers to the questions received. OSERS will not respond to
questions unrelated to the application requirements for this
competition. The blog may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html and will remain open until August 20, 2019.
After the blog closes, applicants should direct questions to the person
listed under FOR FURTHER INFORMATION CONTACT.
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 February 13, 2019 (84 FR 3768), and available at
[[Page 37634]]
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Tara Courchaine, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5054E, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-6462. Email:
[email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of the Educational Technology,
Media, and Materials for Individuals with Disabilities Program are to
(1) improve results for children with disabilities by promoting the
development, demonstration, and use of technology; (2) support
educational activities designed to be of educational value in the
classroom for children with disabilities; (3) provide support for
captioning and video description that is appropriate for use in the
classroom; and (4) provide accessible educational materials (AEM) to
children with disabilities in a timely manner.\1\
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\1\ Applicants should note that other laws, including the
Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.; 28
CFR part 35) and section 504 of the Rehabilitation Act of 1973 (29
U.S.C. 794; 34 CFR part 104), may require that State educational
agencies and local educational agencies provide captioning, video
description, and other accessible educational materials to children
with disabilities when such materials are necessary to provide
children with disabilities with equally integrated and equally
effective access to the benefits of the educational program or
activity, or as part of a ``free appropriate public education'' as
defined in the Department of Education's Section 504 regulation.
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Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority
is from allowable activities specified in sections 674(b)(2) and 681(d)
of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C.
1400 et seq.).
Absolute Priority: For FY 2019 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this priority is an absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is: National Center on Accessible Educational
Materials for Learning.
Background: The purpose of this priority is to fund a cooperative
agreement to establish and operate a National Center on Accessible
Educational Materials for Learning (Center). The Center will work with
State educational agencies (SEAs), local educational agencies (LEAs),
and other stakeholders to improve the quality, availability, and timely
delivery of AEM and related technologies for use by infants, toddlers,
children, and youth with disabilities (hereafter referred to as
``individuals with disabilities,'' which includes ``eligible persons''
who are blind, have a visual impairment or perceptual or reading
disability or have a physical disability affecting their ability to
read \2\). We intend the Center, in partnership with parents, families,
and diverse stakeholders, to improve opportunities and raise
expectations for individuals with disabilities to (1) participate in
high-quality early learning programs, (2) meet high expectations
through meaningful engagement and progress in the general education
curriculum, (3) demonstrate improved outcomes on assessments, (4) meet
State academic standards, and (5) transition to postsecondary education
or the workforce. In short, we intend the Center to help address the
complex issue of access to educational materials and the general
education curriculum for individuals with disabilities.
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\2\ The Marrakesh Treaty Implementation Act amended section 121
of the Copyright Act to provide new terms and definitions. The
Treaty updates beneficiaries in section 121 from ``blind or other
persons with disabilities'' to ``eligible persons''. See
www.copyright.gov/legislation/2018_marrakesh_faqs.pdf.
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Under section 612(a)(1) of the IDEA, States must ensure that a free
appropriate public education (FAPE) is made available to all children
with disabilities. IDEA also requires that all children with
disabilities are included in all general State and districtwide
assessment programs (see section 612(a)(16)). Additionally, SEAs and
LEAs are responsible for ensuring that individuals with disabilities
who need instructional materials in accessible formats, but are not
included under the definition of ``blind or other persons with print
disabilities,'' \3\ receive AEM in a timely manner (34 CFR
300.172(b)(3) and 300.210(b)(3); 20 U.S.C. 1412(a)(23) and 1413(a)(6)).
Accessible educational materials and technologies enable individuals
with disabilities to have access to, be involved in, and make progress
in the general education curriculum (or for a preschool child, to
participate in appropriate activities) and assessments.
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\3\ The Library of Congress regulations (36 CFR 701.6(b)(1))
related to the Act to Provide Books for the Adult Blind (approved
March 3, 1931, 2 U.S.C. 135a) provide that ``blind persons or other
persons with print disabilities'' include: (i) Blind persons whose
visual acuity, as determined by competent authority, is 20/200 or
less in the better eye with correcting glasses, or whose widest
diameter if visual field subtends an angular distance no greater
than 20 degrees. (ii) Persons whose visual disability, with
correction and regardless of optical measurement, is certified by
competent authority as preventing the reading of standard printed
material. (iii) Persons certified by competent authority as unable
to read or unable to use standard printed material as a result of
physical limitations. (iv) Persons certified by competent authority
as having a reading disability resulting from organic dysfunction
and of sufficient severity to prevent their reading printed material
in a normal manner.
