[Federal Register Volume 89, Number 69 (Tuesday, April 9, 2024)]
[Notices]
[Pages 24812-24824]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-07502]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Disability Innovation Fund--Creating 
a 21st Century Workforce of Youth and Adults With Disabilities Through 
the Transformation of Education, Career, and Competitive Integrated 
Employment Model Demonstration Project

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

ACTION: Notice.

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SUMMARY: The U.S. Department of Education (Department) is issuing a 
notice inviting applications for fiscal year (FY) 2024 for the 
Disability Innovation Fund (DIF)--Creating a 21st Century Workforce of 
Youth and Adults with Disabilities Through the Transformation of 
Education, Career, and Competitive Integrated Employment Model 
Demonstration Project, Assistance Listing Number 84.421F. This notice 
relates to the approved information collection under OMB control number 
1894-0006, Applications for New Grants under the Rehabilitation 
Services Administration (RSA).

DATES: 
    Applications Available: April 9, 2024.
    Deadline for Notice of Intent to Apply: April 23, 2024.
    Deadline for Transmittal of Applications: July 8, 2024.
    Pre-Application Meeting: The Office of Special Education and 
Rehabilitative Services (OSERS) will post a PowerPoint presentation 
that provides general information about the Rehabilitation Services 
Administration's discretionary grants and a PowerPoint presentation 
specifically about the Disability Innovation Fund: Creating a 21st 
Century Workforce of Youth and Adults with Disabilities Through the 
Transformation of Education, Career, and Competitive Integrated 
Employment Model Demonstration Project at https://ncrtm.ed.gov/grant-info. In addition to posting the PowerPoint, OSERS will conduct a pre-
application meeting specific to this competition via conference call to 
respond to questions. Information about the pre-application meeting 
will be available at https://ncrtm.ed.gov/grant-info prior to the date 
of the call. OSERS invites interested applicants to email questions to 
[email protected] in advance of the pre-application meeting. The 
teleconference information, including a summary of the 84.421F pre-
application meeting will be available at https://ncrtm.ed.gov/grant-info within 10 business days after the pre-application meeting.
    Deadline for Intergovernmental Review: September 6, 2024.

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 December 7, 2022 (87 FR 75045) and available at 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Cassandra P. Shoffler, U.S. Department 
of Education, Lyndon Baines Johnson Building, 400 Maryland Avenue SW, 
Room 4A10, Washington, DC 20202. Telephone: (202) 987-0118. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Disability Innovation Fund 
(DIF) Program, as provided by the Consolidated Appropriations Act, 2023 
(Pub. L. 117-328), is to support innovative (as defined in this notice) 
activities aimed at increasing competitive integrated employment (CIE) 
as defined in section 7 of the Rehabilitation Act of 1973 
(Rehabilitation Act) (29 U.S.C. 705(5)) \1\ for youth and other 
individuals with disabilities.
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    \1\ See 34 CFR 361.5(c)(9) for the regulatory definition of 
``competitive integrated employment,'' which further clarifies the 
definition in the Rehabilitation Act.
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    Priority: This competition contains one absolute priority. We are 
establishing the absolute priority for the FY 2024 grant competition 
and any subsequent year in which we make awards from the list of 
unfunded applications from this competition, in accordance with section 
437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C. 
1232(d)(1).

Background

    In 2018, the Centers for Disease Control and Prevention (CDC) 
reported that 61 million (one in four or 26 percent) adults in the 
United States live with a disability (Okoro et al., 2018). During the 
2022-23 school year, 7.1 million students, ages 5 through 21, received 
special education services and/or related services under the IDEA 
(Source: U.S. Department of Education, EDFacts Data Warehouse (EDW): 
``IDEA Part B Child Count and Educational Environments Collection'', 
available at https://data.ed.gov/dataset/idea-section-618-state-part-b-child-count-and-educational-environments/resources). Additionally, 
during the 2020-21 school year, 1.6 million students with disabilities 
were served solely under Section 504 of the Rehabilitation Act. 
(Source: U.S. Department of Education, Office for Civil Rights, 2020-21 
Civil Rights Data Collection, available at https://civilrightsdata.ed.gov).\2\
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    \2\ The IDEA Part B Child Count and Educational Environments 
Collection includes all 50 States, the District of Columbia, Puerto 
Rico, the Outlying Areas (United States Virgin Islands, Guam, 
American Samoa, and the Commonwealth of Northern Mariana Islands), 
and the Freely Associated States (Federated States of Micronesia, 
the Republic of the Marshall Islands, and the Republic of Palau). In 
addition, if a public school's enrollment for a school year was less 
than five students for fewer than 60 days, the Office for Civil 
Rights may exempt that school from Civil Rights Data Collection 
reporting.
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    Individuals with disabilities, including youth with disabilities 
(as defined in this notice), experience diverse disabilities that 
include physical disabilities (such as mobility impairments or chronic 
health conditions), sensory disabilities (such as visual or hearing 
impairments), intellectual disabilities (such as developmental delays 
or cognitive impairments), and mental health disabilities (such as 
depression, anxiety, or bipolar disorder). It is important to recognize 
that all individuals with disabilities have unique strengths, talents, 
and contributions to offer; and it is essential for service providers 
to adopt a person-centered approach to support individuals with 
disabilities to achieve their goals for CIE. This means recognizing 
their individual needs, preferences, and goals, and involving them in 
decision-making processes that affect their lives. Supporting self-
determination and empowerment are crucial for promoting independence, 
economic self-sufficiency, and CIE.

[[Page 24813]]

    The 21st century brings numerous changes that will affect youth and 
adults with disabilities. As we look to the future, technological 
innovations can provide new opportunities for individuals with 
disabilities by improving mobility, communication, learning, daily 
living activities, education, career training, and CIE. However, it is 
crucial that these technologies are accessible and affordable, and more 
importantly, that individuals with disabilities and professionals, 
including educators (as defined in this notice), service professionals, 
and employers, are knowledgeable and use, as appropriate, the options 
available. In addition, with the advancement of technology across all 
sectors, education, employment, and communities are constantly 
changing. Advanced technology (as defined in this notice) can result in 
knowledge-based jobs and support remote work, providing individuals 
with disabilities increased CIE opportunities.
    Additionally, individuals with disabilities, including justice-
involved youth with disabilities, youth and adults with acquired 
disabilities (as defined in this notice), disconnected youth with 
disabilities (as defined in this notice) and disconnected adults with 
disabilities (as defined in this notice), may benefit from a range of 
services, and supports to address their unique needs and challenges to 
ensure access to CIE. Examples of services and supports include: (1) 
receiving case management services (i.e., assistance with coordinating 
services and supports); (2) accessing high quality education and 
vocational training programs to acquire the necessary skills and 
knowledge to secure CIE, including opportunities in advanced technology 
careers; (3) obtaining counseling and mental health services needed to 
address issues and improve overall well-being and to help ensure the 
ability to obtain and maintain CIE; (4) obtaining rehabilitation 
services such as physical therapy, occupational therapy, and speech 
therapy to regain or improve functional abilities and independence to 
obtain or maintain CIE; (5) receiving assistance with job placement, 
job coaching, and ongoing support in the workplace; (6) securing safe 
and stable housing, as well as services needed to address housing needs 
necessary to improve quality of life, which can be a barrier to CIE; 
(7) connecting with mentors or peers who have similar experiences for 
guidance, support, and a sense of belonging, the lack of which can be a 
barrier to obtaining or maintaining CIE; and (8) identifying accessible 
transportation options to increase access to education, CIE, 
healthcare, and other essential services. However, there are challenges 
in ensuring all youth and adults with disabilities receive the support, 
education, training, and advocacy they may need to succeed in the 
workplace. There are also opportunities to address these challenges by 
exploring new ideas, methods, or technologies to improve existing 
processes, products, or services that have the potential to affect how 
many of these individuals with disabilities achieve their CIE goals.
    The focus of this program on increasing CIE is aligned to the 
Administration's Good Jobs Initiative, which is led by the Department 
of Labor and focused on providing information to workers, employers, 
and government to promote good jobs for all workers. This includes 
eight Good Jobs Principles that create a framework for workers, 
businesses, labor unions, advocates, researchers, State and local 
governments, and Federal agencies for a shared vision of job quality. 
The Department encourages applicants to this grant program to consider 
how these principles could further support increasing CIE opportunities 
for individuals with disabilities. Additional information about the 
Good Jobs Initiative is available at https://www.dol.gov/general/good-jobs.
    Absolute Priority: For FY 2024 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:
    Creating a 21st Century Workforce of Youth and Adults with 
Disabilities through the Transformation of Education, Career, and CIE.

