Notice2023-07204
Applications for New Awards; Disability Innovation Fund, Pathways to Partnerships Innovative Model Demonstration Project
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
April 5, 2023
Issuing agencies
Education Department
Abstract
The U.S. Department of Education (Department) is issuing a notice inviting applications for Federal fiscal year (FFY) 2023 for the Disability Innovation Fund (DIF), Pathways to Partnerships Innovative Model Demonstration Project, Assistance Listing Number 84.421E. This notice relates to the approved information collection under OMB control number 1894-0006, Applications for New Grants under the Rehabilitation Services Administration (RSA).
Full Text
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[Federal Register Volume 88, Number 65 (Wednesday, April 5, 2023)]
[Notices]
[Pages 20150-20159]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-07204]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Disability Innovation Fund, Pathways
to Partnerships Innovative Model Demonstration Project
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The U.S. Department of Education (Department) is issuing a
notice inviting applications for Federal fiscal year (FFY) 2023 for the
Disability Innovation Fund (DIF), Pathways to Partnerships Innovative
Model Demonstration Project, Assistance Listing Number 84.421E. This
notice relates to the approved information collection under OMB control
number 1894-0006, Applications for New Grants under the Rehabilitation
Services Administration (RSA).
DATES:
Applications Available: April 5, 2023.
Deadline for Notice of Intent to Apply: April 19, 2023.
Deadline for Transmittal of Applications: June 5, 2023.
Date of Pre-Application Meeting: The Office of Special Education
and Rehabilitative Services (OSERS) will post a PowerPoint presentation
that provides general information about the Rehabilitation Services
Administration's discretionary grants and a PowerPoint presentation
specifically about the Disability Innovation Fund, Pathways to
Partnerships Innovative Model Demonstration Project (84.421E) at
<a href="https://ncrtm.ed.gov/grant-info">https://ncrtm.ed.gov/grant-info</a>. In addition to posting the PowerPoint,
OSERS will conduct a pre-application meeting specific to this
competition via conference call to respond to questions. Information
about the pre-application meeting will be available at <a href="https://ncrtm.ed.gov/grant-info">https://ncrtm.ed.gov/grant-info</a> prior to the date of the call. OSERS invites
interested applicants to send questions to <a href="/cdn-cgi/l/email-protection#c5fdf1ebf1f7f48085a0a1eba2aab3"><span class="__cf_email__" data-cfemail="86beb2a8b2b4b7c3c6e3e2a8e1e9f0">[email protected]</span></a> in advance of
the pre-application meeting. The teleconference information, including
a summary of the 84.421E pre-application meeting questions and answers,
will be available at <a href="https://ncrtm.ed.gov/grant-info">https://ncrtm.ed.gov/grant-info</a> within 10 business
days after the pre-application meeting.
Deadline for Intergovernmental Review: August 3, 2023.
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: Cassandra P. Shoffler, U.S. Department
of Education, 400 Maryland Avenue SW, Room 5065A, Potomac Center Plaza,
Washington, DC 20202-2800. Telephone: (202) 245-7827. Email:
<a href="/cdn-cgi/l/email-protection#c2faf6ecf6f0f38782a7a6eca5adb4"><span class="__cf_email__" data-cfemail="c7fff3e9f3f5f68287a2a3e9a0a8b1">[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: The purpose of the Disability Innovation Fund
(DIF) Program, as provided by the Consolidated Appropriations Act, 2022
(Pub. L. 117-103), is to support innovative (as defined in this notice)
activities aimed at increasing competitive integrated employment (CIE)
as defined in section 7 of the Rehabilitation Act of 1973
(Rehabilitation Act) (29 U.S.C. 705(5)),\1\ for youth and other
individuals with disabilities.
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\1\ This regulatory definition further clarifies the statutory
definition of CIE found in the Rehabilitation Act. Competitive
integrated employment means work that--
(i) Is performed on a full-time or part-time basis (including
self-employment) and for which an individual is compensated at a
rate that--
(A) Is not less than the higher of the rate specified in section
6(a)(1) of the Fair Labor Standards Act of 1938 (29 U.S.C.