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Over the past 15 years, the reliance on static print curricula and
materials has shifted to digital resources, technologies, and open
educational resources (OERs). Digital resources and technologies hold
promise for personalized and enhanced learning for individuals with
disabilities in education and workplace settings. However, when
accessibility is not meaningfully considered during the creation,
procurement, or curation \4\ process, these new technologies can become
barriers to full access to the general education curriculum. This is
also true for children required to use OERs or to access instruction
through learning management systems.
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\4\ ``Digital curation is the active involvement of information
professionals in the management, including the preservation, of
digital data for future use.'' See www.emeraldinsight.com/doi/abs/10.1108/10650750710831466.
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Many OERs are in Portable Document Format (PDF), most of which do
not meet basic standards for accessibility. Making PDF materials
accessible involves the tedious process of rendering and reconstructing
the materials. As a result, individuals with disabilities often do not
receive materials in a timely manner, or use alternate materials that
are different from materials available to their peers without
disabilities. Also, far too often, they cannot use their accommodations
or assistive technology (AT) on State-mandated tests due to issues with
inoperability, privacy, and security concerns. These problems persist
even when the AT is an approved device or resource. In addition,
individuals responsible for the procurement and curation of materials
are sometimes unaware of student accessibility needs and requirements,
which may result in inappropriate purchases.
Finally, children who require embossed braille to learn essential
early literacy skills often cannot access interactive digital
resources. Therefore, States, districts, and educators need support in
developing strategies to help children who are blind, while maintaining
equal access to high-quality educational materials.
In order to provide equal access and support improved learning
opportunities for all children, regardless
[[Page 37635]]
of ability or need, States, districts, postsecondary institutions,
families, publishers, and other stakeholders will benefit from
opportunities to increase their capacity to deliver high-quality AEM.
State and local systems need TA to develop, procure, curate, and use
AEM, including digital educational materials. The Center must be
operated in a manner consistent with nondiscrimination requirements
contained in the U.S. Constitution and Federal civil rights laws.
Priority
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Center on Accessible Educational
Materials for Learning (Center). Under this priority, the Center, at a
minimum, must--
(a) Provide TA to increase the capacity of SEAs, LEAs,
stakeholders, and personnel in early learning programs, schools
including public charter and nonpublic schools, institutions of higher
education (IHEs), and workplaces to provide and support evidence-based
practices \5\ and compliance training to use AEM and related
technologies with individuals who need them to access instruction;
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\5\ For the purposes of this priority, ``evidence-based'' means,
at a minimum, evidence that demonstrates a rationale (as defined in
34 CFR 77.1), where a key project component included in the
project's logic model is informed by research or evaluation findings
that suggest the project component is likely to improve relevant
outcomes.
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(b) Provide TA to SEAs and other stakeholders on accessibility
requirements to increase the availability and use of OERs;
(c) Provide TA to SEAs and LEAs on the procurement and curation of
print, digital, and born accessible materials, including OERs;
(d) Provide support on the use of AEM and related technologies with
State-mandated assessments (including student privacy,
interoperability, and the alignment of AEM used for daily instruction
and high-stakes assessments);
(e) Increase the capacity of educators to author accessible OERs
for individuals with disabilities;
(f) Connect resources and personnel for the blind and visually
impaired to the broader AEM community, which includes individuals with
high-incidence disabilities (e.g., learning disabilities, mild autism,
or mild intellectual disability) and individuals who are deaf and hard
of hearing, to align efforts \6\ and increase the use of accessible
materials and resources in schools;
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\6\ In most SEAs and LEAs, the individuals responsible for
providing AEM to children are separated by disability type or need.
For example, those responsible for providing AEM to blind and
visually impaired children are different than those providing AEM to
children who are deaf and hard of hearing, children with high-
incidence disabilities, or children with physical disabilities.
These providers do not necessarily communicate and work gets done in
parallel, rather than collaboratively.
