Notice2022-27457
Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-State Technical Assistance Projects To Improve Services and Results for DeafBlind Children and National Technical Assistance and Dissemination Center for DeafBlind Children
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
December 19, 2022
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2023 for Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities--State Technical Assistance Projects to Improve Services and Results for DeafBlind Children and National Technical Assistance and Dissemination Center for DeafBlind Children, Assistance Listing Number (ALN) 84.326T. This notice relates to the approved information collection under OMB control number 1820-0028.
Full Text
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<title>Federal Register, Volume 87 Issue 242 (Monday, December 19, 2022)</title>
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[Federal Register Volume 87, Number 242 (Monday, December 19, 2022)]
[Notices]
[Pages 77575-77585]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2022-27457]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities--State Technical Assistance Projects To Improve Services
and Results for DeafBlind Children and National Technical Assistance
and Dissemination Center for DeafBlind Children
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) 2023 for
Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities--State Technical Assistance Projects to
Improve Services and Results for DeafBlind Children and National
Technical Assistance and Dissemination Center for DeafBlind Children,
Assistance Listing Number (ALN) 84.326T. This notice relates to the
approved information collection under OMB control number 1820-0028.
DATES:
Applications Available: December 19, 2022.
Deadline for Transmittal of Applications: February 17, 2023.
Deadline for Intergovernmental Review: April 18, 2023.
Pre-Application Webinar Information: No later than December 27,
2022, OSERS will post pre-recorded informational webinars designed to
provide technical assistance (TA) to interested applicants. 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 7, 2022 (87 FR 75045) and available at
<a href="https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>. Please note that these Common Instructions supersede
the version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Susan Weigert, U.S. Department of
Education, 400 Maryland Avenue SW, Room 5076, Potomac Center Plaza,
Washington, DC 20202-5076. Telephone: (202) 245-6522. Email:
<a href="/cdn-cgi/l/email-protection#3744424456591940525e5052454377525319505841"><span class="__cf_email__" data-cfemail="186b6d6b7976366f7d717f7d6a6c587d7c367f776e">[email protected]</span></a>.
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: Two Department programs fund this competition:
the Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities (TA&D) program and the Personnel
Development to Improve Services and Results for Children with
Disabilities (PD) program.
The purpose of the TA&D program is to promote academic achievement
and improve results for children with disabilities by providing TA,
supporting model demonstration projects, disseminating useful
information, and implementing activities that are supported by
scientifically based research. The purposes of the PD program are to
(1) help address State-identified needs for personnel preparation in
special education, early intervention, related services, and general
education to work with children, including infants, toddlers, and youth
with disabilities; and (2) ensure that those personnel have the
necessary skills and knowledge, derived from practices that have been
determined through scientifically based research, to be successful in
serving those children.
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 662(c)(2),
663(c)(8)(A) and (C), and 681(d) of the Individuals with Disabilities
Education Act (IDEA) (20 U.S.C. 1462, 1463, and 1481)).
Absolute Priority: For FY 2023 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:
State Technical Assistance Projects to Improve Services and Results
for DeafBlind Children and a National Technical Assistance and
Dissemination Center for DeafBlind Children.
Background:
DeafBlind children \1\ have complex needs and are among the most
diverse groups of learners served under IDEA. Approximately 85 percent
of DeafBlind children also have additional physical, learning, or
cognitive disabilities (National Center on Deaf-Blindness, 2022). As a
result, DeafBlind children face a unique set of challenges not commonly
faced by their peers with, and without, disabilities. Providing
equitable educational opportunities for these students involves a range
of expertise and resources to prepare and support diverse teams of
families and personnel and to ensure accessible materials and
environments. Teachers and early interventionists often require
assistance developing strategies to instruct DeafBlind children in
concept-development, communication, and early literacy. In addition,
because 62 percent of DeafBlind children have additional orthopedic
impairments limiting use of their hands for communication or for
purposes of engaging in learning activities, families, caregivers,
teachers, and service providers often require consultation on
alternative and augmentative communication options to ensure such
students can engage in instructional activities (Karvonen et al.,
2021). Transition planning for DeafBlind children should occur as an
ongoing, person-centered process with family involvement and
consideration
[[Page 77576]]
of a student's abilities, strengths, and preferences. Secondary
transition planning for DeafBlind children should target multiple
domains, including vocational education and planning, postsecondary
educational planning, independent or supported living, and community
participation (Nelson & Bruce, 2022; Zatta & McGinnty, 2016).
Consequently, State educational agencies (SEAs), lead agencies(LAs)
under Part C of IDEA, local educational agencies (LEAs), early
intervention services (EIS) providers, teachers, service providers,
State TA providers, and families need significant support to address
the intensive and diverse educational, related services, transitional,
and early intervention needs of DeafBlind children to ensure that these
children are prepared for lifelong learning and successful transition
to postsecondary settings.
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\1\ For purposes of this notice, the term 'DeafBlind children'
refers to infants, toddlers, children, youth, and young adults (ages
birth through 21) who are deaf-blind.
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The purpose of this priority is to establish and operate State
Technical Assistance Projects to Improve Services and Results for
DeafBlind Children and a National Technical Assistance and
Dissemination Center for DeafBlind Children that will provide TA and
support to the State projects.
