[Federal Register Volume 86, Number 37 (Friday, February 26, 2021)]
[Notices]
[Pages 11751-11759]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-03971]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities; Personnel Development To Improve Services and Results for
Children With Disabilities; and Educational Technology, Media, and
Materials for Individuals With Disabilities Programs--National
Technical Assistance Center for Postsecondary Education and Training
for Individuals who are Deaf or Hard of Hearing
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2021 for the
National Technical Assistance Center for Postsecondary Education and
Training for Individuals who are Deaf or Hard of Hearing, Assistance
Listing Number 84.326D. This notice relates to the approved information
collection under OMB control number 1820-0028.
DATES:
Applications Available: February 26, 2021.
Deadline for Transmittal of Applications: April 27, 2021.
Deadline for Intergovernmental Review: June 28, 2021.
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
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Louise Tripoli, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5124, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-7554. 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: Funds from the following three Department
programs support this competition: The Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities (TA&D) program; the Personnel Development to Improve
Services and Results for Children with Disabilities (PD) program; and
the Educational Technology, Media, and Materials for Individuals with
Disabilities (ETechM2) program.
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 purposes of the PD
program are to (1) help address State-identified needs for personnel--
in special education, related services, early intervention, and regular
education--to work with children and youth with disabilities; and (2)
ensure 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
purposes of the ETechM2 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 students with disabilities; (3)
provide support for captioning and video description that is
appropriate for use in the classroom; and (4) provide accessible
educational materials to students with disabilities in a timely manner.
Priority: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable
activities
[[Page 11752]]
specified in the statute (see sections 662(c)(2), 663(c)(8)(C), 674(b)
and (c), and 681(d) of the Individuals with Disabilities Education Act
(IDEA); 20 U.S.C. 1462(c)(2), 1463(c)(8)(C), 1474(b) and (c), and
1481(d)).
Absolute Priority: For FY 2021 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 Technical Assistance Center for Postsecondary Education and
Training for Individuals who are Deaf or Hard of Hearing
Background: Section 682(d)(1)(B) of IDEA requires the Secretary to
ensure that, for each fiscal year, not less than $4,000,000 is
provided, under subparts 2 and 3 of IDEA, to address the postsecondary,
vocational, technical, continuing, and adult education needs of
individuals who are deaf or hard of hearing. The Department intends to
build on current efforts to improve outcomes in postsecondary education
and training for individuals who are deaf or hard of hearing by funding
a TA center dedicated to improving the collaboration among
postsecondary institutions, State educational agencies (SEAs), local
educational agencies (LEAs), State vocational rehabilitation (VR)
agencies, VR service providers, and other relevant organizations and
public agencies.
Many people have low expectations of individuals who are deaf or
hard of hearing. Deaf individuals' expectations about their abilities
and future educational attainment do not develop in a vacuum--parents,
teachers, and other professionals make a significant contribution to
how those expectations and beliefs are formed. Parental expectations
are an important contributor to long-term outcomes (e.g., living
independently, enrolling in and completing college) of deaf
individuals. Teachers of deaf students can provide support and guidance
through sharing high expectations for their students' achievement,
teaching them to be self-advocates, and supporting their healthy self-
concept and social emotional development. However, there remains a
significant need to educate parents, teachers, and professionals about
deaf individuals' true potential for success.
Continuing education and training after high school can play a
major role in overall quality of life. Educational attainment is linked
to many life outcomes, including physical health, personal stability,
community involvement, among others. Educational attainment also
contributes to increased employment opportunities, career advancement,
and earnings. For deaf people, continuing education and training after
high school appears to be an important component of narrowing the
employment gap between deaf and hearing people. In 2017, 83.7 percent
of deaf adults in the United States had successfully completed high
school, compared to 89.4 percent of hearing adults (Garberoglio et al.,
2019).
