Notice2022-04420
Applications for New Awards; Educational Technology, Media, and Materials for Individuals With Disabilities Program-Innovative Technology-Based Approaches for Assessing Children With Disabilities
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
March 3, 2022
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2022 for Educational Technology, Media, and Materials for Individuals with Disabilities--Innovative Technology-Based Approaches for Assessing Children with Disabilities, Assistance Listing Number 84.327V. This notice relates to the approved information collection under OMB control number 1820-0028.
Full Text
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[Federal Register Volume 87, Number 42 (Thursday, March 3, 2022)]
[Notices]
[Pages 12144-12152]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2022-04420]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Educational Technology, Media, and
Materials for Individuals With Disabilities Program--Innovative
Technology-Based Approaches for Assessing Children With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2022 for
Educational Technology, Media, and Materials for Individuals with
Disabilities--Innovative Technology-Based Approaches for Assessing
Children with Disabilities, Assistance Listing Number 84.327V. This
notice relates to the approved information collection under OMB control
number 1820-0028.
DATES:
Applications Available: March 3, 2022.
Deadline for Transmittal of Applications: May 2, 2022.
Deadline for Intergovernmental Review: July 1, 2022.
Pre-Application Webinar Information: No later than March 8, 2022,
OSERS will post details on pre-recorded
[[Page 12145]]
informational webinars designed to provide technical assistance to
interested applicants. Links to the webinars may be found at
<a href="http://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html">www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html</a>.
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 27, 2021 (86 FR 73264) and available at
<a href="http://www.federalregister.gov/d/2021-27979">www.federalregister.gov/d/2021-27979</a>. Please note that these Common
Instructions supersede the version published on February 13, 2019, and,
in part, describe the transition from the requirement to register in
<a href="http://SAM.gov">SAM.gov</a> a Data Universal Numbering System (DUNS) number to the
implementation of the Unique Entity Identifier (UEI). More information
on the phase-out of DUNS numbers is available at <a href="https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf">https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf</a>.
FOR FURTHER INFORMATION CONTACT: Rebecca Sheffield, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5040E, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-6725. Email:
<a href="/cdn-cgi/l/email-protection#376552555254545619645f5251515e525b5377525319505841"><span class="__cf_email__" data-cfemail="c795a2a5a2a4a4a6e994afa2a1a1aea2aba387a2a3e9a0a8b1">[email protected]</span></a>.
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Educational Technology,
Media, and Materials for Individuals with Disabilities Program (ETechM2
Program) is to improve results for students with disabilities by: (1)
Promoting the development, demonstration, and use of technology; (2)
supporting educational media activities designed to be of educational
value in the classroom for students with disabilities; (3) providing
support for captioning and video description that is appropriate for
use in the classroom; and (4) providing accessible educational
materials to students with disabilities in a timely manner.
Priority: This competition includes one absolute priority. In
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable
activities specified in the statute (see sections 674(b)(2) and 681(d)
of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C.
1474(b)(2) and 1481(d)).
Absolute Priority: For FY 2022 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:
Innovative Technology-Based Approaches for Assessing Children with
Disabilities.
Background:
Assessment is an essential component of being able to provide a
high-quality education and learning opportunities to infants, toddlers,
children, and youth with disabilities (children with disabilities). It
involves regularly collecting information to be able to make
individualized decisions about the services and supports needed to
promote a child's development, learning, and achievement. The COVID-19
pandemic caused a significant disruption to how children with
disabilities were assessed and highlighted the need to leverage more
equitable, innovative, reliable, and valid technology-based approaches
for assessing children with disabilities.
Traditionally, most assessments are completed in-person by early
intervention providers, teachers, and school-based clinicians. The
pandemic required early intervention service providers and local
educational agency (LEA) staff to utilize remote assessments and
identify technology-based approaches to assess children with
disabilities. While this was done with varied levels of success, the
pandemic demonstrated that technology-based approaches to assessment
have the potential to enhance both in-person and remote assessment
processes.
Innovative technology-based approaches to assessment provide a
number of benefits, including--
<bullet> Providing new sources of data on children's performance.
For example, technology can expand opportunities to conduct authentic
assessments and observations of children with disabilities in natural
environments and in multiple settings, both in person and online, with
greater involvement from families. This can allow teachers and service
providers to prioritize different data when making decisions about
necessary services and supports for a child with a disability.