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(g) Increase publisher and vendor awareness of the need for
accessible digital materials (including Web Content Accessibility
Guidelines (WCAG) 2.0, World Wide Web Consortium (W3C) web standards,
and voluntary product accessibility templates (VPATs));
(h) Build the capacity of IHEs to include instruction on AEM and
related technologies in their teacher and administrator preparation
programs;
(i) Recommend to the Office of Special Education Programs (OSEP)
necessary revisions or updates to the technical specifications of the
National Instructional Materials Accessibility Standard (NIMAS) to
ensure that (1) the technical specifications are consistent with
current industry standards, and (2) digital files can be easily and
efficiently converted into accessible formats that meet the needs of
eligible individuals; and
(j) Collaborate with appropriate OSEP-funded projects related to
the NIMAS, AEM, literacy, or reading to increase awareness of
accessible materials.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address the need for AEM and related technologies to support
equal opportunities in early learning programs, schools, IHEs, and
workplaces. To meet this requirement the applicant must--
(i) Present applicable national, State, regional, or local data
demonstrating the need for AEM and related technologies in early
learning programs, schools, IHEs, and workplaces for individuals with
disabilities, including those who may be underserved; and
(ii) Demonstrate knowledge of the following:
(A) Benefits, services, or opportunities that are available through
the use of AEM and related technologies in early learning programs,
schools, IHEs, and workplaces that are fully accessible to individuals
with disabilities, including those who may be underserved;
(B) Standards and technical specifications for the preparation of
electronic files and used for efficient conversion into accessible
formats;
(C) Accepted accessibility standards and industry-developed
specifications for digital materials and technologies used in schools
and workplaces;
(D) Implications of being a #GoOpen \7\ State and considerations
needed to ensure equal access to AEM and related technologies in a
timely manner for individuals with disabilities; and
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\7\ The Department's #GoOpen initiative supports States and
districts in their use of openly licensed educational resources to
transform teaching and learning. See https://tech.ed.gov/open/.
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(E) TA resources available to stakeholders and personnel in early
learning programs, schools, IHEs, and workplaces to support the design,
development, maintenance, distribution, timely delivery, and use of AEM
and related technologies, including AEM and related technologies that
promote Science, Technology, Engineering, or Math (STEM) Education;
(2) Increase the capacity of stakeholders to design, develop,
maintain, and distribute AEM and related technologies that conform to
current industry standards and, as appropriate, NIMAS. To address this
requirement the applicant must--
(i) Identify current policies, procedures, and practices used by
early learning programs, schools, IHEs, workplaces, and other
stakeholders to ensure the availability and use of AEM and related
technologies;
(ii) Identify systemic barriers, gaps, or challenges, including
challenges with the use of OERs and interactive digital resources,
faced by early learning programs, schools, IHEs, workplaces, and other
stakeholders to ensure the availability and use of AEM and related
technologies; and
(iii) Identify the potential impact of the recent Marrakesh Treaty
Implementation Act on the items in (i) and (ii) above;
(3) Increase knowledge, using identified dissemination strategies,
of SEAs, LEAs, and other stakeholders to develop, implement, and
sustain efficient, unified procurement, curation, and distribution
systems and improve existing systems to ensure the availability and use
of AEM and related technologies in early learning programs, schools,
IHEs, and workplaces.
(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
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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 (e.g., by creating materials in
accessible formats);
(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 \8\ 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;
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\8\ 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.
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(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/tad-project-logic-model-and-conceptual-framework.
(4) Be based on current research. To meet this requirement, the
applicant must describe--
(i) How the proposed project will align to current research,
policies, and practices related to the benefits, services, or
opportunities that are available through the use of AEM and related
technologies in schools and workplaces;
(ii) How the proposed project will further develop the AEM
knowledge base;
(iii) How the proposed project will support the alignment of the
SEA distribution systems, including in States and LEAs that have
committed to the Department's #GoOpen initiative, to ensure the
quality, availability, and timely delivery of AEM and related
technologies to individuals with disabilities, including those who may
be underserved;
(iv) Workplace policies, procedures, and practices for the adoption
and implementation of accessible workplace technologies; and
(v) The process the proposed project will use to incorporate
current research and practices to guide the development and delivery of
its products and services; and
(5) Develop new products and services that are of high quality and
sufficient intensity and meet current accessibility standards to
achieve the intended outcomes of the proposed project. To address this
requirement, the applicant must describe--
(i) Its proposed activities to identify, develop, or expand the
knowledge base of SEAs, LEAs, and other stakeholders on AEM and
technologies in early learning programs, schools, and workplaces;
(ii) Its proposed plan to identify dissemination strategies to
ensure SEAs, LEAs, and other stakeholders have access to products and
services;
(iii) Its proposed plan to identify educational benefits, services,
and opportunities for using AEM and related technologies in early
learning programs, schools, IHEs, and workplaces;
(iv) Its proposed plan to address gaps, challenges, or systemic
barriers to, and critical components of, efficient, unified, and
effective SEA distribution systems including issues around procurement
and curation;
(v) Its proposed plan to identify policies, procedures, and
practices addressing accessible workplace technologies;
(vi) Its proposed plan to identify technology design criteria that
conform to accepted accessibility standards, NIMAS, and, when
appropriate, widely used electronic publishing industry standards (EPUB
accessibility, WCAG 2.0 AA, W3C web standards, VPATs);
(vii) Its proposed approach to universal, general TA,\9\ including
the number and type of intended recipients of the products and services
under this approach. To address this requirement, the applicant must,
at a minimum, describe--
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\9\ ``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.