206(a)(1)) or the rate required under the applicable State or local
minimum wage law for the place of employment;
(B) Is not less than the customary rate paid by the employer for
the same or similar work performed by other employees who are not
individuals with disabilities and who are similarly situated in
similar occupations by the same employer and who have similar
training, experience, and skills; and
(C) In the case of an individual who is self-employed, yields an
income that is comparable to the income received by other
individuals who are not individuals with disabilities and who are
self-employed in similar occupations or on similar tasks and who
have similar training, experience, and skills; and
(D) Is eligible for the level of benefits provided to other
employees; and
(ii) Is at a location--
(A) Typically found in the community; and
(B) Where the employee with a disability interacts for the
purpose of performing the duties of the position with other
employees within the particular work unit and the entire work site,
and, as appropriate to the work performed, other persons (e.g.,
customers and vendors), who are not individuals with disabilities
(not including supervisory personnel or individuals who are
providing services to such employee) to the same extent that
employees who are not individuals with disabilities and who are in
comparable positions interact with these persons; and
(iii) Presents, as appropriate, opportunities for advancement
that are similar to those for other employees who are not
individuals with disabilities and who have similar positions. (34
CFR 361.5(c)(9))
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For FFY 2023, the Department intends to fund multiple innovative
model demonstration projects focused on the creation of systemic
approaches to transition services for children and youth with
disabilities (as defined in this notice). Ensuring that key agents of
change and required partners (as defined in this notice)--State
vocational rehabilitation agencies (SVRAs), State educational agencies
(SEAs), local educational agencies (LEAs), and federally funded Centers
for Independent Living (CILs)--are actively collaborating to support
coordinated transition processes is critical to the success of children
and youth with disabilities.
Priority: We are establishing this priority for the FFY 2023 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, in accordance with
section 437(d)(1) of the General Education Provision Act (GEPA), 20
U.S.C. 1232(d)(1).
Absolute Priority: For FFY 2023 and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, this is an absolute priority. Under 34 CFR 75.105(c)(3),
we consider only applications that meet the absolute priority.
The priority is:
[[Page 20151]]
Pathways to Partnerships Innovative Model Demonstration Project.
Background:
The Americans with Disabilities Act (ADA) and the Rehabilitation
Act of 1973, as amended (Rehabilitation Act) both describe the Nation's
goals for people with disabilities to include achieving: equality of
opportunity, full inclusion and integration in society and employment,
independent living, and economic self-sufficiency (42 U.S.C.
12101(a)(7); 29 U.S.C. 701(a)(6)). Securing an appropriate education,
including transition services that lead to CIE, is one critical
component that youth and adults with disabilities need to achieve the
Nation's goals. As Congress found in the Rehabilitation Act, ``there is
a substantial need to support such students [with disabilities] as they
transition from school to postsecondary life.'' 29 U.S.C. 701(a)(7).
Over the past several decades, States have implemented numerous
federally mandated changes to improve post-school outcomes for youth
with disabilities (Gingerich & Crane, 2021). For example, the changes
have included greater access to the general education curriculum, which
has increased the number of students with disabilities who leave high
school with a standard high school diploma, and pre-employment
transition services, including transition planning within the
individualized education program (IEP) process beginning at age 16 (or
age 14 in some States) for students with disabilities under the
Individuals with Disabilities Education Act (IDEA).
However, persons with disabilities are less likely to be employed
than those without disabilities. According to the U.S. Department of
Labor, Office of Disability Employment Policy, in 2022 the unemployment
rate for persons with disabilities ages 16-64 was 5.4 percent compared
to 3.2 percent for persons without disabilities. Similarly, the
unemployment rate for youth with disabilities, ages 16-19, was 19.6
percent compared to 10.4 percent for youth without a disability. An
even larger disparity exists for youth with disabilities ages 20-24,
with an unemployment rate of 14.5 percent compared to 6.7 percent for
youth ages 20-24 without a disability. (United States Department of
Labor, n.d.) \2\ The Department intends to begin building the evidence
base regarding whether early exposure to employment and career
possibilities for children and youth with disabilities will lead to
successful secondary or postsecondary experiences, including
employment. There are a significant number of factors contributing to
disappointing transition outcomes for students with disabilities, such
as limited exposure to career exploration, lack of preparation for
postsecondary education, limited employment opportunities (e.g., paid
internships, paid apprenticeships), and limited training for youth
service professionals (as defined in this notice) (Frazier et al.,
2020; Biggs & Carter, 2016; Luft, 2015; Wehman et al., 2015).
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\2\ See the Resources section of this notice for complete
citations.
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As children and youth with disabilities move through the school
system, many do not have exposure to self-advocacy training, careers,
and independent living opportunities until they transition from high
school. It is important to support children and youth with disabilities
and their support systems (as defined in this notice) to bridge the gap
from school to adult life, independent living, and career. SVRAs, SEAs,
LEAs, and CILs offer various transitional supports that could be more
effective at achieving the Nation's goals for children and youth with
disabilities expressed in the ADA and Rehabilitation Act if leveraged
through innovative models. Oertle & Trach (2007) found that
collaboration among educational professionals (as defined in this
notice), VR professionals, youth service professionals, employers, and
parents can improve interagency relationships and lead to successful
outcomes for children and youth with disabilities, including increasing
postsecondary education completion and securing CIE.