The State Technical Assistance Projects to Improve Services and
Results for DeafBlind Children (State DeafBlind Projects) will help
SEAs, Part C LAs, LEAs, including charter school LEAs, EIS providers,
teachers, service providers, and families to address the educational,
related services, transitional, and early intervention needs of
DeafBlind children. For more than 30 years, the Office of Special
Education Programs (OSEP) has supported State DeafBlind Projects to
improve support to local schools and agencies within States that are
serving DeafBlind children and their families. The State DeafBlind
Projects are designed to increase access to, and progress in, the
grade-level general education curriculum, including grade-level or
alternate academic achievement standards, for DeafBlind children and
improve their communication skills with a goal of supporting lifelong
learning, including postsecondary education and employment readiness.
The National Technical Assistance and Dissemination Center for
DeafBlind Children (National Center) will provide TA and support to the
State DeafBlind Projects in addressing these needs. This support
includes providing specialized TA, training, centralized product
development and dissemination, and informational services to agencies
and organizations, professionals, families, and others involved in
providing services to DeafBlind Children.
For the purposes of this competition, the Department has separated
the absolute priority into two focus areas: State DeafBlind Projects
(Focus Area A) and a National Center (Focus Area B). Applicants must
identify whether they are applying under Focus Area A, Focus Area B, or
both.
Note: Each focus area will be reviewed and scored separately if an
applicant is applying under both focus areas. As the program and
application requirements for the two focus areas are different,
applicants must ensure that they have met all applicable requirements
for each focus area.
State Technical Assistance Projects to Improve Services and Results
for DeafBlind Children (Focus Area A).
This priority will fund discretionary grants to establish and
operate State Technical Assistance Projects to Improve Services and
Results for DeafBlind. The State DeafBlind Projects are expected to
work closely with SEAs, LAs, LEAs, EIS providers, teachers, service
providers, and families to address the intensive educational, related
services, transitional, and early intervention needs of DeafBlind
children, to ensure that these children have meaningful access to the
general education curriculum and can successfully transition to
postsecondary education or employment. In partnership with the National
Center (Focus Area B), the provision of targeted and intensive TA by
State DeafBlind Projects will ensure that family members and
caregivers, EIS providers, special and general education teachers, and
service providers have access to specialized training and tools needed
to support the educational, communication, and socialization needs of
DeafBlind children.
To support the communication needs of DeafBlind children,
specialized personnel called ``interveners'' \2\ are often employed to
help these children gather information, develop concepts, establish
relationships, and develop and expand upon their communication skills
(National Center on Deaf-Blindness, 2022). State DeafBlind Projects are
encouraged to support the training and certification of such personnel
in both early intervention and classroom environments by collaborating
with and implementing training resources developed by the National
Center.
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\2\ The term ``intervener'' is used in many States to refer to a
specially trained communication partner who supports a DeafBlind
child by providing access to information and communication and
facilitating the development of social and emotional well-being for
DeafBlind children. In educational environments, intervener services
are provided by an individual, often a paraeducator, who has
received specialized training in deaf-blindness and the process of
intervention. An intervener provides consistent one-to-one support
to a DeafBlind child (ages 3 through 21 or as mandated by State
regulations) throughout the instructional day (National Center on
Deaf-Blindness, 2022).
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Under Focus Area A, the Department will fund discretionary grants
to establish and operate State DeafBlind Technical Assistance Projects
(State DeafBlind Projects) to improve services and results for
DeafBlind children. Grants under Focus Area A are available to support
projects in all States, including the District of Columbia, Puerto
Rico, the outlying areas, and the freely associated States. A grant may
be awarded to an entity to serve a single State or a multi-State
consortium. Funds awarded under this priority may not be used to
provide direct early intervention services under Part C of IDEA or
direct special education and related services under Part B of IDEA.
State DeafBlind Projects funded under this priority must achieve,
at a minimum, the following expected outcomes:
(a) Provide TA and training on improving outcomes to personnel who
serve DeafBlind children;
(b) Increase early identification and referral of DeafBlind
children for appropriate services and supports;
(c) Facilitate emerging and developing literacy and numeracy for
DeafBlind children by promoting access to the grade level general
education curriculum, including grade-level or alternate academic
achievement standards, through the use of high-quality practices;
(d) Expand support to DeafBlind children and their families during
the transition to post-secondary education or employment.
(e) Increase support to families of DeafBlind children to
facilitate their involvement in early intervention, education, and
transition opportunities;
(f) In collaboration with the National Center, collect information
to provide a State-by-State needs assessment; and
(g) For States that use, or plan to use, certified interveners,
projects in those States will collaborate with the National Center to
increase the number of qualified interveners within the State who have
demonstrated skills to support and improve the educational, social, and
communication outcomes of DeafBlind children.
In addition to these programmatic requirements, to be considered
for funding under Focus Area A of this priority, applicants must meet
the application and administrative requirements in this priority, which
are:
[[Page 77577]]
(a) Demonstrate, in the narrative section of the application under
``Significance of the project,'' how the proposed project will--
(1) Provide EIS providers, special education teachers, general
education teachers, related services personnel, and SEA, LEA, LA, and
EIS administrators with the training and information needed to develop
and implement individualized supports to ensure that DeafBlind children
have equitable access to, and make progress in, the grade level general
education curriculum, including grade-level or alternate academic
achievement standards, and have equitable access to high-quality
educational opportunities that lead to successful transitions to
postsecondary education or employment; and
(2) In conjunction with OSEP-funded State Parent Training and
Information Centers (PTIs), ensure that a diverse group of family
members and caregivers of DeafBlind children have the training and
information needed to establish, maintain, and improve productive
partnerships with teachers, school administrators, and service
providers.