Purpose of Priority

    The purpose of this priority is to fund model demonstration 
projects designed to develop, implement, refine (as defined in this 
notice), evaluate, and disseminate, for easy adoption, new or 
substantially improved model strategies or programs to transition youth 
and adults with disabilities to CIE in any one of five topic areas, or 
a sixth topic, for field-initiated topic areas that includes the 
opportunity to address more than one topic as outlined in this notice.

Topic Areas

    Within this absolute priority, the Secretary intends to support 
innovative model demonstration projects under the following topic 
areas: (1) Broadening Access to Advanced Technology Careers and 
Creating A 21st Century Workforce of Youth and/or Adults with 
Disabilities Leading to CIE; (2) Innovative Applications (as defined in 
this notice) of Advanced Technology to Support Youth and/or Adults with 
Disabilities Leading to CIE; (3) Justice-Involved Youth with 
Disabilities--Early Intervention (as defined in this notice) and 
Reintegration (as defined in this notice) from the Juvenile Justice 
System to the Community, Leading to CIE; (4) Early Intervention and 
Workforce Reintegration Strategies for Youth and/or Adults with 
Acquired Disabilities that Lead to CIE; (5) Early Intervention and 
Workforce Reintegration Strategies for Disconnected Youth and/or 
Disconnected Adults with Disabilities that Lead to CIE; and (6) Field 
Initiated, under which applicants address innovative topic areas not 
otherwise included in this priority, or combine two or more topic areas 
described in this priority into one application. If an applicant 
intends to address multiple topic areas, the applicant must combine the 
topic areas in one application and submit it under topic area 6, Field 
Initiated. For example, an applicant could apply under topic area 6 
with a proposed project that combines topic area 1 with any of topic 
areas 2 to 5. Multiple applications from a single applicant will not be 
reviewed. If multiple applications are submitted by a single applicant, 
the last completed application submitted will be reviewed.
    Note: The numbering of the topic areas does not reflect an 
established hierarchy or preference among the topic areas.
    Note: The geographical distribution of projects factor will be 
applied to fund applications out of rank order if the top-ranked 
applications do not represent a geographical distribution throughout 
the country.
    Note: The topic area distribution of projects factor will be 
applied to fund applications out of rank order to ensure a range of 
topic areas are funded.
    For each of the topic areas, we identify a background section, if 
applicable, and a section that sets forth the requirements for projects 
that address the topic area.
    Topic Area 1: Broadening Access to Advanced Technology Careers and 
Creating a 21st Century Workforce of Youth and/or Adults with 
Disabilities Leading to CIE.

Background

    Advanced and emerging technology careers require specialized 
knowledge and skills in areas such as computer science, engineering, 
data analysis,

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artificial intelligence, microelectronics, cybersecurity, and robotics. 
Demand for workers in advanced technology fields is likely to increase 
in the next 10 years (Ellingrud et al., 2023). At the same time, these 
advanced technologies, and the products they enable will cause 
disruption across nearly every sector of the economy. Both trends have 
major impacts on CIE.
    According to a report by the World Economic Forum, it is predicted 
that 97 million new roles will be created, as humans, machines, and 
algorithms increasingly work together (Masterson, 2022). Understanding 
how advanced technology influences the strategies to support high-
quality CIE opportunities for youth with disabilities and adults with 
disabilities is crucial to global economic competitiveness. The rise of 
advanced technology and the automation that often comes with it is 
transforming the workplace. Positions in nearly every industry are 
evolving into new roles and responsibilities that require new skills. 
These shifts may provide new opportunities for youth with disabilities 
and adults with disabilities to participate in this critical area of 
the workforce. Doing so will require using all available strategies, 
including those that leverage the products created by advanced 
technology fields, to remove barriers that have traditionally made it 
difficult for youth with disabilities and adults with disabilities to 
find and maintain CIE in advanced technology careers.

Requirements

    A project in this topic area must assist youth with disabilities 
and/or adults with disabilities to: (1) obtain certifications or 
participate in training (education or employment) to help secure CIE in 
a changing job market and employment landscape; and (2) identify and 
secure CIE in advanced technology careers that are in high demand and 
pay a livable wage, such as computer science, engineering, data 
analysis, artificial intelligence, microelectronics, cybersecurity, 
machine learning, machine programming, and robotics. Project activities 
must include, but are not limited to: (1) Employer Engagement and 
Partnerships (as defined in this notice): Developing employer 
engagement and creating partnerships in advanced technology industries 
to support project participants interested in pursuing CIE in these 
areas; (2) Advanced Technology Utilization: Incorporating advanced 
technology into work-based learning opportunities and CIE experiences 
in these areas; (3) Advanced Technology Training: Developing, 
facilitating, incorporating and implementing training of employers and 
personnel, such as educators and service professionals, in strategies 
to transform service delivery to support project participants moving 
toward CIE in advanced technology careers; and (4) Removing Barriers to 
Entry: Providing flexible, personalized, and/or interactive learning 
experiences (e.g., online learning platforms, virtual reality and 
augmented reality technologies, artificial intelligence and machine 
learning technologies, mobile learning), to reduce barriers to entry 
into CIE.
    Topic Area 2: Innovative Applications of Advanced Technology to 
Support Youth with Disabilities and/or Adults with Disabilities Leading 
to CIE.

Background

    Advanced technology may help improve the independence for 
individuals with disabilities at work, school, and in the community 
(Weitzman, 2023). It can also influence the delivery of services and 
trainings, daily living skills development and devices, communication 
strategies and devices, information access for youth with disabilities 
and/or adults with disabilities with sensory impairments, or other 
types of assistive devices or technology.
    Further, advanced technology plays a role in helping youth with 
disabilities and/or adults with disabilities obtain and be successful 
in jobs across all sectors (e.g., Healthcare, Information Technology, 
Finance and Banking, Education, Manufacturing, Retail and Hospitality, 
Construction, Professional Services, Transportation and Logistics) of 
the economy (Paige 2023). For example, through accessible and flexible 
options like online learning platforms, webinars, virtual training 
programs, virtual reality and augmented reality, artificial 
intelligence, machine learning, and mobile learning, youth with 
disabilities and/or adults with disabilities have opportunities to re-
skill or up-skill and improve their competitiveness in the job market. 
In addition, advanced technology utilization can increase access to a 
wide range of job opportunities. Applications such as online job 
portals, professional networking platforms, and digital recruitment 
platforms make it possible to identify promising CIE opportunities. 
Through high-speed internet, video conferencing tools, and online 
collaboration platforms, advanced technology can also help enable 
remote work, increasing the opportunities for youth with disabilities 
and/or adults with disabilities who may have limitations related to 
commuting or working in a traditional office setting. Advanced 
technology facilitates networking and professional development 
opportunities through professional networking platforms, online 
professional learning communities, and social media platforms that 
allow youth with disabilities and/or adults with disabilities to 
connect with professionals in their field, join industry-specific 
groups, and access resources and mentorship opportunities that can help 
them keep current or advance in CIE.