<bullet> Enabling teachers and service providers to more
efficiently collect, organize, and share data when monitoring
children's performance and progress. This can lead to improved
coordination, collaboration, and data-driven decision-making among team
members, which can enhance children's outcomes.
<bullet> Improving access to high-quality assessments for children
with disabilities. Increased access can be particularly important in
rural and remote areas to connect children with disabilities to
specialists from professions experiencing critical shortages (e.g.,
functional vision and orientation and mobility assessments for children
who are visually impaired or deafblind) (Landa-Vialard et al., 2018).
<bullet> Connecting English learners with disabilities to providers
who speak their home languages, to ensure appropriate and
individualized support for children's cultural and linguistic needs
(Hoover, 2018).
<bullet> Providing additional flexibility and innovative strategies
for children with disabilities who are homebound, hospitalized,
migratory, and experiencing homelessness.
While there are many potential benefits to using technology-based
assessment processes, there is limited knowledge of existing strategies
and best practices for using technology to conduct assessments and
deciding which types of technology-based approaches to use. Farmer et
al. (2020) and Stifel et al. (2020) suggest that thorough analysis and
guidance is necessary when using technical adaptations to assessments.
Guidance is needed to support decision makers (i.e., school and program
administrators, assessment administrators, teachers, and service
providers) in examining the limitations of technology to ensure they
maintain assessments' validity and reliability as well as meet legal
requirements.
Additionally, it is important for decision makers to understand and
track how technology-based approaches to assessment could inadvertently
magnify cultural and socioeconomic disparities. Families and schools in
high-need communities or in rural or remote areas may have less access
to needed technology equipment, unreliable internet, or less comfort
and experience using technology (Hanrahan et. al, 2020).
Finally, for technology-based approaches to assessment to be
equitable, they must be accessible to children with various
disabilities who use various communication modes (e.g., students with
deafness, autism, visual impairment including blindness). Teachers and
service providers need training, support, and professional development
to successfully implement technology-based approaches to assessment.
Although personnel
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preparation programs may include standards to address the application
of assessment tools and measures, these programs do not necessarily
address the knowledge and skills involved in using remote or virtual
assessment formats (Jenkins & Walker, 2021).
The Department intends to fund two cooperative agreements to
develop the knowledge base and disseminate information about
technology-based approaches to assessment for children with
disabilities. Through these agreements, the Department seeks to
increase equitable access to high-quality assessment and build greater
flexibility within assessment approaches, to respond to changing
environments and technology.
Priority:
The purpose of this priority is to fund two cooperative agreements
to establish and operate projects on Innovative Technology-Based
Approaches for Assessing Children with Disabilities (projects).
Projects must achieve, at a minimum, the following expected outcomes:
(a) Increased body of knowledge on equitable and innovative
approaches for implementing and integrating technology into informal
and formal assessments \1\ to gather valid and reliable information on
children's strengths and needs; developmental, academic, and functional
skills; and learning progress to inform IFSPs and IEPs, eligibility
determinations, instruction, and interventions.
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\1\ For the purposes of this priority, ``assessment'' and
``assessing'' refer to formal and informal methods to collect
individualized data on children's strengths and needs;
developmental, academic, and functional skills; and learning
progress to inform individualized family service plans (IFSPs) and
individualized education programs (IEPs), eligibility
determinations, instruction, and interventions. Program-wide or
school-wide assessments, such as large-scale State and district wide
assessments or universal screening, are not within the scope of this
priority.
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(b) Increased awareness of existing and project-developed tools,
methods, and frameworks to support informed, systematic decision-making
for technology-based approaches to assessments by early intervention
service providers, school districts, educators, and families.\2\
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\2\ Note: This priority does not support the development or
validation of procedures for technology-based administration of
published standardized assessment tools.
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Focus Areas:
Within this absolute priority, the Secretary intends to support one
project under each of the following focus areas: (A) Innovative
Technology-Based Approaches for Assessing Infants, Toddlers, and
Preschool-Age Children with Disabilities; and (B) Innovative
Technology-Based Approaches for Assessing School-Age Children with
Disabilities.
Applicants must identify the specific focus area (i.e., A or B)
under which they are applying as part of the competition title on the
application cover sheet (SF 424, line 12 and Abstract). Applicants that
apply under both focus areas must submit an application for each focus
area.