To address the requirements of paragraphs (1) and (2) of this
section, the applicant must--
(i) Present applicable State, regional, or local data (and, in the
case of an application for a consortium, data for each State that the
consortium will serve) demonstrating training and information needs of
EIS providers, special and general education teachers, related services
personnel, and family members and caregivers identified in paragraphs
(1) and (2) of this section, taking into account the needs of a diverse
population and geographical distribution of DeafBlind children;
(ii) Demonstrate knowledge of current educational issues and policy
initiatives in educating DeafBlind children, including any State-
specific policy initiatives, and explain how the applicant will support
their implementation; and
(iii) Describe the applicant's approach to improving educational,
social, and communication outcomes for DeafBlind children, and indicate
the likely magnitude or importance of these outcomes.
(b) Demonstrate, in the narrative section of the application under
``Quality of the project services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of under-
represented populations;
(2) Identify the needs of the intended recipients for TA and
information;
(3) Ensure that services meet the needs of the intended recipients
of the grant and that any proposed products are first approved by the
OSEP project officer and then developed in coordination with the
National Center;
(4) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide measurable intended
project outcomes;
(5) Be based on current research and make use of high-quality
practices. To meet this requirement, the applicant must describe--
(i) The current research and high-quality practices that ensure
access to the grade-level general education curriculum, including
grade-level or alternate academic achievement standards, and high-
quality educational opportunities that lead to successful transitions
to postsecondary education or employment;
(ii) How the proposed project will provide culturally and
linguistically responsive, high-quality training and TA to the family
members and caregivers of DeafBlind children and TA and professional
development to practitioners identified in paragraph (a) of the
application and administrative requirements in this section; and
(iii) The process the proposed project will use to incorporate
current research and high-quality practices in the development and
delivery of its products and services.
(6) Provide services that are of sufficient quality, intensity, and
duration to achieve the intended outcomes of the proposed project. To
address this requirement, the applicant must describe--
(i) Its proposed approach to universal, general TA,\3\ including
the intended recipients of products and services;
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\3\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA center staff and including one-time,
invited or offered conference presentations by TA center staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA center's website by independent users. Brief communications by TA
center staff with recipients, either by telephone or email, are also
considered universal, general TA.
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(ii) Its proposed approach to targeted, specialized TA,\4\
including the intended recipients of products and services; and
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\4\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA center staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
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(iii) Its proposed approach to intensive, sustained TA,\5\
including the intended recipients of products and services. To address
this requirement, the applicant must describe--
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\5\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the TA
center staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
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(A) Its proposed approach to collaboration with SEAs, LEAs, LAs,
EIS providers, PTIs, and other relevant entities, as appropriate, to
support project initiatives, to leverage their available resources, and
to develop supports for families, and to provide TA and training to
teachers, EIS providers, and other service providers;
(B) Its proposed plan for assisting LEAs and EIS providers to
address the needs of the diverse population of DeafBlind children based
on best practices and current research on effective training and
professional development; and
(C) Its proposed plan for working with individuals and entities at
each level of the education system (e.g., SEAs, LEAs, LAs, EIS
providers, schools, and families) to promote communication among the
different groups and ensure that systems are in place to support the
equitable use of high-quality practices for educating DeafBlind
children.
(7) Implement services in collaboration with the National Center to
meet the TA objectives within the State(s) served. To address this
requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration;
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes; and
(iv) How the applicant will facilitate States' ability to use and
benefit from the National Center's initiatives, products, and TA,
including those initiatives that cross State boundaries.
(c) Demonstrate, in the narrative section of the application under
``Quality of the evaluation plan,'' how
the proposed project will collect and analyze data on specific and
measurable goals, objectives, and outcomes of the project. To address
this requirement, the applicant must describe--
[[Page 77578]]
(1) The proposed evaluation methodologies, including instruments,
data collection methods, and possible analyses;
(2) The proposed standards or targets for determining interim and
final outcomes;
(3) The proposed methods for collecting data on implementation
supports and fidelity of implementation;
(4) How the proposed project will apply evaluation results to
examine and improve the project's implementation strategies and the
progress toward achieving the project's intended outcomes; and
(5) How the methods of evaluation will produce quantitative and
qualitative data that demonstrate whether the project has achieved its
intended outcomes.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of project resources,'' how the proposed project will--
(1) 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) Ensure that 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) Ensure that the applicant and any key partners have adequate
resources to carry out the proposed activities; and
(4) Ensure that 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 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--
(1) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as appropriate;
(2) Timelines and milestones for accomplishing the project tasks;
(3) How 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;
(4) How the proposed management plan will ensure that the products
and services provided are of high quality, relevant, and useful to
recipients;
(5) How the proposed project will benefit from a diversity of
perspectives, including families, educators, TA providers, researchers,
and policy makers, among others, in its development and operation;
(6) If applicable, how the States within a consortium will receive
appropriate services; and
(7) If applicable, how the proposed project will ensure that the
distribution of resources is equitable within a consortium.