Although an increasing number of individuals who are deaf or hard
of hearing are attending postsecondary education and training programs,
they have poor rates of completion compared to their non-disabled
peers, which is often due to inadequate postsecondary skill
preparation. National data shows that in 2017 only 5 percent of deaf
people were enrolled in postsecondary institutions of any type,
compared to 11 percent of hearing people (Garberoglio et al., 2019). In
addition, data from the 2017 American Community Survey showed that only
18.8 percent of deaf adults in the United States had completed a
bachelor's degree or higher, compared to 34 percent of hearing adults
(U.S. Census Bureau, 2018-2019).
Individuals who are deaf or hard of hearing have unique and varying
communication and language barriers that require a range of
accommodations for success in postsecondary education and training
settings. For example, different accommodations are needed for a
student who has hearing aids or 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. Postsecondary institutions must be well-
informed about relevant requirements and the various accommodations
that may be appropriate for students who are deaf or hard of hearing
(e.g., oral transliteration services, sign language transliteration,
and sign language interpreting and transcription services).
Section 504 of the Rehabilitation Act of 1973, as amended, and the
Americans with Disabilities Act of 1990, as amended (ADA), outline
postsecondary institutions' obligations to ensure that they do not
discriminate on the basis of disability. These obligations include
providing academic adjustments and auxiliary aids and services for
students with disabilities (28 CFR 35.160-35.164; 28 CFR 36.303; 34 CFR
104.44). With the rapid pace of technological advancement and the
increasing sophistication of technology, it is important for personnel
at postsecondary institutions, other relevant organizations, and public
agencies to stay current on available technology and policies to ensure
communication access for their deaf or hard of hearing students. For
example, personnel must be knowledgeable about a variety of
interpreting, transcription, and note-taking services and remote or on-
site captioning technologies (e.g., C-Print or Communication Access
Real-time Translation (CART)), as well as assistive listening devices
that may serve as effective accommodations for some students who are
deaf or hard of hearing.
Individuals with disabilities, including those who are deaf or hard
of hearing, often need to simultaneously access services from several
different agencies to successfully meet their needs. To address the
diverse and complex needs of individuals who are deaf or hard of
hearing and their families, policymakers and other professionals have
stressed the importance of ensuring individuals with disabilities have
access to a comprehensive set of services and supports to help them
develop the skills they will need to access and persevere in
postsecondary education and training settings. Currently, no single
system or agency is responsible for providing all the necessary
supports to help individuals with disabilities develop these essential
skills. Providing support for improved interagency collaboration at
State and local levels may produce better outcomes in postsecondary
education and training for individuals who are deaf or hard of hearing
(Garberoglio et al., 2020).
Priority: The purpose of this priority is to fund a cooperative
agreement to establish and operate a National Technical Assistance
Center for Postsecondary Education and Training for Individuals who are
Deaf or Hard of Hearing. This Center will support postsecondary
education through its work with postsecondary institutions, SEAs, LEAs,
State VR agencies, VR service providers, and other relevant
organizations and public agencies, to more effectively address the
postsecondary, vocational, technical, continuing, and adult education
(postsecondary education and training) needs of individuals who are
deaf or hard of hearing, including those who have co-occurring
disabilities, and those who are English learners. The Center will
foster collaboration among postsecondary institutions, SEAs, LEAs,
State VR agencies, VR service providers, and other relevant
organizations and public agencies to support improved outcomes for deaf
or hard of hearing transition-aged youth.
[[Page 11753]]
The Center must achieve, at a minimum, the following expected
outcomes:
(a) Increased numbers of individuals who are deaf or hard of
hearing who are admitted to, persist in, and complete postsecondary,
vocational, technical, and continuing and adult education and training,
including adult basic education and developmental education programs;
(b) Improved collaboration among postsecondary institutions, SEAs,
LEAs, State VR agencies, VR service providers, and other relevant
organizations and public agencies so they are more effective at the
following activities:
(1) Identifying roles, responsibilities, and procedures for
outreach to individuals who are deaf or hard of hearing and who are
interested in pursuing postsecondary education and training, including
outreach to secondary school students who have identified postsecondary
education and training goals as part of an individualized education
program or individualized plan for employment;
(2) Identifying and providing education and employment training
opportunities for individuals who are deaf or hard of hearing and who
are not college bound;
(3) Improving the ability of individuals who are deaf or hard of
hearing to be effective self-advocates in postsecondary education and
training settings;
(4) Providing TA and services to individuals who are deaf or hard
of hearing and their families; and
(5) Implementing evidence-based practices \1\ (EBPs) and strategies
designed to increase the number of individuals who are deaf or hard of
hearing who, without requiring remedial coursework, are admitted to,
persist in, and complete college or other postsecondary education and
training;
---------------------------------------------------------------------------
\1\ For the purposes of this priority, ``evidence-based
practices'' means practices that, at a minimum, demonstrate 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.