Focus Area A: Innovative Technology-Based Approaches for Assessing
Infants, Toddlers, and Preschool-Age Children with Disabilities. A
project in this focus area must develop the knowledge base and
disseminate resources to support the effective use of technology-based
approaches to assessments with infants, toddlers, and preschool-age
children and their families referred to, or receiving, early
intervention and early childhood special education services.
Focus Area B: Innovative Technology-Based Approaches for Assessing
School-Age Children with Disabilities. A project in this focus area
must develop the knowledge base and disseminate resources to support
the effective use of technology-based approaches to assessments of
school-age children referred to, or receiving, special education
services.
Note: The Office of Special Education Programs (OSEP) may fund a
high-quality application out of rank order to ensure that projects are
funded in both focus areas.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the following
application and administrative requirements in this priority:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address the need in the field for knowledge and decision-making
frameworks to support the effective use of technology-based approaches
to assessments of children with disabilities, including technology-
based approaches to conduct assessments of children in hard-to-reach
settings with limited access to technology, with users that may have
difficulty engaging with technology, and for children requiring
specialized assessments (e.g., disability-specific assessments
requiring specially trained assessors and assessments delivered in
languages other than English). To meet this requirement the applicant
must--
(i) Demonstrate knowledge of existing, and emerging trends in,
technology-based approaches to assessment of children with
disabilities;
(ii) Demonstrate knowledge of current educational and policy issues
and national initiatives relating to technology-based approaches to
assessments of children with disabilities; and
(iii) Demonstrate knowledge of the implementation supports that are
needed to implement new technology-based approaches to assessment for
children with disabilities (e.g., personnel preparation and
professional development, ongoing consultation and coaching, data
systems, and administrative supports); and
(2) Develop the knowledge base to increase the capacity of local
and State early intervention and special education systems to make
informed decisions on technology-based approaches to assessment and
indicate the importance of systems developing this capacity.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients for technical
assistance (TA) and information;
(ii) Ensure that services and products meet the needs of the
intended recipients of the grant; and
(iii) Address the needs of children with disabilities who live in
rural or remote \3\ areas and high-need communities who may experience
barriers to assessment due to scarcity of qualified personnel or
limitations in internet connectivity, and children from racially and
ethnically diverse backgrounds, including those who are English
learners;
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\3\ For the purposes of this priority, a ``rural or remote''
area or population is an area or population within one of the U.S.
territories, freely associated States, or outlying areas or within a
reservation, or that is served by a school district whose locale
type is classified as rural according to 2019 or 2020 data from the
National Center for Education Statistics locale classifications.
Please see <a href="https://nces.ed.gov/programs/maped/LocaleLookup/">https://nces.ed.gov/programs/maped/LocaleLookup/</a>.
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(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) In Appendix A, the logic model \4\ by which the proposed
project will
[[Page 12147]]
achieve its intended outcomes that depicts, at a minimum, the goals,
activities, outputs, and intended outcomes of the proposed project;
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\4\ Logic model (34 CFR 77.1) (also referred to as a theory of
action) means a framework that identifies key project components of
the proposed project (i.e., the active ``ingredients'' that are
hypothesized to be critical to achieving the relevant outcomes) and
describes the theoretical and operational relationships among the
key project components and relevant outcomes.
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(3) Use a conceptual framework (and provide a copy in Appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
Note: The following website provides more information on logic
models and conceptual frameworks: <a href="http://www.osepideasthatwork.org/logicModel">www.osepideasthatwork.org/logicModel</a>.
(4) Be based on current research and make use of evidence-based
practices (EBPs).\5\ To meet this requirement, the applicant must
describe--
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\5\ For the purposes of this priority, ``evidence-based
practices'' means practices that, at a minimum, demonstrate a
rationale (as defined in 34 CFR 77.1), where a key project component
included in the project's logic model is informed by research or
evaluation findings that suggest the project component is likely to
improve relevant outcomes.