(f) In the narrative under ``Required project assurances'' or
appendices as directed, meet the following application requirements--
(1) Include, in appendix A, 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-day planning meeting preceding each OSEP-hosted project
directors' conference held in Washington, DC, or virtually, in
coordination with the National Center;
(ii) A three- and one-half-day project directors' conference in
Washington, DC, or virtually, during each year of the project period;
and
(3) If the project maintains a website, ensure that it will be of
high quality, with an easy-to-navigate design, that meets government or
industry- recognized standards for accessibility.
Note: States are invited to form consortia to apply for funding
under Focus Area A of this priority in accordance with the Education
Department General Administrative Regulations (EDGAR) in 34 CFR 75.127
to 75.129. A consortium may be comprised of any group of States.
National Technical Assistance and Dissemination Center for
DeafBlind Children (Focus Area B).
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Technical Assistance and Dissemination
Center for DeafBlind Children. The National Center will work with the
State DeafBlind Projects to ensure that family members and caregivers,
EIS providers, special and general education teachers, interveners, and
related services personnel have access to the specialized training and
tools needed to support the educational, communication, and
socialization needs of DeafBlind children.
The Center must achieve, at a minimum, the following expected
outcomes:
(a) Expand communication and coordination across the State
DeafBlind Project TA network to improve outcomes for DeafBlind
children;
(b) Expand the development and use of training modules to support
personnel development of teachers, related service providers, and
interveners;
(c) Expand the body of knowledge and use of high-quality practices
to facilitate emerging and developing literacy and numeracy for
DeafBlind children;
(d) Facilitate increased family involvement in the early
intervention, education, and transition opportunities for the diverse
population of DeafBlind children by disseminating culturally and
linguistically responsive information, and providing equitable
opportunities for networking and engagement with DeafBlind family
organizations;
(e) Collaborate with the State DeafBlind Projects to facilitate the
early identification of children with dual-sensory impairment in the
State, to ensure that their families, teachers, and other service
providers can receive appropriate services provided by the State
DeafBlind Projects; and
(f) Collaborate with the State DeafBlind Projects to provide a
State-by-State needs assessment that includes disability and
demographic information and trends, to ensure that the State DeafBlind
Projects and those they serve receive high-quality, appropriate
resources and services.
In addition to these programmatic requirements, to be considered
for funding under this priority, applicants must meet the application
and administrative requirements in this priority, which are:
(a) Demonstrate, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address the current and emerging needs of State DeafBlind
Projects, SEAs, LEAs, LAs, EIS providers, and organizations serving
DeafBlind children to ensure they have the training and information
needed to implement and sustain high-quality, equitable, effective, and
efficient systems that have the implementation supports in place to
ensure DeafBlind children have access to and progress in the grade-
level general education curriculum, including grade-level or alternate
academic achievement standards, and have access to high-quality
educational and early intervention and developmental opportunities that
lead to successful transitions to postsecondary education or
employment. To meet this requirement the applicant must--
(i) Present applicable data demonstrating current State capacity to
deliver high-quality IDEA services for DeafBlind children, and ensure
they have access to and progress in the grade-level general education
curriculum,
[[Page 77579]]
including grade-level or alternate academic achievement standards, and
have access to high-quality educational opportunities that lead to
successful transitions to postsecondary education or employment; and
(ii) Demonstrate knowledge of current issues and ongoing challenges
in ensuring DeafBlind children have equitable access to and progress in
the grade-level general education curriculum, including grade-level or
alternate academic achievement standards, and that they have access to
high-quality early-intervention and educational opportunities that lead
to successful transitions to postsecondary education or employment; and
(2) Improve educational outcomes for DeafBlind children, including
those from under-represented populations, and indicate the likely
magnitude or importance of these outcomes.
(b) Demonstrate, in the narrative section of the application under
``Quality of project services,'' how the proposed project will--
(1) Ensure equal access and treatment for members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. To meet this requirement, the
applicant must describe how it will--
(i) Identify the needs of the intended recipients for TA and
information; and
(ii) Ensure that services and products meet the needs of the
intended recipients of the grant;
(2) Achieve its goals, objectives, and intended outcomes. To meet
this requirement, the applicant must provide--
(i) Measurable intended project outcomes; and
(ii) In appendix A, the logic model (as defined in 34 CFR 77.1) by
which the proposed project will achieve its intended outcomes that
depicts, at a minimum, the goals, activities, outputs, and intended
outcomes of the proposed project.
(3) Use a conceptual framework (and provide a copy in appendix A)
to develop project plans and activities, describing any underlying
concepts, assumptions, expectations, beliefs, or theories, as well as
the presumed relationships or linkages among these variables, and any
empirical support for this framework;
Note: The following websites provide more information on logic
models and conceptual frameworks: <a href="https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf">https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf</a> and
<a href="http://www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework">www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework</a>.
(4) Be based on current research and make use of evidence-based \6\
practices (EBPs). To meet this requirement, the applicant must
describe--
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\6\ For the purposes of this priority, ``evidence-based'' means,
at a minimum, evidence that demonstrates a rationale (as defined in
34 CFR 77.1), where a key project component included in the
project's logic model is informed by research or evaluation findings
that suggest the project component is likely to improve relevant
outcomes.