Requirements

    A project in this topic area must focus on using advanced 
technology, which could include innovative and promising techniques, 
tools, and systems, to create or expand opportunities for youth and/or 
adults with disabilities to prepare for, identify, secure, obtain, and 
maintain CIE in any employment sector. Activities must include, but are 
not limited to, (1) Engagement: Engaging project participants, 
educators, service professionals, and employers to better understand 
the ways advanced technology can address their needs; (2) Personalized 
Advanced Technology (as defined in this notice): Incorporating 
personalized advanced technology into project participants' activities 
of daily living, education, training and employment; (3) Training on 
Advanced Technology: Identifying, developing, and implementing training 
of project participants, service professionals, educators, and 
employers, in the use of advanced technology; (4) Advanced Technology 
to Support Partnerships: Utilizing innovative and promising strategies, 
including virtual platforms, that can support connection and 
collaboration between diverse stakeholders (e.g., State agencies, local 
agencies, employers, community based organizations, or education/
training institutions) to support project participants in obtaining 
CIE.
    Topic Area 3: Justice-Involved Youth with Disabilities--Early 
Intervention and Workforce Reintegration from the Juvenile Justice 
System to the Community Resulting in CIE.

Background

    Data from the American Civil Liberties Union (2024) indicates that 
roughly 60,000 youth under age 18 are incarcerated in juvenile jails 
and prisons in the United States. It is estimated that the percentage 
of incarcerated youth with disabilities, that reside in the juvenile 
corrections facilities, typically range from 30 percent to 60 percent, 
with some estimates as high as 85 percent (U.S.

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Department of Education, 2017). According to the National Center on 
Education, Disability and Juvenile Justice, more than one in three 
youths entering juvenile justice or young adult corrections facilities 
have previously received special education services. This highlights 
the disproportionate representation of youth with disabilities in 
juvenile justice populations (National Center on Education, Disability 
and Juvenile Justice, 2021). Compared to youth without disabilities, 
youth with disabilities encounter the juvenile justice system at an 
earlier age, stay for a longer period, and experience additional 
challenges as they reintegrate into the community (Taylor, 2011).
    It is vital to recognize the distinct obstacles faced by youth with 
disabilities in the juvenile justice system and prioritize meeting 
their needs to ensure equitable treatment and inclusive support 
(McLellan et al., 2022). For example, research has shown that a 
significant number of individuals impacted by the criminal justice 
system have dyslexia, which can negatively impact academic and 
behavioral outcomes. Therefore, screening for dyslexia and offering 
related intervention services as appropriate is critical to promoting 
positive outcomes for youth with disabilities (Cassidy et al., 2021). 
By understanding and addressing these types of issues, we can strive 
for a system that provides appropriate accommodations and services to 
all youth with disabilities. Juvenile justice corrections facilities 
often face challenges providing special education services and meeting 
the needs of youth with disabilities. This is in part due to the 
complexities of the population (e.g., the high numbers of youth with 
disabilities and the high mobility of youth), the physical context 
(e.g., restrictions associated with providing education in a secured 
facility), and the system (e.g., poor linkages among schools and 
juvenile justice facilities, including inability of facilities to get 
educational records from previous educational placements) (Houchins et 
al., 2010). Due to these challenges, youth with disabilities in the 
juvenile justice system are at risk for a range of negative outcomes, 
including struggling academically, not graduating high school or being 
able to access postsecondary education opportunities, recidivism, and 
unemployment (Taylor, 2011). The reintegration of youth involved in the 
juvenile justice system is a critical component of ensuring their 
successful transition back into society; however, there are challenges 
associated with reintegrating these youth into school or community 
settings, including CIE, following a stay in a residential or juvenile 
corrections facility (Trout et al., 2008).
    Transitioning from the juvenile justice system to CIE can be a 
challenging process for youth with disabilities. However, there are 
several strategies and resources available to support their successful 
transition: (1) Vocational rehabilitation (VR) services may be 
available to assist youth with disabilities in obtaining and 
maintaining CIE. These services provide a range of supports, including 
vocational assessment, career counseling, pre-employment transition 
services for school-aged youth, job training, job placement assistance, 
and ongoing support in the workplace. (2) For youth with disabilities 
who are still school age, an individualized education program (IEP) or 
a plan under section 504 of the Rehabilitation Act of 1973 can help 
outline specific goals, accommodations, and services to support their 
transition to CIE. The IEP team, which includes the student, parents or 
caregivers, educators, and other professionals, can work together to 
develop a plan that addresses the student's unique needs and goals. (3) 
Job readiness programs specifically designed for youth with 
disabilities can provide training and support in areas such as resume 
writing, interview skills, workplace etiquette, and job search 
strategies. These programs can help youth with disabilities develop the 
necessary skills and confidence to enter the workforce. (4) Work-based 
learning opportunities, such as internships, apprenticeships, and job 
shadowing, can provide valuable hands-on experience and exposure to 
different career paths. These opportunities allow youth with 
disabilities to gain practical skills, explore their interests, and 
make connections with potential employers. It is important for youth 
with disabilities to understand their rights regarding disclosure of 
their disability and prepare to advocate for the accommodations they 
need to succeed in CIE. (5) Mentoring programs and peer support groups 
can provide youth with disabilities with guidance, encouragement, and 
role models who have successfully navigated the transition from 
juvenile justice confinement to CIE. These relationships can help youth 
with disabilities build confidence, develop important skills, and 
access valuable networks. (6) Connecting with community resources, such 
as disability advocacy organizations, parent organizations, vocational 
training centers, and employment agencies, can provide additional 
support and guidance during the transition process. These organizations 
can offer specialized services, workshops, and resources tailored to 
the needs of youth with disabilities. By using various strategies and 
resources, youth with disabilities can increase their chances of 
successfully transitioning from the juvenile justice system to CIE and 
achieve their career goals.