---------------------------------------------------------------------------
(c) An increased body of knowledge on how to effectively utilize
technology to promote access and provide accommodations (e.g., high-
quality captioning, note-taking, and interpreting services) for
individuals who are deaf or hard of hearing in postsecondary education
and training settings;
(d) Expanded dissemination of lessons learned from implementing
EBPs and strategies to inform national, State, and local efforts to
improve postsecondary education and training outcomes for individuals
who are deaf or hard of hearing; and
(e) Improved capacity of postsecondary institutions' career
planning and placement offices to serve deaf and hard of hearing
individuals.
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 training and information needs of postsecondary
institutions, SEAs, LEAs, State VR agencies, VR service providers, and
other relevant organizations and public agencies for better
implementing evidence-based practices and strategies that will increase
the number of individuals who are deaf or hard of hearing who, without
remedial coursework, are admitted to, persist in, and complete college
or other postsecondary education and training, including adult basic
education and developmental education programs. To meet this
requirement, the applicant must--
(i) Present applicable national and State data demonstrating the
training needs of postsecondary institutions, SEAs, LEAs, State VR
agencies, VR service providers, and other relevant organizations and
public agencies to better implement EBPs and strategies that will
increase enrollment and completion in postsecondary education and
training for students who are deaf or hard of hearing; and
(ii) Identify current issues and policy initiatives in secondary
transition, postsecondary education, career preparation, and employment
for students who are deaf or hard of hearing; and
(2) Address the current and emerging needs of postsecondary
institutions, SEAs, LEAs, State VR agencies, VR service providers, and
other relevant organizations and public agencies for better
implementing strategies to improve postsecondary education and training
outcomes for students who are deaf or hard of hearing.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients for TA and
information; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the grant;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by
which the proposed project will achieve its intended outcomes that
depicts, at a minimum, the goals, activities, outputs, and intended
outcomes of the proposed project;
(3) Use a conceptual framework (and provide a copy in Appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
Note: The following websites provide more information on logic
models and conceptual frameworks: 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 and make use of EBPs. To meet this
requirement, the applicant must describe--
(i) The current research on the most effective ways to support
students who are deaf or hard of hearing in postsecondary education and
training;
(ii) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(iii) How the proposed project will incorporate current research
and practices in the development and delivery of its products and
services;
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it will develop and use state-of-the-art communication
tools and platforms, including virtual conferences, social media, and
searchable databases, and the latest knowledge translation methods and
techniques to improve postsecondary opportunities for deaf and hard of
hearing individuals.
[[Page 11754]]
(ii) Its proposed approach to universal, general TA,\2\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach;
---------------------------------------------------------------------------
\2\ ``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.
---------------------------------------------------------------------------
(iii) Its proposed approach to targeted, specialized TA,\3\ which
must identify--
---------------------------------------------------------------------------
\3\ ``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.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach; and
(B) 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; and
(iv) Its proposed approach to intensive, sustained TA,\4\ which
must identify--
---------------------------------------------------------------------------
\4\ ``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.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients from a variety of settings and geographic distribution, that
will receive the products and services designed to impact the
postsecondary education and training needs of individuals who are deaf
or hard of hearing;
(B) Its proposed approach to measure the readiness of postsecondary
institutions, SEAs, LEAs, State VR agencies, VR service providers, and
other relevant organizations and public agencies 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, district, or State level;
(C) Its proposed plan for assisting postsecondary institutions,
SEAs, LEAs, State VR agencies, VR service providers, and other relevant
organizations and public agencies to build training systems that
include professional development based on adult learning principles and
coaching; and
(D) Its proposed plan for working with students, families,
postsecondary institutions, SEAs, LEAs, State VR agencies, VR service
providers, and other relevant organizations and public agencies at the
State and local levels (e.g., TA providers, schools, transition
coordinators, guidance counselors, career and technical education
educators, Department of Labor personnel, private industry,
postsecondary education professionals) to ensure there is communication
between each level and there are systems in place to effectively
address the postsecondary education and training needs of individuals
who are deaf or hard of hearing, including those who have co-occurring
disabilities and those who are English learners;
(E) Its proposed plan for working with students, families,
postsecondary institutions, SEAs, LEAs, State VR agencies, VR service
providers, and other relevant organizations and public agencies at the
State and local levels to focus on building capacity of personnel to
work with non-college-bound deaf and hard of hearing individuals to
build up their technical, academic, and soft skills for employment
opportunities; and
(v) How the proposed project will use non-project resources to
achieve the intended project outcomes.