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(i) The current research and high-quality practices on ensuring
access to the grade-level general education curriculum, including
grade-level or alternate academic achievement standards, and high-
quality early intervention and educational opportunities that lead to
successful transitions to postsecondary education or employment;
(ii) How the project will provide high-quality TA products designed
to address the needs of the diverse population of family members and
caregivers of DeafBlind children and TA and professional development
products designed for diverse practitioners identified in paragraph (a)
of the application and administrative requirements in this section;
(iii) The process the proposed project will use to incorporate
current research and high-quality practices in the development and
delivery of its products and services;
(iv) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(v) How the proposed project will incorporate current research and
practices in the development and delivery of its products and services.
(5) Develop products and provide services that are of high quality
and sufficient intensity and duration to achieve the intended outcomes
of the proposed project. To address this requirement, the applicant
must describe--
(i) How it proposes to identify or develop and expand the knowledge
base pertaining to the development of communicative competence in
DeafBlind children;
(ii) How the proposed project will collaborate with higher-
education institutions to incorporate information on best practices to
develop products and services which promote high-quality instructional
interventions designed to improve access to the general education
curriculum by DeafBlind children;
(iii) How the proposed project will collaborate with the OSEP-
funded National Center on Educational Outcomes to incorporate
information on including DeafBlind children who have significant
cognitive disabilities in State- and district-wide assessment systems;
(iv) Its proposed approach to universal, general TA,\7\ which must
identify the intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach;
---------------------------------------------------------------------------
\7\ ``Universal, general TA'' means TA and information provided
to independent users through their own initiative, resulting in
minimal interaction with TA center staff and including one-time,
invited or offered conference presentations by TA center staff. This
category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA center's website by independent users. Brief communications by TA
center staff with recipients, either by telephone or email, are also
considered universal, general TA.
---------------------------------------------------------------------------
(v) Its proposed approach to targeted, specialized TA,\8\ which
must identify--
---------------------------------------------------------------------------
\8\ ``Targeted, specialized TA'' means TA services based on
needs common to multiple recipients and not extensively
individualized. A relationship is established between the TA
recipient and one or more TA center staff. This category of TA
includes one-time, labor-intensive events, such as facilitating
strategic planning or hosting regional or national conferences. It
can also include episodic, less labor-intensive events that extend
over a period of time, such as facilitating a series of conference
calls on single or multiple topics that are designed around the
needs of the recipients. Facilitating communities of practice can
also be considered targeted, specialized TA.
---------------------------------------------------------------------------
(A) The intended recipients, including the type and number of
recipients, that will receive the products and services, a description
of the products and services that the Center proposes to make
available, and the expected impact of those products and services under
this approach; and
(B) Its proposed approach to measure the readiness of potential TA
recipients (i.e., State Technical Assistance Project staff) to work
with the project, assessing, at a minimum, their commitment to the
initiative, alignment of the initiative to their needs, current
infrastructure, available resources, and ability to build capacity at
the local district and EIS program level; and
(vi) Its proposed approach to intensive, sustained TA,\9\ which
must
[[Page 77580]]
identify the intended recipients (i.e., State Technical Assistance
Project staff), including the type and number of recipients from a
variety of settings and geographic distribution, that will receive the
products and services designed to impact educational, functional, and
social outcomes of the diverse population of DeafBlind children.
---------------------------------------------------------------------------
\9\ ``Intensive, sustained TA'' means TA services often provided
on-site and requiring a stable, ongoing relationship between the TA
center staff and the TA recipient. ``TA services'' are defined as
negotiated series of activities designed to reach a valued outcome.
This category of TA should result in changes to policy, program,
practice, or operations that support increased recipient capacity or
improved outcomes at one or more systems levels.
---------------------------------------------------------------------------
(6) Develop products and implement services that maximize
efficiency. To address this requirement, the applicant must describe--
(i) How the proposed project will use technology to achieve the
intended project outcomes;
(ii) With whom the proposed project will collaborate and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources to
achieve the intended project outcomes.
(7) Develop a dissemination plan that describes how the applicant
will systematically distribute information, products, and services to
varied intended audiences, using a variety of dissemination strategies,
to promote awareness and use of the Center's products and services.
(c) In the narrative section of the application under ``Quality of
the project evaluation,'' include an evaluation plan for the project as
described in the following paragraphs. The evaluation plan must
describe-- measures of progress in implementation, including the
criteria for determining the extent to which the project's products and
services have met the goals for reaching its target population;
measures of intended outcomes or results of the project's activities in
order to evaluate those activities; and how well the goals or
objectives of the proposed project, as described in its logic model,
have been met. The applicant must provide an assurance that, in
designing the evaluation plan, it will--
(1) Designate, with the approval of the OSEP project officer, a
project liaison with sufficient dedicated time, experience in
evaluation, and knowledge of the project to work in collaboration with
the Center to Improve Program and Project Performance (CIPP),\10\ the
project director, and the OSEP project officer on the following tasks:
---------------------------------------------------------------------------
\10\ The major tasks of CIPP are to guide, coordinate, and
oversee the design of formative evaluations for every large
discretionary investment (i.e., those awarded $500,000 or more per
year and required to participate in the 3+2 process) in OSEP's
Technical Assistance and Dissemination; Personnel Development;
Parent Training and Information Centers; and Educational Technology,
Media, and Materials programs. The efforts of CIPP are expected to
enhance individual project evaluation plans by providing expert and
unbiased TA in designing the evaluations with due consideration of
the project's budget. CIPP does not function as a third-party
evaluator.