Requirements

    A project in this topic area must focus on early intervention and 
reintegration strategies for justice-involved youth with disabilities 
designed to lead to CIE and otherwise improve CIE opportunities for 
justice-involved youth with disabilities who are returning to their 
community. Activities must include, but are not limited to: (1) Plans: 
Develop multifaceted pre- and post-release reentry plans for project 
participants transitioning from the juvenile justice system to the 
community, including but not limited to, providing and connecting to 
transition services, community services, trauma-informed services, 
wraparound support (as defined in this notice) and life coaching 
services (as defined in this notice) to assist in obtaining and 
maintaining CIE; (2) Skills and Tools: Identify the skills and tools 
necessary to improve opportunities for CIE and reduce recidivism once 
project participants return to the community; (3) Partnerships: Develop 
and expand community-based partnerships and linkages that provide wrap-
around supports to project participants that foster positive reentry 
into the community and create opportunities for CIE; (4) Risk and Needs 
Factors: Identify, assess, and address general risk and need factors to 
address prevention and early intervention for project participants 
vulnerable to entering or reentering the juvenile justice system, 
including by developing models to navigate various systems (e.g., 
transition from juvenile justice to community services); (5) 
Professional Development Trainings: Identify, develop, and implement 
training opportunities, including but not limited to service 
professionals, stakeholders, and employers, involved in the community 
reintegration process for project participants transitioning from the 
juvenile justice system on issues, tools, and resources; (6) Transition 
Services: Identify transitional services to assist reentering youth 
with disabilities to successfully reintegrate into communities, 
including but not limited to educational services, postsecondary

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education and training, employment, housing, parent and family 
information and services, mentoring, treatment, and counseling, and 
social activities which can lead to achieving CIE; and (7) Project 
Advisory Committee: Develop a project advisory committee that includes 
representation from the target population to be served by the project, 
partners (as defined in this notice) relevant to the project, and 
project activities (e.g., State agencies, employers, youth service 
programs, parent organizations, local agencies, support systems).
    Topic Area 4: Early Intervention and Workforce Reintegration for 
Youth and/or Adults with Acquired Disabilities Leading to CIE.

Background

    While some youth and adults with disabilities have congenital 
disabilities that they have lived with since birth, others have 
acquired disabilities through various means such as traumatic 
accidents, diagnosis of chronic illnesses, or through other life-
changing means (Okoro et al, 2018). Examples of acquired disabilities 
include but are not limited to spinal cord injuries, traumatic brain 
injury, vision loss, and Long COVID. An individual's life, both 
physically and mentally, can be significantly altered after acquiring a 
disability.
    The differences between a youth and/or adult with a congenital 
disability and a youth and/or adult who acquires a disability later in 
life can vary depending on the individual and the specific disability. 
For youth and/or adults with a congenital disability, the disability is 
all the youth or adult has known, and they may have a different 
perspective on what is considered a limitation or barrier (Bateman, 
2023). Those who acquire a disability later in life may have an 
awareness of the differences between their previous abilities and their 
current abilities. It is important to note that these differences are 
generalizations, and each individual's experience may vary (Bateman, 
2023). The responses to a disability can be influenced by various 
factors, including the type and severity of the disability, social 
support, and individual differences in coping mechanisms and can 
significantly impact CIE.
    As an individual with an acquired disability navigates changes in 
their circumstances, there are potential new challenges to face related 
to education, employment, social well-being, and health, including a 
need for mental health support. Acquired disabilities can present 
unique challenges when it comes to finding and maintaining CIE. 
However, with the right support and accommodations, youth and adults 
with acquired disabilities can pursue meaningful and fulfilling CIE 
opportunities. There are several considerations and strategies to keep 
in mind when working with youth and adults with acquired disabilities 
who are seeking to obtain or maintain CIE, such as the importance of 
advocating for oneself and communicating needs to employers (Morgan, 
2021). This may involve discussing accommodations, such as reasonable 
modifications to the work environment and flexible work arrangements, 
that can help them perform their job duties effectively (U.S. 
Department of Labor, 2024). In addition, VR services are available to 
assist youth and adults with disabilities in obtaining and maintaining 
CIE. These services can provide vocational assessments, career 
counseling, job training, job placement assistance, and ongoing support 
in the workplace. When searching for jobs, youth and/or adults with 
acquired disabilities can focus on industries or positions that align 
with their abilities and interests. Networking, attending job fairs, 
and using online job boards and disability-specific job portals can be 
helpful in finding suitable CIE opportunities. Building a support 
network in the workplace can also be beneficial for youth and/or adults 
with acquired disabilities. A support network may include colleagues, 
supervisors, and mentors who can provide guidance, understanding, and 
assistance when needed. Lastly, youth and/or adults with acquired 
disabilities can continue to enhance their skills and knowledge through 
professional development opportunities, such as attending workshops, 
conferences, or online courses to increase marketability.
    Studies have shown that early intervention, providing services 
shortly after a disability is acquired, is critical to promoting 
improved employment outcomes (Smalligan & Boyens, 2018). Wickizer et 
al. (2018) found that providing services to injured workers in the 
first 1-2 months following injury is critical to reducing the 
likelihood individuals exit the workforce and transition to long-term 
disability. Therefore, it has been found that efforts to more quickly 
identify, enroll and provide services to individuals with disabilities 
in vocational rehabilitation programs have increase employment and wage 
outcomes as well (Martin & Sevak, 2020).

Requirements

    A project in this topic area must focus on securing CIE for youth 
and/or adults with acquired disabilities, by addressing the unique 
employment, training, emotional, cognitive, and life adjustment factors 
experienced by youth or adults who acquired a disability from an 
accident or illness in a timely manner. Activities must include, but 
are not limited to: (1) Outreach and Enrollment: Develop, implement, 
and conduct outreach and enrollment strategies, including but not 
limited to promoting early intervention to project participants that 
fall within 6 months of an acquired or identification of acquired 
disability; (2) Transition and Reintegration Services: Identify support 
services (e.g., personal care assistance services, education support 
services, independent living services, counseling and support groups, 
government programs, employment services, disability support services, 
housing and transportation services, rehabilitation and medical 
services, and government programs, such as VR services) and resources 
(e.g., nonprofit organizations, assistive technology centers, advocacy 
services, and online resources) to create a seamless transition to CIE 
for project participants, including identification and utilization of 
advanced technology supports and identification of advanced technology 
career opportunities leading to CIE; (3) Family Engagement and Social 
Support: Partner with service providers supporting project participants 
to achieve their goals of CIE (e.g., Designated State unit (DSU) for VR 
services, State educational agencies, parent organizations, community-
based services; local educational agencies; and other local agencies); 
(4) Advanced Technology and Accommodations: Explore, identify, and 
utilize advanced technology and workplace accommodations to enable 
project participants to obtain and/or maintain CIE. This may include 
adaptive equipment and/or devices, computer software, ergonomic 
modifications, remote monitoring systems, cognitive assistive 
technology, mobility aids, and other advanced technology, including 
artificial intelligence, that help project participants overcome 
barriers and maximize productivity; and (5) Professional Development 
Training: Identify, develop, and implement professional development 
training opportunities, including using virtual reality training 
opportunities, for service professionals.
    Topic Area 5: Early Intervention and Workforce Reintegration for 
Disconnected Youth and/or Disconnected Adults with Disabilities Leading 
to CIE.