(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(7) Develop a dissemination plan that describes how the applicant
will systematically distribute information, products, and services to
varied intended audiences, using a variety of dissemination strategies,
to promote awareness and use of the Center's products and services.
(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 its 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 Office of Special Education
Programs (OSEP) project officer, a project liaison 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 (CIPP),\5\ the project director, and the OSEP project
officer on the following tasks:
---------------------------------------------------------------------------
\5\ The major tasks of CIPP are to guide, coordinate, and
oversee the design of formative evaluations for every large
discretionary investment (i.e., those awarded $500,000 or more per
year and required to participate in the 3+2 process) in OSEP's
Technical Assistance and Dissemination; Personnel Development;
Parent Training and Information Centers; and Educational Technology,
Media, and Materials programs. The efforts of CIPP are expected to
enhance individual project evaluation plans by providing expert and
unbiased TA in designing the evaluations with due consideration of
the project's budget. CIPP does not function as a third-party
evaluator.
---------------------------------------------------------------------------
(i) Revise 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 application consistent with the revised logic model and using the
most rigorous design suitable (e.g., prepare evaluation questions about
significant program processes and outcomes; develop quantitative or
qualitative data collections that permit both the
[[Page 11755]]
collection of progress data, including fidelity of implementation, as
appropriate, and the assessment of project outcomes; and identify
analytic strategies); and
(iii) Revise the evaluation plan submitted in the application such
that it clearly--
(A) Specifies the evaluation questions, measures, and associated
instruments or sources for data appropriate to answer these questions,
suggests analytic strategies for those data, provides a timeline for
conducting the evaluation, and includes staff assignments for
completing the evaluation activities;
(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 CIPP, as needed, to specify the project
performance measures to be addressed in the project's annual
performance report;
(2) Dedicate sufficient staff time and other resources during the
first six months of the project to collaborate with CIPP staff,
including regular meetings (e.g., weekly, biweekly, or monthly) with
CIPP and the OSEP project officer, in order to accomplish the tasks
described in paragraph (c)(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 (c)(1) and (2)
of this section and revising and implementing the evaluation plan.
Please note in your budget narrative the funds dedicated for this
activity.
(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;
(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
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan includes a minimum 0.50 full-time
equivalent (FTE) position for the project director;
(4) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(5) 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 kick-off meeting either virtually or in Washington, DC, after
receipt of the award, and an annual planning meeting either virtually
or 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 project directors' conference either virtually or in
Washington, DC, during each year of the project period;
(iii) Two annual two-day trips, either virtually or in Washington
DC, to attend Department briefings, Department-sponsored conferences,
and other meetings, as requested by OSEP; and
(iv) A one-day intensive 3+2 review meeting either virtually or in
Washington, DC, during 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; and
(4) Maintain a high-quality website, with an easy-to-navigate
design, that meets government or industry- recognized standards for
accessibility;
(5) Ensure that annual project 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 a new award
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),
including--
(a) The recommendations of a 3+2 review team consisting of experts
who have experience and knowledge in providing technical assistance to
personnel who work with deaf or hard of hearing students at the
postsecondary education level. 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.
References
Garberoglio, C.L., Guerra, D.H., Sanders, G.T., & Cawthon, S.W.