---------------------------------------------------------------------------
(i) Revise the logic model submitted in the application to provide
for a more comprehensive measurement of implementation and outcomes and
to reflect any changes or clarifications to the model discussed at the
kick-off meeting;
(ii) Refine the evaluation design and instrumentation proposed in
the application consistent with the revised logic model and using the
most rigorous design suitable (e.g., prepare evaluation questions about
significant program processes and outcomes; develop quantitative or
qualitative data collections that permit both the collection of
progress data, including fidelity of implementation, as appropriate,
and the assessment of project outcomes; and identify analytic
strategies); and
(iii) Revise the evaluation plan submitted in the application such
that it clearly--
(A) Specifies the evaluation questions, measures, and associated
instruments or sources for data appropriate to answer these questions,
suggests analytic strategies for those data, provides a timeline for
conducting the evaluation, and includes staff assignments for
completing the evaluation activities;
(B) Delineates the data expected to be available by the end of the
second project year for use during the project's evaluation (3+2
review) for continued funding described under the heading Fourth and
Fifth Years of the Project; and
(C) Can be used to assist the project director and the OSEP project
officer, with the assistance of CIPP, as needed, to specify data
collection processes to support performance measures developed in
common by the State Deafblind Projects, and to be addressed in the
project's annual performance report.
(2) Dedicate sufficient staff time and other resources during the
first six months of the project to collaborate with CIPP staff,
including regular meetings (e.g., weekly, biweekly, or monthly) with
CIPP and the OSEP project officer, in order to accomplish the tasks
described in paragraph (C)(1) of this section; and
(3) Dedicate sufficient funds in each budget year to cover the
costs of carrying out the tasks described in paragraphs (C)(1) and (2)
of this section and revising and implementing the evaluation plan.
Please note in your budget narrative the funds dedicated for this
activity.
(d) Demonstrate, in the narrative section of the application under
``Adequacy of resources and quality of project personnel,'' how--
(1) The proposed project will encourage applications for employment
from persons who are members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability, as appropriate;
(2) The proposed key project personnel, consultants, and
subcontractors have the qualifications and experience to carry out the
proposed activities and achieve the project's intended outcomes;
(3) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(4) The proposed costs are reasonable in relation to the
anticipated results and benefits.
(e) Demonstrate, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) The proposed management plan will ensure that the project's
intended outcomes will be achieved on time and within budget. To
address this requirement, the applicant must describe--
(i) Clearly defined responsibilities for key project personnel,
consultants, and subcontractors, as applicable; and
(ii) Timelines and milestones for accomplishing the project tasks;
(2) Key project personnel and any consultants and subcontractors
will be allocated and how these allocations are appropriate and
adequate to achieve the project's intended outcomes;
(3) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients; and
(4) The proposed project will benefit from a diversity of
perspectives, including those of families, educators, TA providers,
researchers, and policy makers, among others, in its development and
operation.
(f) Address the following application requirements. The applicant
must--
(1) Include, in appendix A, personnel-loading charts and timelines,
as applicable, to illustrate the management plan described in the
narrative;
(2) Include, in the budget, attendance at the following:
(i) A one- and one-half day kick-off meeting in Washington, DC, or
virtually, after receipt of the award, and an annual planning meeting
in Washington, DC, or virtually, with the OSEP project officer and
other relevant staff during each subsequent year of the project period.
[[Page 77581]]
Note: Within 30 days of receipt of the award, a post-award video or
teleconference must be held between the OSEP project officer and the
grantee's project director or other authorized representative;
(ii) A two- and one-half day project directors' conference in
Washington, DC, or virtually, during each year of the project period;
(iii) An annual two-day trip, or virtually, to attend Department
briefings, Department-sponsored conferences, and other meetings, as
requested by OSEP; and
(iv) A one-day intensive 3+2 review meeting in Washington, DC, or
virtually, during the second year of the project period;
(3) Include, in the budget, a line item for an annual set-aside of
5 percent of the grant amount to support emerging needs that are
consistent with the proposed project's intended outcomes, as those
needs are identified in consultation with, and approved by, the OSEP
project officer. With approval from the OSEP project officer, the
project must reallocate any remaining funds from this annual set-aside
no later than the end of the third quarter of each budget period; and
(4) Maintain a high-quality website, with an easy-to-navigate
design, that meets government or industry- recognized standards for
accessibility;
(5) Ensure that annual project progress toward meeting project
goals is posted on the project website; and
(6) Include, in appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to this new
award period and at the end of this award period, as appropriate.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding the project for the fourth
and fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a), including--
(a) The recommendations of a 3+2 review team consisting of experts
who have experience and knowledge in providing services to DeafBlind
children. This review will be conducted during a one-day intensive
meeting that will be held during the last half of the second year of
the project period;
(b) The timeliness with which, and how well, the requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The quality, relevance, and usefulness of the project's
products and services and the extent to which the project's products
and services are aligned with the project's objectives and likely to
result in the project achieving its intended outcomes.
Under 34 CFR 75.253, the Secretary may reduce continuation awards
or discontinue awards in any year of the project period for excessive
carryover balances or a failure to make substantial progress. The
Department intends to closely monitor unobligated balances and
substantial progress under this program and may reduce or discontinue
funding accordingly.
References:
Karvonen, M., Beitling, B., Erickson, K., Morgan, S., & Bull, R.
(2021). Students with significant cognitive disabilities and dual
sensory loss. University of Kansas, Accessible Teaching, Learning,
and Assessment Systems; National Center on Deaf-Blindness.