[[Page 24817]]

Background

    Disconnected youth with disabilities and disconnected adults with 
disabilities often face multiple barriers (e.g., criminal records, lack 
of academic accreditation) that prevent them from actively 
participating in education, employment, or training, and can be at risk 
of experiencing negative outcomes such as unemployment, poverty, and 
social disconnection (Lewis et al., 2019). There are several factors 
that can contribute to youth or adults becoming disconnected. For 
example, disconnected youth and disconnected adults may not have 
completed a specific level of education, such as high school or college 
for various reasons, limiting opportunities for further education or 
CIE. Economic factors, such as poverty, limited job opportunities, or 
financial instability, can make it difficult for disconnected youth and 
disconnected adults to find and maintain CIE. Disconnected youth and 
disconnected adults may not have had the opportunity to receive the 
necessary training to enter the workforce or pursue further education. 
This can be due to limited access to quality education or training 
programs. Lastly, mental health challenges, substance abuse, and 
involvement in the juvenile justice and criminal justice systems can 
also contribute to youth with disabilities and adults with disabilities 
becoming disconnected. Addressing the issue of disconnected youth with 
disabilities and disconnected adults with disabilities requires a 
comprehensive and multifaceted approach.
    There are numerous strategies that can be used to help re-engage 
disconnected youth and disconnected adults: (1) Providing accessible 
and relevant education and training programs that provide the skills 
and qualifications needed for CIE; (2) Offering mentoring programs and 
support services that provide guidance, encouragement, and assistance 
in navigating education and CIE opportunities; (3) Creating high-
quality job placement programs, apprenticeships, and internships that 
provide hands-on experience and opportunities for skill development; 
(4) Providing comprehensive support services, such as counseling, 
mental health services, substance abuse treatment, and housing 
assistance; (5) Implementing targeted outreach efforts to identify and 
engage disconnected youth with disabilities and disconnected adults 
with disabilities, including those who may be unknown or hard to reach; 
and (6) Collaboration among government agencies, community 
organizations, educational institutions, and employers to re-engage 
disconnected youth with disabilities and disconnected adults with 
disabilities. By addressing the barriers and providing the necessary 
supports and opportunities, it is possible to re-engage disconnected 
youth with disabilities and disconnected adults with disabilities to 
transition into education, employment, and training, leading to 
improved outcomes.

Requirements

    A project in this topic area must focus on securing CIE for 
disconnected youth with disabilities and/or disconnected adults with 
disabilities, by addressing the unique employment, training, emotional, 
cognitive, and life adjustment factors experienced by disconnected 
youth and/or disconnected adults with disabilities. Activities must 
include, but are not limited to: (1) Transition and Reintegration 
Services: Identify support services and resources to create a seamless 
transition to CIE for project participants; (2) Family Engagement and 
Social Support: Partner with service providers supporting project 
participants to achieve their goals for CIE (e.g., DSU for VR services, 
State educational agencies, parent organizations, community-based 
services, local educational agencies, other local agencies); (3) Pre-
employment Related activities: Provide pre-employment related 
activities, such as career exploration, resume writing and job search 
skills, interview preparation, soft skills development, job readiness 
training, networking and mentoring, internships, apprenticeships, and 
job trials, to prepare project participants for the workforce by 
developing essential skills, knowledge, and abilities needed to obtain 
and maintain CIE; (4) Professional Development: Develop and implement 
professional development trainings specific to the professionals 
serving project participants; (5) Transition Coordinators/Career 
Navigators: Create, identify, and provide a wide variety of services to 
project participants pertaining to early intervention and 
reintegration, including career planning, exploration, and counseling; 
educational planning; support to navigate systems; learner skill 
building; and CIE placement; (6) Project Advisory Committee: Develop a 
project advisory committee that includes representation from the target 
population to be served by the project and partners relevant to the 
project and project activities (e.g., State agencies, local agencies, 
employers, youth service programs, support systems); and (7) Advanced 
Technology: Identify and use advanced technology to enhance 
accessibility, education, and CIE for project participants, through the 
identification and development of strategies that will support access 
to trainings and education to equip them with the skills needed for 
CIE.
    Topic Area 6: Field Initiated.

Requirements

    A field-initiated project must (1) address an innovative topic area 
not otherwise included in this priority, or (2) combine two or more 
topic areas described in this priority into one application. If an 
applicant intends to address multiple topic areas, the applicant must 
combine the topic areas in one application and submit it under Topic 
Area 6, Field Initiated.

General Application Requirements

    Applicants must identify the specific topic area (1, 2, 3, 4, 5, or 
6) under which they are applying as part of the competition title on 
the application cover sheet (SF form 424, line 4).

Application Requirements

    Under this priority, the model demonstration project must, at a 
minimum, meet the following application requirements.
    (a) Logic model (as defined in this notice). In the narrative 
section of the application under ``Quality of the Project Design'', 
include a logic model for the proposed project as described in the 
following paragraphs. The logic model must describe how--
    (1) The proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project.
    (2) The proposed project components (as defined in this notice) are 
intended to affect the proposed project outcomes. Applicants must 
specifically note the proposed project activities that are supported by 
evidence that demonstrates a rationale and are depicted in the logic 
model.
    Note: The following website provides more information on logic 
models: ``Logic models: ``Logic models: A tool for designing and 
monitoring program evaluations'' https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/rel_2014007.pdf.
    (b) Proposed Project Management Plan. In the narrative section of 
the application under ``Quality of the management plan,'' include a 
proposed project management plan as described in the following 
paragraphs. The

[[Page 24818]]

proposed project management plan must describe how--
    (1) The intended proposed project outcomes will be achieved on time 
and within budget. To address this requirement, the applicant must 
provide a proposed project management plan that includes--
    (i) Clearly defined responsibilities for key project personnel, 
including level of effort, consultants, and subcontractors, as 
applicable;
    (ii) Timelines, milestones, and deliverables for accomplishing the 
project tasks;
    (iii) A description of how time commitments of proposed key project 
personnel and any consultants and subcontractors will be allocated and 
how these allocations are appropriate and adequate to achieve the 
intended proposed project outcomes;
    (iv) A description of how the products and services provided are of 
high quality, evidence-based, relevant, and useful to recipients; and
    (v) A detailed description of how activities will continue to be 
sustained once the grant performance period is over.
    (c) Proposed Project Evaluation Plan. In the narrative section of 
the application under ``Quality of the project evaluation,'' include a 
proposed project evaluation plan for the proposed project as described 
in the following paragraphs. The proposed project evaluation plan must 
describe measures of progress in implementation, including the criteria 
for determining the extent to which the proposed project's products and 
services have met the goals for reaching its target population; 
measures of intended outcomes or results of the proposed project 
activities to evaluate those activities; and how well the goals or 
objectives of the proposed project, as described in its logic model, 
have been met. Grantees must dedicate sufficient funds throughout the 
project period to cover the costs of developing, refining, and 
implementing the project evaluation plan, as well as the costs 
associated with collaborating throughout the period of performance with 
an independent evaluator identified by RSA. The proposed project 
evaluation plan and process must--
    (1) Identify formative and summative evaluation questions that 
align to the logic model;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes, will be measured to answer the evaluation 
questions;
    (3) Specify the measures and associated instruments or sources for 
data appropriate to the evaluation questions. Include information 
regarding reliability and validity of measures where appropriate;
    (4) Describe strategies for analyzing data and how data collected 
as part of this proposed project will be used to inform and refine the 
logic model and evaluation plan, including subsequent data collection;
    (5) Include a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that data will be available bi-annually, for the annual performance 
report (October 1-March 31) and end of year performance report (October 
1-September 30);
    (6) Describe how the proposed project will collect data, during the 
project performance period, regarding the project participants, 
including but not limited to, demographics (e.g., gender, race, ethnic 
group), disability type, pre- and post-project participation, 
employment and wage outcomes, and regional information;
    (7) Describe how the proposed project will identify and evaluate 
the innovative strategies that were effective for systemic change in 
partnerships (e.g., relationship building, resource sharing, funding 
mechanism for services);
    (8) Describe how the proposed project will evaluate the 
relationship between project participants' engagement with or use of 
specific practices and strategies implemented by the proposed project 
and key outcomes;
    (9) Describe how the proposed project will make broadly available 
the results of any evaluations conducted of funded activities, 
digitally and free of charge, through formal (e.g., peer reviewed 
journals) or informal (e.g., newsletters) mechanisms;
    (10) Describe how the proposed project will ensure that data from 
the grantee's evaluation can be made available to any evidence building 
support contractor identified by RSA consistent with applicable privacy 
requirements;
    (11) Describe how the proposed project will leverage data 
collection, analysis, and research methodologies to result in an 
evaluation that can build evidence; and
    (12) Include an assurance that the project will cooperate on an 
ongoing basis with any technical assistance provided by the Department 
or its contractors and comply with the requirements of any other 
evaluation of the program conducted by the Department, including the 
need to share project data.
    (d) Proposed Project website. In the narrative section of the 
application, include a description of the proposed project website as 
described in the following paragraph. The narrative must describe how--
    (1) The proposed project will develop (year 1), refine, and 
implement (years 2-5) a project website that is a centralized location 
for maintaining age-appropriate materials for project participants and 
resources for service professionals to include, but not limited to: 
project details, project results, and resources for project 
participants that will be incorporated into the applicant's website at 
the end of the proposed project.
    (e) Non-DSU for VR Eligible Applicants: For eligible applicants who 
are not DSU for VR, how the project will share progress and outcomes of 
the proposed project with the DSU for VR; and as appropriate, how the 
project will work to ensure that youth with disabilities and/or adults 
with disabilities are referred to the DSU for VR for services.