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(i) The current research on practices to support assessment of
children with disabilities, technology-based approaches to assessment,
and the use of technology to improve access to assessment;
(ii) The current research about adult learning principles and
implementation science that will inform any proposed products; and
(iii) How the proposed project will incorporate current research
and practices in the development and delivery of its products and
services;
(5) Develop products and provide services that are of sufficient
intensity and duration to achieve the intended outcomes of the proposed
project. To address this requirement, the applicant must describe--
(i) How it proposes to identify and develop the knowledge base on--
(A) Current best practices and tools for implementing and
integrating technology into informal and formal assessments to gather
valid and reliable information on children's strengths and needs;
developmental, academic, and functional skills; and learning progress,
to inform IFSPs and IEPs, eligibility determinations, instruction, and
interventions;
(B) Promising technology-based innovations and approaches to
assessment, including practices and tools that could be used to gather
valid and reliable information across a variety of settings and
environments on children's strengths and needs; developmental,
academic, and functional skills; and learning progress, to inform IFSPs
and IEPs, eligibility determinations, instruction, and interventions.
Promising innovations and approaches may involve how to--
(1) Design accessibility and support features for technology-based
assessment;
(2) Individualize assessment strategies;
(3) Identify and address participation barriers; and
(4) Provide training and professional development to relevant
stakeholders on innovative strategies for assessment and data-based
decision-making;
(C) The strengths, limitations, and potential outcomes of existing
and emerging technology-based assessment tools and methods in a range
of forms and contexts (e.g., early childhood settings, homes, virtual
schools, traditional classrooms), and the available evidence for these
strengths, limitations, and outcomes;
(D) Technology-based approaches that increase equity in the
assessment of children with disabilities, including approaches to
observing children and families; collecting valid and reliable child
performance and progress data; and understanding and applying
assessment findings to inform the development of culturally and
linguistically appropriate IEPs and IFSPs;
(E) Practices and strategies to enhance the accessibility and
equity of technology-based approaches to assessment for all children
with disabilities, including strategies for users that may have
difficulty engaging with technology; in settings with limited access;
and for children requiring specialized assessments to promote equitable
developmental, academic, and functional outcomes;
(F) Existing and emerging methods and approaches for preparation of
personnel to select, implement, and act upon the results of technology-
based assessments; and
(G) Implementation supports and system capacity that are needed to
implement technology-based approaches to assessment, including supports
for administrators and other systems-level decision-makers to develop
policies and procedures for State and local agencies regarding the
selection, procurement, implementation, and use of technology-based
approaches to assessments;
(ii) How it proposes to develop, validate, and disseminate
frameworks, based on research and identified promising practices, to
support informed and effective decision-making on the systematic
implementation and use of technology-based approaches to assessment,
for use by practitioners, administrators, and local and State agencies;
and
(iii) Its proposed approach to universal, general TA,\6\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the project proposes to make
available, and the expected impact of those products and services under
this approach;
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\6\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with project staff and including one-time,
invited or offered conference presentations by project staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
project's website by independent users. Brief communications by
project staff with recipients, either by telephone or email, are
also considered universal, general TA.
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(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate, the process
by which the project will collaborate with OSEP-funded projects and
centers, and the intended outcomes of the collaboration. Projects must
collaborate with the other project funded under this priority; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(7) Develop a dissemination plan that describes how the applicant
will systematically distribute information to varied intended
audiences, using a variety of dissemination strategies.
(c) In the narrative section of the application under ``Quality of
the project evaluation,'' include a detailed and complete description
of the evaluation activities and measures to be incorporated into the
proposed project's research plan and knowledge development activities.
The description must include--
(1) Formative and summative evaluation questions, including
important process and outcome evaluation questions. These questions
should be related to the project's proposed logic model required in
paragraph (b)(2)(ii) of this priority;
(2) A formative evaluation plan to address evaluation questions,
consistent with the project's logic model, that includes sources of
data, a timeline for
[[Page 12148]]
data collection, analysis plans, and staff assignments for completing
the plan. The plan must show how periodic review and feedback will be
incorporated in the formative evaluation and used to improve the
project during the performance period. These data will be reported in
the annual performance report (APR). The plan also must outline how
evaluation data will be reviewed by project staff, when they will be
reviewed, and how they will be used during the course of the project to
adjust the project's activities to increase and extend the usefulness
and generalizability of the knowledge development activities; and
(3) A summative evaluation plan, including a timeline and staff
assignments for completing the plan, to collect and analyze data on
stakeholder awareness of resources and decision-making frameworks
developed and disseminated by the project. The plan must show how the
knowledge development activities will be used to inform stakeholder
decision-making about technology-based assessment approaches for
children with disabilities.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation. This must include how the proposed project will engage a
technical work group (TWG) comprised of individuals with expertise in
assessment of children with disabilities, including those from
culturally and linguistically diverse backgrounds, and technology-based
approaches to assessment to provide technical advice and engage with
stakeholders throughout the project period.