<a href="http://www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/">www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/</a>.
National Center on Deaf-Blindness (2022). 2020 National Deaf-Blind
Child Count Report. <a href="http://www.nationaldb.org/media/doc/2020_National_Deaf-Blind_Child_Count_Report_FINALEDITED_a.pdf">www.nationaldb.org/media/doc/2020_National_Deaf-Blind_Child_Count_Report_FINALEDITED_a.pdf</a>.
Nelson, C., & Bruce, S. M. (2022). Future directions in the field of
deaf-blindness. In C. Guardino, J. Cannon, & P. Paul (Eds.), Deaf
and hard of hearing learners with disabilities: Foundations,
strategies and resources (pp. 162-192). Routledge.
Zatta, M., & McGinnity, B. (2016). An overview of transition
planning for students who are deafblind. American Annals of the
Deaf, 161(4), 474-485.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (APA) (5 U.S.C. 553) the Department generally offers interested
parties the opportunity to comment on proposed priorities. Section
681(d) of IDEA, however, makes the public comment requirements of the
APA inapplicable to the priority in this notice.
Program Authority: 20 U.S.C. 1462, 1463 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 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: Discretionary grants (Focus Area A) and cooperative
agreement (Focus Area B).
Estimated Available Funds: The Administration requested $49,345,000
for the Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities program for FY 2023, of which we
intend to use an estimated $11,100,000 for this competition; and
$250,000,000 for the Personnel Development to Improve Services and
Results for Children with Disabilities program, of which we intend to
use an estimated $500,000 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 2024 from the list of
unfunded applications from this competition.
Estimated Range of Awards: Focus Area A: See chart. Focus Area B:
$2,100,000.
Estimated Average Size of Awards: Focus Area A: $176,000. Focus
Area B: $2,100,000.
Maximum Award: Focus Area A: The following chart lists the maximum
amount of funds for individual States and for a single budget period of
12 months. We will not make an award exceeding funding levels listed in
this notice for individual States, or the combined funding levels
listed in this notice for each State member of a consortium, for any
single budget period of 12 months. A State may be served by only one
supported project. In determining the maximum funding levels for each
State, the Secretary considered, among other things, the following
factors: (1) The total number of children from birth through age 21 in
the State. (2) The number of children in poverty in the State. (3) The
previous funding levels. (4) The minimum funding amounts. (5) The
travel costs associated with serving the geographic location of the
State.
[[Page 77582]]
FY 2023 Funding Levels by State for Focus Area A
------------------------------------------------------------------------
------------------------------------------------------------------------
Alabama.................................................... $149,504
Alaska..................................................... 120,529
Arizona.................................................... 182,611
Arkansas................................................... 99,325
California................................................. 963,563
Colorado................................................... 141,970
Connecticut................................................ 87,872
Delaware................................................... 58,500
District of Columbia....................................... 58,500
Florida.................................................... 476,464
Georgia.................................................... 287,224
Hawaii..................................................... 68,500
Idaho...................................................... 79,127
Illinois................................................... 309,454
Indiana.................................................... 188,348
Iowa....................................................... 88,704
Kansas..................................................... 105,874
Kentucky................................................... 135,323
Louisiana.................................................. 137,517
Maine...................................................... 58,500
Maryland................................................... 145,875
Massachusetts.............................................. 152,912
Michigan................................................... 249,646
Minnesota.................................................. 148,342
Mississippi................................................ 108,574
Missouri................................................... 168,080
Montana.................................................... 109,225
Nebraska................................................... 74,786
Nevada..................................................... 101,620
New Hampshire.............................................. 58,500
New Jersey................................................. 223,499
New Mexico................................................. 97,125
New York................................................... 491,063
North Carolina............................................. 279,910
North Dakota............................................... 70,200
Ohio....................................................... 292,774
Oklahoma................................................... 122,361
Oregon..................................................... 109,947
Pennsylvania............................................... 315,812
Rhode Island............................................... 58,500
South Carolina............................................. 133,322
South Dakota............................................... 89,429
Tennessee.................................................. 197,514
Texas...................................................... 839,939
Utah....................................................... 99,402
Vermont.................................................... 64,306
Virginia................................................... 212,607
Washington................................................. 177,082
West Virginia.............................................. 82,788
Wisconsin.................................................. 151,195
Wyoming.................................................... 70,200
Puerto Rico................................................ 84,056
Pacific **................................................. 92,000
Virgin Islands............................................. 30,000
------------
Total.................................................... 9,500,000
------------------------------------------------------------------------
** The areas to be served by this award are the outlying areas of
American Samoa, Guam, and the Commonwealth of the Northern Mariana
Islands, as well as the freely associated States of the Republic of
the Marshall Islands, the Federated States of Micronesia, and the
Republic of Palau. An applicant for this award must propose to serve
all of these areas.
Focus Area B: We will not make an award exceeding $2,100,000 for
any single budget period of 12 months.
Note: The Assistant Secretary for Special Education and
Rehabilitative Services may change the maximum award through a notice
published in the Federal Register.
Estimated Number of Awards: Focus Area A: 54. Focus Area B: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: SEAs; State LAs under Part C of 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.
Note: Non-SEA applicants must include a letter of support from the
SEA indicating that the SEA will work with the applicant if the
applicant is awarded the grant.