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Bateman, J. (2023, November 7). Is there a distinction between those 
who acquire disabilities and those who are born with them? The 
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Brown, J.S., Finney, M., Korgaonkar, N., McMillan, M., & Perkins, C. 
(2023, December 19). The impact of Generative AI on Black 
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S.E. (2021). Dyslexia in Incarcerated Men and Women: A New 
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White, O., & Hasebe, P. (2023, July 26). Generative AI and the 
future of work in America. McKinsey & Company. https://www.mckinsey.com/mgi/our-research/generative-ai-and-the-future-of-work-in-america.
Houchins, D.E., Jolivette, K., Shippen, M.E., & Lambert, R. (2010). 
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43153831.
Lewis, K., Burd-Sharps, S., & Ofrane, B. (2018, April 3). Youth 
disconnection rates highlight structural barriers to achievement in 
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Martin, Frank and Sevak, Purvi. `Implementation and Impacts of the 
Substantial Gainful Activity Project Demonstration in Kentucky'. 1 
Jan. 2020: 297-305.
Masterson, V. (Ed.). (2022, May 25). From medicine drones to coral 
cleaners: 3 ``jobs of the future'' that are already here. World 
Economic Forum. https://www.weforum.org/agenda/2022/05/robots-help-humans-future-jobs/.
McLellan, S.E., Mann, M.Y., Scott, J.A., & Brown, T.W. (2022). A 
blueprint for change: guiding principles for a system of services 
for children and youth with special health care needs and their 
families. Pediatrics, 149 (Supplement 7). https://publications.aap.org/pediatrics/article-abstract/149/Supplement%207/e2021056150C/188225.
Morgan, P. (2021, April 27). Employee self-advocacy: How to talk to 
your employer about your disability. Forbes. https://www.forbes.com/sites/paulamorgan/2021/04/27/employee-self-advocacy-how-to-talk-to-your-employer-about-your-disability/.
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nces.ed.gov/programs/coe/indicator/cgg/students-with-
disabilities#:~:text=In%202021%E2%80%9322%2C%20the%20number,of%20all%
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(2021). https://www.air.org/project/national-center-education-disability-and-juvenile-justice-edjj.
Okoro, C., Hollis, N., Cyrus, A., & Friffin-Blake, S. (2018, August 
16). Prevalence of disabilities and health care access by disability 
status and type among adults--United States, 2016. Centers for 
Disease Control and Prevention. https://www.cdc.gov/mmwr/volumes/67/wr/mm6732a3.htm?s_cid=mm6732a3_w.
Paige, C. (2023, April 21). 7 Ways Technology Can Help You in your 
Career. IT Briefcase. https://www.itbriefcase.net/7-ways-technology-can-help-you-in-your-career.
Smalligan, J., & Boyens, C. (2018, October). Expanding early 
intervention for newly ill and injured workers. Urban Institute. 
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Taylor, K. (2011). A summary of research on Youth with Disabilities 
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(2008). The academic status of children in out-of-home care: A 
review of the literature. Children and Youth Services Review, 30(9), 
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June 29). Children with acquired disabilities. Special Needs 
Resource. https://www.eparent.com/wellness/children-with-acquired-disabilities/.
U.S. Department of Education. (2017, May 23). Supporting Youth with 
Disabilities in Juvenile Corrections. Office of Special Education 
and rehabilitative services blog. https://sites.ed.gov/osers/2017/05/supporting-youth-with-disabilities-in-juvenile-corrections/.
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Data Collection--The use of restraint and seclusion on children with 
disabilities in K-12 schools. Office of Civil Rights. https://www2.ed.gov/about/offices/list/ocr/docs/restraint-and-seclusion.pdf.
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disabilities through AI technology. Forbes. https://www.forbes.com/sites/forbesbusinesscouncil/2023/06/16/empowering-individuals-with-disabilities-through-ai-technology/?sh=11e84d276c73.
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Deborah Ph.D.Sec.  . Innovations in Occupational Health Care 
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Education. Medical Care 56(12): p 1018-1023, December 2018. [verbar] 
DOI: 10.1097/MLR.0000000000000991.

Definitions

    For the FY 2024 grant competition and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, in accordance with section 437(d)(1) of GEPA, 34 CFR 77.1, 
and 2 CFR 200.1, we establish definitions of ``Acquired disabilities,'' 
``Advanced Technology,'' ``Disconnected adult with a disability,'' 
``Disconnected youth with a disability,'' ``Early Intervention,'' 
``Educator,'' ``Innovative,'' ``Innovative Applications,'' ``Indian 
Tribe,'' ``Life Coaching Services,'' ``Logic Model,'' ``Nonprofit,'' 
``Nonpublic,'' ``Partners,'' ''Partnerships,'' ``Personalized Advanced 
Technology,'' ``Project Components,'' ``Public,'' ``Refine,'' 
``Reintegration,'' ``Wraparound support,'' and ``Youth with 
disabilities''. The authority for each definition is noted following 
the text of the definition.
    ``Acquired disabilities'' means physical, mental, sensory, or 
cognitive impairments, typically resulting from injury, illness, or 
medical conditions that are not presented at birth but acquired later 
in life. (Section 437(d)(1) of GEPA.)
    ``Advanced Technology'' means cutting edge innovations, tools, 
systems, or solutions that represent the latest advancements in 
science, engineering, and technology.
    ``Disconnected adult with a disability'' means an individual with a 
disability, over the age of 24 who may be from a low-income background, 
experiences homelessness, is involved in the corrections system, or is 
not working. (Section 437(d)(1) of GEPA.)
    ``Disconnected youth with a disability'' means an individual with a 
disability between the ages 14 and 24, who may be from a low-income 
background, experiences homelessness, is in foster care, is involved in 
the justice system, or is not working or not enrolled in (or at risk of 
dropping out of) an educational institution. (Section 437(d)(1) of 
GEPA.)
    ``Early intervention'' means a timely and systematic provision of 
support and services to individuals with disabilities with the goal of 
identifying, assessing, and addressing potential challenges and/or 
concerns as early as possible, using strategies and techniques that 
offer redirection and rehabilitation in order to promote positive 
outcomes whereby leading to CIE. (Section 437(d)(1) of GEPA.)
    ``Educator'' means an individual who is an early learning educator, 
teacher, principal, or other school leader, specialized instructional 
support personnel (e.g., school psychologist, counselor, school social 
worker, early intervention service personnel), paraprofessional, or 
faculty. (Section 437(d)(1) of GEPA.)
    ``Indian Tribe'' means any Indian tribe, band, Nation, or other 
organized group or community, including any Alaska Native village or 
regional or village corporation as defined in or established pursuant 
to the Alaska Native Claims Settlement Act (43 U.S.C. Chapter 33), 
which is recognized as eligible for the special programs and services 
provided by the United States to Indians because of their status as 
Indians (25 U.S.C. 450b(e)). See annually published Bureau of Indian 
Affairs list of Indian Entities Recognized and Eligible to Receive 
Services. (2 CFR 200.1)
    ``Innovative'' means featuring new methods, ideas, or approaches. 
(Section 437(d)(1) of GEPA.)
    ``Innovative Applications'' means the creative and groundbreaking 
uses of technology in various fields, leveraging the latest 
advancements in technology to solve problems, improve efficiency,