(f) Address the following application requirements. The applicant
must--
(1) Include, in Appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day virtual kick-off meeting after receipt
of the award, and an annual virtual meeting with the OSEP project
officer and other relevant staff during each subsequent year of the
project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative; and
(ii) A two and one-half day project directors' conference in
Washington, DC, during each year of the project period. If the
conference will be conducted virtually, projects will be notified that
they need to reallocate funds for travel no later than the end of the
third quarter of each budget period;
(3) Maintain a high-quality website, with an easy-to-navigate
design, that meets government or industry-recognized standards for
accessibility;
(4) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(5) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products during the transition to a
new award at the end of this award period, as appropriate.
References:
Farmer, R.L., McGill, R.J., Dombrowski, S.C., Benson, N.F., Smith-
Kellen, S., Lockwood, A.B., Powell, S., Pynn, C.P., & Stinnett, T.A.
(2020). Conducting psychoeducational assessments during the COVID-19
crisis: The danger of good intentions. Contemporary School
Psychology, 25, 27-32. <a href="https://doi.org/10.1007/s40688-020-00293-x">https://doi.org/10.1007/s40688-020-00293-x</a>.
Hanrahan, B.V., Ma, N.F., Betanzos, E., & Savage, S. (2020, June).
Reciprocal research: Providing value in design research from the
outset in the rural United States. ICTD2020: Proceedings of the 2020
International Conference on Information and Communications
Technologies and Development, (31) 1-5. <a href="https://doi.org/10.1145/3392561.3397585">https://doi.org/10.1145/3392561.3397585</a>.
Hoover, J.J., Erickson, J.R., Herron, S.R., & Smith, C.E. (2018).
Implementing culturally and linguistically responsive special
education eligibility assessment in rural county elementary schools:
Pilot project. Rural Special Education Quarterly, 37(2), 90-102.
<a href="https://doi.org/10.1177/8756870518761879">https://doi.org/10.1177/8756870518761879</a>.
Jenkins, M., & Walker, J.D. (2021, Spring). COVID-19 practices in
special education: Stakeholder perceptions for teacher preparation.
Teacher Educators' Journal, 14, 83-105. <a href="https://files.eric.ed.gov/fulltext/EJ1296277.pdf">https://files.eric.ed.gov/fulltext/EJ1296277.pdf</a>.
Landa-Vialard, O., Ely, M.S., & Lartz, M.N. (2018). Early learning
visual impairment services training and advancement (EL VISTA)
project: Leading the way for a new profession within a profession.
Journal of Visual Impairment & Blindness, 112(1), 103-112. <a href="https://doi.org/10.1177/0145482X1811200110">https://doi.org/10.1177/0145482X1811200110</a>.
Stifel, S.W., Feinberg, D.K., Zhang, Y., Chan, M.-K., & Wagle, R.
(2020). Assessment during the COVID-19 pandemic: Ethical, legal, and
safety considerations moving forward. School Psychology Review,
49(4), 438-452. <a href="https://doi.org/10.1080/2372966X.2020.1844549">https://doi.org/10.1080/2372966X.2020.1844549</a>.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553), the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1474 and 1481.
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
[[Page 12149]]
part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreements.
Estimated Available Funds: The Administration has requested
$29,547,000 for the Educational Technology, Media, and Materials for
Individuals with Disabilities program for FY 2022, of which we intend
to use an estimated $1,000,000 for this competition. The actual level
of funding, if any, depends on final congressional action. However, we
are inviting applications to allow enough time to complete the grant
process if Congress appropriates funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2023 from the list of
unfunded applications from this competition.
Maximum Award: We will not make an award exceeding $500,000 for a
single budget period of 12 months.
Estimated Number of Awards: 2.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: State educational agencies (SEAs); State
lead agencies under Part C of the IDEA; LEAs, including public charter
schools that are considered LEAs under State law; IHEs; other public
agencies; private nonprofit organizations; freely associated States and
outlying areas; Indian Tribes or Tribal organizations; and for-profit
organizations.