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(A) The proposed project's plan to disseminate information gained
from the knowledge development activities;
(B) The intended recipients, including the type and number of
recipients, that will receive the products and services under this
approach;
(C) Its proposed approach to measure the readiness of potential TA
recipients to work with the project, assessing, at a minimum, their
current infrastructure, available resources, and ability to build
capacity at the local level;
(D) Its proposed plan to provide universal, general TA to meet the
needs of multiple audiences (including SEAs, LEAs, early childhood
providers, schools including public charter and nonpublic schools,
IHEs, workplaces, publishers, vendors, OER creators, parents, and
families) using the information described in paragraph (b)(4) of this
priority so that the data and information are easily accessible by
multiple audiences (e.g., websites, webinars, newsletters, guidebooks,
research syntheses, conference presentations, and published articles);
and
(E) Its proposed plan to increase access to comprehensive and
accurate information on implementing relevant legal requirements and on
the use of strategies that result in the project's intended outcomes by
early learning programs, schools, IHEs, and workplaces, and, as
appropriate, by other stakeholders to support the design, development,
maintenance, distribution, procurement, timely delivery, and use of AEM
and related technologies;
(viii) Its proposed approach to targeted, specialized TA,\10\
including the recipients of the products and services under this
approach. To address this requirement, the applicant must describe--
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\10\ ``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.
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(A) Its proposed plan to provide support to, and coordinate with,
federally funded projects, national professional organizations, and
their State and local affiliates to increase their efficiency and
effectiveness in disseminating their products and delivering their
services within SEA systems for the development, maintenance,
distribution, procurement, and curation of AEM and related
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technologies in early learning programs, schools, IHEs, and workplaces;
(B) Its proposed plan to work with SEAs and State assessment
developers and vendors to ensure interoperability with AT devices and
accessibility for eligible individuals; and
(C) Its proposed plan to facilitate communication and increased
collaboration among multiple stakeholders, including publishers, OER
producers, and vendors, to solve problems, share information and
materials, and deliver a consistent message on the importance of
implementing this priority to ensure full benefits, services, and
supports to intended audiences, as appropriate, in early learning
programs, schools, IHEs, and workplaces; and
(ix) Its approach to intensive, sustained TA,\11\ including the
intended recipients of the products and services under this approach.
To address this requirement, the applicant must describe--
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\11\ ``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.
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(A) The intended recipients, including the type and number of
recipients, that will receive the products and services under this
approach;
(B) Its proposed approach to measure the readiness of State- and
local-level 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 local level;
(C) Its proposed plan for assisting SEAs, LEAs, charter management
organizations, and private school organizations to build or enhance
training systems that include professional development based on adult
learning principles and coaching and ensure their timely delivery; and
(D) Its proposed plan for working with appropriate levels of the
education system (e.g., Part C, SEAs, regional TA providers, IHEs,
districts, schools, families, and workforce) to ensure that there is
communication between each level and that efficient, effective, and
unified procurement, curation, and distribution systems are sustained
to ensure the timely delivery of AEM;
(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;
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(iv) How the proposed project will improve the likelihood that the
products and services will be used in a variety of settings;
(7) Ensure effective communication and collaboration between
project staff, stakeholders, OSEP, and other OSEP-funded projects. To
address this requirement, the applicant must--
(i) Describe how the proposed project will communicate and
collaborate on an ongoing basis with other OSEP-funded projects,
including OSEP-funded Parent Training and Information Centers (PTIs)
and Community Parent Resource Centers (CPRCs), to provide training and
informational resources for parents and families;
(ii) Describe how the proposed project will collaborate with
publishers, accessible media producers, technology developers, vendors,
distributors, and others with expertise in AEM production; and
(iii) Describe how the proposed project will communicate using a
wide variety of media methods (presentations, publication, conference
attendance, demonstrations) to reach a broad range of technology
developers, publishers, and end users, such as educators, individuals
with disabilities, and parents and families of individuals with
disabilities.