[[Page 24820]]

and enhance user experiences to a given scenario that enables forms of 
interactivity, adaptivity, or support that would otherwise be 
impracticable without that technology intervention. (Section 437(d)(1) 
of GEPA.)
    ``Life coaching services'' means a collaborative and goal-oriented 
approach to help youth with disabilities and/or adults with 
disabilities make positive changes, set, and achieve personal or 
professional goals, and improve various aspects of their lives. 
(Section 437(d)(1) of GEPA.)
    ``Logic model'' (also referred to as a theory of action) means a 
framework that identifies key proposed project components (as defined 
in 34 CFR 77.1) of the proposed project (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes (as defined in 34 CFR 77.1)) and describes the 
theoretical and operational relationships among the key proposed 
project components and relevant outcomes. (34 CFR 77.1.)
    ``Nonprofit'', means as applied to an agency, organization, or 
institution, means that it is owned and operated by one or more 
corporations or associations whose net earnings do not benefit, and 
cannot lawfully benefit, any private shareholder or entity. (34 CFR 
part 77)
    ``Nonpublic'', as applied to an agency, organization, or 
institution, means that the agency, organization, or institution is 
nonprofit and is not under Federal or public supervision or control. 
(34 CFR part 77)
    ``Partners'' means organizations or entities that join forces, 
collaborate, and work together towards implementing the project. 
(Section 437(d)(1) of GEPA.)
    ``Partnership'' means two or more agencies, employers, or 
nonprofits working together cooperatively to reach a common goal 
pursuant to a formal Memorandum of Understanding among the partners and 
subject to the requirements of 2 CFR 200.332 and other relevant 
provisions of the Uniform Administrative Requirements, Cost Principles, 
and Audit Requirements for Federal Awards found at 2 CFR part 200. 
(Section 437(d)(1) of GEPA)
    ``Personalized Advanced Technology'' means the use of state-of-the-
art devices and programs to tailor experiences, products, or services 
to meet the specific needs and preferences of the individual with a 
disability. (Section 437(d)(1) of GEPA.)
    ``Project components'' means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers). (34 
CFR 77.1(c)).
    ``Public'' as applied to an agency, organization, or institution, 
means that the agency, organization, or institution is under the 
administrative supervision or control of a government other than the 
Federal Government. (34 CFR part 77)
    ``Refine'' means to include a process of continuous improvement to 
ensure that project activities are reviewed against the project's goals 
and objectives, including securing feedback, through various methods 
(e.g., in-person, phone, virtual) from program participants throughout 
years two, three, four, and five. (Section 437(d)(1) of GEPA.)
    ``Reintegration'' means the process, including activities and 
tasks, for successful reentry into the community, home, or workforce 
from the juvenile justice or criminal justice system. (Section 
437(d)(1) of GEPA.)
    ``Wraparound Support'' means a comprehensive and holistic approach 
to providing individualized care and services to support youth and/or 
adults with disabilities with complex needs, emphasizing a 
collaborative, strengths-based, family-centered approach to addressing 
the diverse needs of youth with disabilities and adults with 
disabilities and their support system.
    ``Youth with disabilities'' means an individual between the ages of 
14 and 24 who has a physical or mental impairment that results in a 
substantial impediment to competitive integrated employment. (Section 
437(d)(1) of GEPA.)
    Program Authority: Consolidated Appropriations Act, 2023 (Pub. L. 
117-328), 136 Stat. 4892.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities, selection criteria, 
requirements, and definitions. Section 437(d)(1) of GEPA, however, 
allows the Secretary to exempt from rulemaking requirements regulations 
governing the first grant competition under a new or substantially 
revised program authority. This is the first grant competition for this 
program under the authority given in the Consolidated Appropriations 
Act, 2023, and, therefore, qualifies for this exemption. In order to 
ensure timely grant awards, the Secretary has decided to forego public 
comment on the priority, requirements, definitions, and selection 
criteria under section 437(d)(1) of GEPA. The priority, requirements, 
definitions, and selection criteria will apply to the FY 2024 grant 
competition and any subsequent year in which we make awards from the 
list of unfunded applications for this competition.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in 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 (Uniform 
Guidance) in 2 CFR part 200, as adopted and amended as regulations of 
the Department in 2 CFR part 3474.

II. Award Information

    Type of Award: Discretionary grants negotiated as cooperative 
agreements.
    Estimated Available Funds: $236,313,221.00.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2025 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: $8,000,000-$10,000,000 (frontloaded for 
the 60-month project period).
    Estimated Average Size: $9,000,000.
    Estimated Number of Awards: 23-29.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.
    Note: The Final Performance Report must be completed and submitted 
by the end of the project period, September 30, 2029. Therefore, the 
project must complete core project activities to allow sufficient time 
for the evaluation and final performance report to be completed and 
submitted by the end of the project period on September 30, 2029.
    Note: Applicants under this competition must provide detailed 
budget information for the total grant period, including detailed 
budget information for each of the five years of the proposed project. 
Applicants are encouraged to consider the impact of implementation of 
the proposed project when creating a year 1 budget. Applicants are also 
encouraged to consider the impact of the period of performance end 
date, September 30, 2029, when creating the year 5 budget.

[[Page 24821]]

    Note: Grantees are expected to complete at least monthly drawdowns 
of expenditures.
    Note: Subgrantees and Contractors are expected to report monthly 
invoices of expenditures to the grantees.