(2020). Community-driven strategies for improving postsecondary
outcomes of deaf people.
[[Page 11756]]
American Annals of the Deaf, 165(3), 369-392. https://doi.org/
10.1353/aad.2020.0024.
Garberoglio, C.L., Palmer, J.L., Cawthon, S., & Sales, A. (2019).
Deaf people and educational attainment in the United States: 2019.
U.S. Department of Education, Office of Special Education Programs,
National Deaf Center on Postsecondary Outcomes.
U.S. Census Bureau. (2018-2019). The American community survey
public use microdata sample (2017) [dataset]. https://www2.census.gov/programs-surveys/acs/data/pums/2017/.
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. 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.
Note: Projects must be awarded and operated in a manner consistent
with the nondiscrimination requirements contained in the U.S.
Constitution and the Federal civil rights laws.
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 institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: Three programs plan to make available a
total of $4,000,000 for this competition in FY 2021: $1,300,000 from
the TA&D program; $1,700,000 from the PD program; and $1,000,000 from
the ETechM2 program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2022 from the list of
unfunded applications from this competition.
Maximum Award: We will not make an award exceeding $4,000,000 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.
In each budget period of 12 months, no more than $1,300,000 may be
budgeted under the TA&D program (consistent with section 663(c)(8)(C)
of IDEA); no more than $1,700,000 may be budgeted under the PD program
(consistent with section 662(c)(2) of IDEA); and no more than
$1,000,000 may be budgeted under the ETechM2 program (consistent with
section 674(b) of IDEA). Applicants must separately budget for funds
under each program.
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.
Note: If you are a nonprofit organization, under 34 CFR 75.51, you
may demonstrate your nonprofit status by providing: (1) Proof that the
Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
2.a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project 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 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.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative 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 50 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,
[[Page 11757]]
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 the cover sheet; the
budget section, including the narrative budget justification; 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 (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of 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 importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of project services (35 points).
(1) The Secretary considers the quality of 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 there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(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 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 provide for
examining the effectiveness of project implementation strategies.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(iv) 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.
(d) Adequacy of resources and quality of project personnel (15
points).
(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 key project personnel.
(ii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(iii) The qualifications, including relevant training, experience,
and independence, of the evaluator.
(iv) 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 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.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are 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
[[Page 11758]]
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
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, 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 200.206(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.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Promoting the freedom of speech and religious liberty in
alignment with Promoting Free Speech and Religious Liberty (E.O. 13798)
and Improving Free Inquiry, Transparency, and Accountability at
Colleges and Universities (E.O. 13864) (2 CFR 200.300, 200.303,
200.339, and 200.341);
(d) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(e) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
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, 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: For the purposes of the Government
Performance and Results Act of 1993 (GPRA) and reporting under 34 CFR
75.110, we have 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 Technical Assistance
and Dissemination to Improve Services and Results for Children with
Disabilities program. These measures are:
Program Performance Measure 1: The percentage of technical
assistance and dissemination products and
[[Page 11759]]
services deemed to be of high quality by an independent review panel of
experts qualified to review the substantive content of the products and
services.
Program Performance Measure 2: The percentage of special
education technical assistance and dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to educational and early intervention policy or
practice.
Program Performance Measure 3: The percentage of all
special education technical assistance and dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving educational or early intervention policy or
practice.
Program Performance Measure 4: The cost efficiency of the
Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities program includes the percentage of
milestones achieved in the current annual performance report period and
the percentage of funds spent during the current fiscal year.
Long-term Program Performance Measure: The percentage of
States receiving special education technical assistance and
dissemination services regarding scientifically or evidence-based
practices for infants, toddlers, children, and youth with disabilities
that successfully promote the implementation of those practices in
school districts and service agencies.
The 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: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
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.
David Cantrell,
Deputy Director, Office of Special Education Programs. Delegated the
authority to perform the functions and duties of the Assistant
Secretary for the Office of Special Education and Rehabilitative
Services.
[FR Doc. 2021-03971 Filed 2-25-21; 8:45 am]
BILLING CODE 4000-01-P