(c) In the narrative section of the application under ``Quality of
the project evaluation,'' include an evaluation plan for the project as
described in the following paragraphs. The evaluation plan must
describe: measures of progress in implementation, including the
criteria for determining the extent to which the project's products and
services have met the goals for reaching the project's target
population; measures of intended outcomes or results of the project's
activities in order to evaluate those activities; and how well the
goals or objectives of the proposed project, as described in its logic
model, have been met.
The applicant must provide an assurance that, in designing the
evaluation plan, it will--
(1) Designate, with the approval of the OSEP project officer, a
project liaison staff person with sufficient dedicated time, experience
in evaluation, and knowledge of the project to work in collaboration
with the Center to Improve Program and Project Performance (CIP3), the
project director, and the OSEP project officer on the following tasks:
(i) Revise, as needed, the logic model submitted in the application
to provide for a more comprehensive measurement of implementation and
outcomes and to reflect any changes or clarifications to the model
discussed at the kick-off meeting;
(ii) Refine the evaluation design and instrumentation proposed in
the grant application consistent with the logic model (e.g., prepare
evaluation questions about significant program processes and outcomes;
develop quantitative or qualitative data collections that permit both
the collection of progress data, including fidelity of implementation,
as appropriate, and the assessment of project outcomes; and identify
analytic strategies); and
(iii) Revise, as needed, the evaluation plan submitted in the
application such that it clearly--
(A) Specifies the measures and associated instruments or sources
for data appropriate to the evaluation questions, suggests analytic
strategies for those data, provides a timeline for conducting the
evaluation, and includes staff assignments for completion of the plan;
(B) Delineates the data expected to be available by the end of the
second project year for use during the project's evaluation (3+2
review) for continued funding described under the heading Fourth and
Fifth Years of the Project; and
(C) Can be used to assist the project director and the OSEP project
officer, with the assistance of CIP3, as needed, to specify the
performance measures to be addressed in the project's annual
performance report;
(2) Cooperate with CIP3 staff in order to accomplish the tasks
described in paragraph (1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (1) and (2) of
this section and implementing the evaluation plan.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
[[Page 37638]]
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
that will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative.
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual planning meeting in
Washington, DC, with the OSEP project officer and other relevant staff
during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) A two and one-half day project directors' conference in
Washington, DC, during each year of the project period;
(iii) Two annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC,
during the last half of the second year of the project period;
(3) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with and approved by the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period;
(4) Maintain a website, with an easy-to-navigate design, that meets
government or industry-recognized standards for accessibility;
(5) Ensure that annual progress toward meeting project goals is
posted on the project website; and
(6) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to this new
award period and at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project: In deciding whether to
continue funding the project for the fourth and fifth years, the
Secretary will consider the requirements of 34 CFR 75.253(a), as well
as--
(a) The recommendation of a 3+2 review team consisting of experts
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the
second year of the project period;
(b) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
Under 34 CFR 75.253, the Secretary may reduce continuation awards
or discontinue awards in any year of the project period for excessive
carryover balances or a failure to make substantial progress. The
Department intends to closely monitor unobligated balances and
substantial progress under this program and may reduce or discontinue
funding accordingly.
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. 1474 and 1481.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $1,200,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2020 from the list of
unfunded applications from this competition.
Maximum Award: We will not make an award exceeding $1,200,000 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; freely associated States and
outlying areas; Indian Tribes or Tribal organizations; and for-profit
organizations.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project
[[Page 37639]]
activities described in its application. Under 34 CFR 75.708(e), a
grantee may contract for supplies, equipment, and other services in
accordance with 2 CFR part 200.
4. Other General Requirements: (a) Recipients of funding under this
competition must make positive efforts to employ and advance in
employment qualified individuals with disabilities (see section 606 of
the IDEA).
(b) Applicants for, and recipients of, funding must, with respect
to the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79. However,
under 34 CFR 79.8(a), we waive intergovernmental review in order to
make an award by the end of FY 2019.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative (Part III of
the application) is where you, the applicant, address the selection
criteria that reviewers use to evaluate your application. We recommend
that you (1) limit the application narrative to no more than 70 pages,
and (2) use the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
Use a font that is 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to Part I, the cover
sheet; Part II, the budget section, including the narrative budget
justification; Part IV, the assurances and certifications; or the
abstract (follow the guidance provided in the application package for
completing the abstract), the table of contents, the list of priority
requirements, the resumes, the reference list, the letters of support,
or the appendices. However, the recommended page limit does apply to
all of the application narrative, including all text in charts, tables,
figures, graphs, and screen shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are as follows:
(a) Significance of and need for project (15 points).