III. Eligibility Information

    1. Eligible Applicants:
     State agencies or their equivalents under State law: (1) 
State Educational Agency; (2) State Juvenile Justice agency; (3) State 
Developmental Disabilities agency; (4) State Department of Health; (5) 
State Department of Human Services; or (6) Designated State unit for 
Vocational Rehabilitation Services.
     Public, Private and Nonprofit Entities, including Indian 
Tribes and Institutions of Higher Education.
    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 only.
    Note: The regulation 34 CFR 75.51 How to prove nonprofit status 
applies to nonprofits and requires documentation to prove its nonprofit 
status. (a) Under some programs, an applicant must show that it is a 
nonprofit organization. (See the definition of nonprofit in 34 CFR 
77.1.) (b) An applicant may show that it is a nonprofit organization by 
any of the following means: (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: (i) The organization is a 
nonprofit organization operating within the State; and (ii) 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; (4) Any item described in paragraphs 
(b)(1) through (3) of this section 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; 
or (5) For an entity that holds a sincerely held religious belief that 
it cannot apply for a determination as an entity that is tax-exempt 
under section 501(c)(3) of the Internal Revenue Code, evidence 
sufficient to establish that the entity would otherwise qualify as a 
nonprofit organization under paragraphs (b)(1) through (4) of this 
section.
    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 
the Cost Principles described in 2 CFR part 200 subpart E of the 
Uniform Guidance.
    d. Administrative Expenses:
    (i) All administrative expenses incurred under the DIF program must 
be reasonable and necessary for the administration of the DIF program 
and must conform to the requirements of the Federal Cost Principles 
described in 2 CFR 200.403 through 200.405.
    (ii) Although, in certain circumstances, proposed project 
participants served and services provided are the same under both the 
DIF programs and the State programs (e.g., State Educational Agency, 
State Juvenile Justice Agency, State Developmental Disabilities Agency, 
State Department of Health, DSU for VR Services, State Department of 
Human Services) and/or public, private, nonprofit entities, including 
Indian Tribes and Institutions of Higher Education) these are separate 
and distinct with separate and distinct funding streams and 
requirements. As such, when allocating administrative costs between the 
DIF programs and State programs and/or public, private, nonprofit 
entities, including Indian Tribes and Institutions of Higher Education, 
grantees must allocate the costs in accordance with the requirements of 
2 CFR 200.405. This means that both DIF program and State program and/
or public, private, nonprofit entities, including Indian Tribes and 
Institutions of Higher Education funds could be used to pay 
administrative costs associated with staff time providing services 
under certain circumstances; however, with respect to those 
administrative activities limited to the DIF program, such as 
submitting progress reports, grantees must use only DIF program funds 
(or other allowable funds) to pay these costs. This applies to grantees 
and subgrantees.
    3. Subgrantees and Contracts: Under the Consolidated Appropriations 
Act, 2023, a grantee under this competition may award subgrants and 
contracts. Under this competition, subgrants and contracts may not 
exceed 75 percent of the funds. Under 34 CFR 75.708(b) and (c), a 
grantee under this competition may award subgrants and contracts--to 
directly carry out project activities described in its application--to 
the following types of entities: public and private, nonprofit 
entities, including DSU for VR services, State educational agencies, 
local educational agencies, parent training and information centers, 
Centers for Independent Living, Developmental Disabilities agencies, 
Juvenile Justice agencies, or independent and capable evaluation 
experts and organizations, such as institutions of higher education or 
nonprofit or for-profit research firms. The grantee may only award 
subgrants and contracts to entities it has identified in an approved 
application. Subrecipients may not further subgrant funds received 
under this award. The administration of the grant award must be 
conducted by the grant recipient and administrative costs of the 
project allocated to the DIF award.

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 December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the DIF, your 
application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your

[[Page 24822]]

application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. 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.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. 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 45 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, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    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 one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the recommended 
page limit does apply to the application narrative.
    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do submit a notice 
of intent to apply are not bound to apply or bound by the information 
provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 or established for the FY 2024 grant competition 
and any subsequent year in which we make awards from the list of 
unfunded applications from this competition. The criteria are as 
follows:
    (a) Significance. (up to 15 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 likely utility of the products (such as information, 
materials, processes, or techniques) that will result from the proposed 
project, including the potential for their being used effectively in a 
variety of other settings.
    (ii) 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.
    (iii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially improvements in 
employment, independent living services, or both, as appropriate.
    (b) Quality of the project design. (up to 25 points)
    (1) The Secretary considers the quality of the design of the 
proposed project.
    (2) In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) 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.
    (ii) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (iii) The extent to which the design for implementing and 
evaluating the proposed project will result in information to guide 
possible replication of project activities or strategies, including 
information about the effectiveness of the approach or strategies 
employed by the project.
    (iv) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population.
    (v) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project.
    (c) Quality of project services. (up to 10 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 services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services.
    (ii) 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.
    (d) Quality of project personnel. (up to 5 points)
    (1) The Secretary considers 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 one or more of the 
following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (e) Adequacy of resources. (up to 15 points)
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the budget is adequate to support the 
proposed project.
    (ii) The extent to which the costs are reasonable in relation to 
the objectives,

[[Page 24823]]

design, and potential significance of the proposed project.
    (iii) The extent to which the costs are reasonable in relation to 
the number of persons to be served and to the anticipated results and 
benefits.
    (f) Quality of the management plan. (up to 15 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 adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (g) Quality of the project evaluation. (up to 15 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 qualifications, including relevant training, experience, 
and independence of the evaluator.
    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).
    For the FY 2024 grant competition and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, in accordance with section 437(d)(1) of GEPA, in selecting 
an application for an award under this program, we also consider the 
geographical distribution of projects in the DIF program throughout the 
country. This factor will be applied after non-Federal reviewers score 
the applications. The geographical distribution of projects factor will 
be applied to fund applications out of rank order if the top-ranked 
applications do not represent a geographical distribution throughout 
the country. The topic area distribution of projects factor will be 
applied to fund applications out of rank order to ensure a range of 
topic areas are funded.
    3. 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.
    4. 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.
    5. 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) 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
    (d) 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 also may notify you 
informally.
    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

[[Page 24824]]

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 
or subgrantee 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 the project period, September 30, 2029, you must 
submit a final performance report, including financial information, as 
directed by the Secretary. If you receive a multiyear award, you must 
submit annual performance reports and end of year performance reports 
that provide 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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case, the Secretary establishes a data collection period.
    5. Performance Measures:
    The performance measures consist of both the program and project 
measures.
    Program Measures: The program measures will be developed in 
collaboration with the Department and/or its contracted independent 
evaluator during the first three months (October 1, 2024-December 31, 
2024) of the awards, program measure targets will be developed in 
collaboration with the Department and/or its contracted independent 
evaluator and reported during the second three months (January 1, 2025-
March 31, 2025). Program performance measures may, for example, assess 
the impact of project activities on effective identification of 
resources and the sustainability and replicability of the project.
    Project Measures: Under the absolute priority, grant recipients 
must develop and implement a plan to measure the innovative model 
demonstration project's performance and outcomes, including an 
evaluation of the practices and strategies implemented by the project. 
Grantees must evaluate project performance based on the following 
measures, as well as any measures individually developed by the project 
and include targets in the application:
    (a) Number of individuals to be served by the project.
    (b) Number of project referrals.
    (c) Number of individuals participating in the project.
    (d) Of the individuals participating in the project, the number of 
individuals who received services and did not achieve competitive 
integrated employment.
    (e) Of the individuals participating in the project, the Pre- and 
post- project participation employment and wage outcomes.
    (f) Of the individuals participating in the project, the 
demographics (e.g., gender, race, ethnic group).
    (g) Of the individuals participating the project, the disability 
type.
    (h) Of the individuals participating in the project, the number of 
individuals who achieve competitive integrated employment.
    (i) The number of services professionals, including but not limited 
to employers, who completed professional training through the project.
    (j) Of the services professionals who completed professional 
training, including but not limited to employers, the number who 
reported the training is high in quality, relevant, and useful to their 
work.
    Note: The performance measures will be reported in the Annual 
Performance Report (Reporting Period October 1-March 30) and End of 
Year Performance Reports (Reporting Period October 1-September 30). For 
all five years of the project period, the cooperative agreement, as 
reviewed and amended as necessary during years 2-5, will specify the 
program and project measures that will be used to assess the grantees' 
performance in achieving the goals and objectives of the competition.

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.

Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2024-07502 Filed 4-8-24; 8:45 am]
BILLING CODE 4000-01-P