2. 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 <a href="http://www2.ed.gov/about/offices/list/ocfo/intro.html">www2.ed.gov/about/offices/list/ocfo/intro.html</a>.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application. Under 34 CFR 75.708(e), a grantee may
contract for supplies, equipment, and other services in accordance with
2 CFR part 200.
4. Other General Requirements:
(a) Recipients of funding under this competition must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (see section 606 of IDEA).
(b) Applicants for, and recipients of, funding must, with respect
to the aspects of their proposed project relating to the absolute
priority, involve individuals with disabilities, or parents of
individuals with disabilities ages birth through 26, in planning,
implementing, and evaluating the project (see section 682(a)(1)(A) of
IDEA).
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 27, 2021 (86 FR 73264) and available at
<a href="http://www.federalregister.gov/d/2021-27979">www.federalregister.gov/d/2021-27979</a>, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on February 13,
2019, and, in part, describe the transition from the requirement to
register in <a href="http://SAM.gov">SAM.gov</a> a DUNS number to the implementation of the UEI.
More information on the phase-out of DUNS numbers is available at
<a href="https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf">https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf</a>.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 50 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
<bullet> Use a font that is 12 point or larger.
<bullet> Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority requirements, the resumes, the
reference list, the letters of support, or the appendices. However, the
recommended page limit does apply to all of the application narrative,
including all text in charts, tables, figures, graphs, and screen
shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are listed below:
(a) Significance (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 potential contribution of the proposed project to increased
knowledge or understanding of educational problems, issues, or
effective strategies.
(ii) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(iii) The extent to which the proposed project involves the
development or demonstration of promising new strategies that build on,
or are alternatives to, existing strategies.
(b) Quality of the project design (35 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:
[[Page 12150]]
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project
includes a thorough, high-quality review of the relevant literature, a
high-quality plan for project implementation, and the use of
appropriate methodological tools to ensure successful achievement of
project objectives.
(iii) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(iv) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(v) The extent to which performance feedback and continuous
improvement are integral to the design of the proposed project.
(c) Adequacy of resources and quality of the management plan (30
points).
(1) The Secretary considers the adequacy of resources and the
quality of the management plan for the proposed project.
(2) In determining the adequacy of resources and the quality of the
management plan for the proposed project, the Secretary considers the
following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(ii) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(iii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate.
(v) 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.
(vi) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(d) Quality of the project evaluation (20 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(iii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(iv) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all
[[Page 12151]]
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 may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee that is awarded competitive grant funds
must have a plan to disseminate these public grant deliverables. This
dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
5. Performance Measures: For purposes of Department reporting under
34 CFR 75.110, the Department has established a set of performance
measures, including long-term measures, that are designed to yield
information on various aspects of the effectiveness and quality of the
ETechM2 Program. These measures are:
<bullet> Program Performance Measure 1: The percentage of ETechM2
Program products and services judged to be of high quality by an
independent review panel of experts qualified to review the substantial
content of the products and services.
<bullet> Program Performance Measure 2: The percentage of ETechM2
Program products and services judged to be of high relevance to
improving outcomes for infants, toddlers, children, and youth with
disabilities.
<bullet> Program Performance Measure 3: The percentage of ETechM2
Program products and services judged to be useful in improving results
for infants, toddlers, children, and youth with disabilities.
<bullet> Program Performance Measure 4.1: The Federal cost per unit
of accessible educational materials funded by the ETechM2 Program.
<bullet> Program Performance Measure 4.2: The Federal cost per unit
of accessible educational materials from the National Instructional
Materials Accessibility Center funded by the ETechM2 Program.
<bullet> Program Performance Measure 4.3: The Federal cost per unit
of video description funded by the ETechM2 Program.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the project meet needs identified by
stakeholders and may require the project to report on such alignment in
its annual and final performance reports.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: Whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, whether
the grantee has made substantial progress in achieving the performance
targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the
[[Page 12152]]
Code of Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. 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
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Katherine Neas,
Deputy Assistant Secretary. Delegated the authority to perform the
functions and duties of the Assistant Secretary for the Office of
Special Education and Rehabilitative Services.
[FR Doc. 2022-04420 Filed 3-2-22; 8:45 am]
BILLING CODE 4000-01-P
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