(1) The Secretary considers the significance of and need for the
proposed project.
(2) In determining the significance of and need for the proposed
project, the Secretary considers the following factors:
(i) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses;
(ii) The potential contribution of the proposed project to
increased knowledge or understanding of educational problems, issues,
or effective strategies;
(iii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population; and
(iv) The potential replicability of the proposed project or
strategies, including, as appropriate, the potential for implementation
in a variety of settings.
(b) Quality of project design and services (30 points).
(1) The Secretary considers the quality of the design of, and the
services to be provided by, the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable;
(ii) The extent to which the design of the proposed project
includes a thorough, high-quality review of the relevant literature, a
high-quality plan for project implementation, and the use of
appropriate methodological tools to ensure successful achievement of
project objectives;
(iii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs;
(iv) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services;
(v) The extent to which the services to be provided by the proposed
project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services; and
(vi) The extent to which the TA services to be provided by the
proposed project involve the use of efficient strategies, including the
use of technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation (20 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project;
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible;
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes; and
(iv) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings.
(d) Adequacy of resources and quality of project personnel (15
points).
[[Page 37640]]
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages 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.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator;
(ii) The qualifications, including relevant training and
experience, of key project personnel;
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors;
(iv) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization;
(v) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project;
and
(vi) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(e) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks;
(ii) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project;
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project; and
(iv) How the applicant will ensure that a diversity of perspectives
is brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
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
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
(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 section 682(b) of 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 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.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose specific conditions and, in
appropriate circumstances, high-risk 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 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.205(a)(2), we must make a judgment about
your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
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); or we may send you an email containing a link to
access an electronic version of your 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. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition,
[[Page 37641]]
you will be required to openly license to the public grant deliverables
created in whole, or in part, with Department grant funds. When the
deliverable consists of modifications to pre-existing works, the
license extends only to those modifications that can be separately
identified and only to the extent that open licensing is permitted
under the terms of any licenses or other legal restrictions on the use
of pre-existing works. Additionally, a grantee that is awarded
competitive grant funds must have a plan to disseminate these public
grant deliverables. This dissemination plan can be developed and
submitted after your application has been reviewed and selected for
funding. For additional information on the open licensing requirements
please refer to 2 CFR 3474.20.
4. 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 multiyear 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 www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: Under the Government Performance and
Results Act of 1993, 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 Educational Technology, Media, and Materials for
Individuals with Disabilities program. These measures are:
Program Performance Measure #1: The percentage of
Educational Technology, Media, and Materials Program products and
services judged to be of high quality by an independent review panel of
experts qualified to review the substantial content of the products and
services.
Program Performance Measure #2: The percentage of
Educational Technology, Media, and Materials Program products and
services judged to be of high relevance to improving outcomes for
infants, toddlers, children, and youth with disabilities.
Program Performance Measure #3: The percentage of
Educational Technology, Media, and Materials Program products and
services judged to be useful in improving results for infants,
toddlers, children, and youth with disabilities.
Program Performance Measure #4.1: The Federal cost per
unit of accessible educational materials funded by the Educational
Technology, Media, and Materials Program.
Program Performance Measure #4.2: The Federal cost per
unit of accessible educational materials from the National
Instructional Materials Accessibility Center funded by the Educational
Technology, Media, and Materials Program.
Program Performance Measure #4.3: The Federal cost per
unit of video description funded by the Educational Technology, Media,
and Materials Program (long-term measure).
These measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the Center meet needs identified by
stakeholders and may require the Center to report on such alignment in
their annual and final performance reports.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, the
performance targets in the grantee's approved application.
In making a continuation award, 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. 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 compact disc) by contacting
the Management Support Services Team, U.S. Department of Education, 400
Maryland Avenue SW, Room 5081A, Potomac Center Plaza, Washington, DC
20202-5076. Telephone: (202) 245-7363. If you use a TDD or a TTY, 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. You may
access the official edition of the Federal Register and the 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). 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
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2019-16354 Filed 7-31-19; 8:45 am]
BILLING CODE 4000-01-P