With respect to Focus Area A of the priority, in order to provide
SEAs with greater flexibility in how TA is delivered and ensure high-
quality TA, and in accordance with 34 CFR 75.127, individual States
have the following options: (1) Participating as a member of a multi-
State consortium; or (2) applying directly for funds as a single State.
Therefore, eligible applicants for funds awarded under Focus Area A of
the priority may be an entity serving a multi-State consortium or a
single State.
Note: For additional information regarding group applications,
refer to 34 CFR 75.127, 75.128, and 75.129.
Eligible applicants under Focus Area A are invited to submit
single-State applications or be a member of a consortium application to
provide DeafBlind TA services to individual States. If a State is
included in more than one application as a member of a consortium or
submits an individual State application, and more than one application
is determined to be fundable for the State, the State will be given the
option to choose the award (individual State or consortium) under which
it will receive funding. A State may not be funded under multiple
awards. The maximum level of funding for a consortium will reflect the
combined total that the eligible entities comprising the consortium
would have received if they had applied separately. For States within a
consortium, each State must receive services consistent with its
identified funding level.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: A grantee under Focus Area A may
recover the lesser of (a) its actual indirect costs as determined by
the grantee's negotiated indirect cost rate agreement and (b) 10
percent of its modified total direct costs. If a grantee's allocable
indirect costs exceed 10 percent of its modified total direct costs,
the grantee may not recoup the excess by shifting the cost to other
grants or contracts with the U.S. Government, unless specifically
authorized by legislation. The grantee must use non-Federal revenue
sources to pay for such unrecovered costs.\11\
---------------------------------------------------------------------------
\11\ The National Technical Assistance and Dissemination Center
for DeafBlind Children (ALN 84.326T) (National Center) is not
subject to this limitation on recovery of indirect costs.
---------------------------------------------------------------------------
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 7, 2022 (87 FR 75045) and available at <a href="https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs">https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs</a>, 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. Intergovernmental Review: This competition is subject to
Executive
[[Page 77583]]
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 70 pages for the Technical
Assistance Center and 50 pages for State projects, 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 as follows:
(a) Significance (10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses.
(ii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project.
(b) Quality of project services (35 points).
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework.
(iii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice.
(iv) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(v) The extent to which the TA services to be provided by the
proposed project involve the use of efficient strategies, including the
use of technology, as appropriate, and the leveraging of non-project
resources.
(c) Quality of the project evaluation (20 points).
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(iv) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(d) Adequacy of resources and quality of project personnel (15
points).
(1) The Secretary considers the adequacy of resources for the
proposed project and the quality of the personnel who will carry out
the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(iii) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(iv) The extent to which the budget is adequate to support the
proposed project.
(e) Quality of the management plan (20 points).
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(iv) How the applicant will ensure that a diversity of perspectives
are brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or
[[Page 77584]]
beneficiaries of services, or others, as appropriate.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors: In the past,
the Department has had difficulty finding peer reviewers for certain
competitions because so many individuals who are eligible to serve as
peer reviewers have conflicts of interest. The standing panel
requirements under section 682(b) of IDEA also have placed additional
constraints on the availability of reviewers. Therefore, the Department
has determined that for some discretionary grant competitions,
applications may be separated into two or more groups and ranked and
selected for funding within specific groups. This procedure will make
it easier for the Department to find peer reviewers by ensuring that
greater numbers of individuals who are eligible to serve as reviewers
for any particular group of applicants will not have conflicts of
interest. It also will increase the quality, independence, and fairness
of the review process, while permitting panel members to review
applications under discretionary grant competitions for which they also
have submitted applications.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions, and under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
6. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with:
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) 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
[[Page 77585]]
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 the purposes of Department reporting
under 34 CFR 75.110, we have established a set of performance measures,
including long-term measures, that are designed to yield information on
various aspects of the effectiveness and quality of the Technical
Assistance and Dissemination to Improve Services and Results for
Children with Disabilities program. These measures are:
<bullet> Program Performance Measure #1: The percentage of
Technical Assistance and Dissemination products and services deemed to
be of high quality by an independent review panel of experts qualified
to review the substantive content of the products and services.
<bullet> Program Performance Measure #2: The percentage of Special
Education Technical Assistance and Dissemination products and services
deemed by an independent review panel of qualified experts to be of
high relevance to educational and early intervention policy or
practice.
<bullet> Program Performance Measure #3: The percentage of all
Special Education Technical Assistance and Dissemination products and
services deemed by an independent review panel of qualified experts to
be useful in improving educational or early intervention policy or
practice.
<bullet> Program Performance Measure #4: The cost efficiency of the
Technical Assistance and Dissemination Program includes the percentage
of milestones achieved in the current annual performance report period
and the percentage of funds spent during the current fiscal year.
<bullet> Long-Term Program Performance Measure: The percentage of
States receiving Special Education Technical Assistance and
Dissemination services regarding scientifically or evidence-based
practices for infants, toddlers, children, and youth with disabilities
that successfully promote the implementation of those practices in
school districts and service agencies.
Additional project measures developed by and common to all State
DeafBlind projects funded under Focus Area A are designed to address
expected project outcomes and must also be reported on annually.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the Center meet needs identified by
stakeholders and may require the Center to report on such alignment in
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 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. 2022-27457 Filed 12-16-22; 8:45 am]
BILLING CODE 4000-01-P
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This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.