Through this priority, the Department seeks to support projects
that foster the establishment of close ties among agencies,
transforming collaboration into partnership. Each applicant is required
to ensure that project partnerships are comprised of, at a minimum,
each of the following entities: SVRAs, SEAs, LEAs, CILs. Each
partnership will demonstrate how services might be improved in the
field, by developing and piloting a cohesive service delivery model
that better manages its unique resources while coordinating efforts to
improve outcomes for children and youth with disabilities and their
support systems and facilitating successful transitions. In addition to
required partners, applicants are strongly encouraged to include
additional entities that may benefit the partnership, including State,
local or regional employers, chambers of commerce, institutions of
higher education and non-profit or private entities that promote
improved transition outcomes for children and youth with disabilities.
The required partners support transition services by providing
employment services, training, career exploration, and independent
living skills to children and youth with disabilities and their support
systems. These entities are authorized by different laws that are
administered by different Federal agencies, and each entity has an
important role in supporting successful secondary or postsecondary
experiences for children and youth with disabilities and their support
systems.
SVRAs are authorized by the title I of the Rehabilitation Act.
SVRAs provide VR services for individuals with disabilities, consistent
with their strengths, resources, priorities, concerns, abilities,
capabilities, interests, and informed choice, so that they may prepare
for and engage in CIE or supported employment and achieve economic
self-sufficiency.
The IDEA makes available a free appropriate public education to
eligible children and youth with disabilities and ensures that special
education and related services are available to those children and
youth. SEAs, under 34 CFR 300.149, have responsibility for general
supervision of LEAs under IDEA to ensure appropriate monitoring and
oversight, technical assistance, and enforcement. LEAs, in turn, are
responsible for the general supervision of schools within their
jurisdictions. Under IDEA, LEAs must provide transition services to
students at age 16 (or age 14 in some States).
Title VII of the Rehabilitation Act of 1973 authorizes the
Independent Living Services and CIL programs. Administered by the
Administration for Community Living, CILs are required to provide
independent living core services (as defined in this notice) to
individuals with significant disabilities to maximize the leadership,
empowerment, independence, and productivity of individuals with
disabilities, and the integration and full inclusion of individuals
with disabilities into the mainstream of American society.
It is through partnerships (as defined in this notice) at the State
and local levels that a seamless, comprehensive system of programs,
projects, and supports can be provided in a manner that raises
expectations, improves engagement, and provides empowerment
opportunities for children and youth with disabilities and their
support systems. Over the past three decades, research on the
transition of students with significant disabilities has shown that
post-school outcomes of students with disabilities increase when
[[Page 20152]]
educators, families, students, community members, and organizations
work together in transition planning (Newman et al., 2016). These
individuals each contribute a unique set of expertise to the collective
group that, together, pave a clear and robust path as children and
youth with disabilities transition from school to postsecondary
endeavors, including CIE.
The research is clear that collaboration from all stakeholders in
the transition process improves outcomes, but currently, there is a
deficit in policies and practices in place to serve as models (Frazier
et al., 2020). The collaboration of all stakeholders will attempt to
solve common challenges associated with cross-agency communication,
alignment of vision and goals, resource coordination, and trust.
Partnerships will reduce organizational silos and create opportunities
for a unified vision; common goals; cross-partner education and
training; communication; and the identification and utilization of
innovative and new approaches to collaboration among partners focused
on improving transition for children and youth with disabilities and
their support systems.
We encourage applicants to propose innovative models of
collaboration and partnerships that coordinate funding from, and
provide a seamless system of services by, required partners. Such
collaboration and partnerships improve the transition for children and
youth with disabilities from the education system to the vocational
rehabilitation system with the goal of obtaining CIE. Innovative models
have the potential to increase knowledge and access to opportunities
and programs for children and youth with disabilities and their support
systems, as well as to challenge the field to raise expectations and
secure partnerships that result in desired employment, postsecondary
education, and economic self-sufficiency outcomes for children and
youth with disabilities.
Priority:
A project under this priority must develop an innovative model of
collaboration and partnerships, with coordination of funding from, and
a seamless system of services provided by, the required partners
(SVRAs, SEAs, LEAs, and CILs). A project must include an innovative
approach to the provision of seamless transition services focused on
career exploration, CIE aspiration, and achievement of CIE for children
and youth with disabilities, leveraging the expertise of the required
partners to increase the success of the transition process. The project
must include an evaluation of the training provided to--
(a) youth service professionals who are implementing the innovative
model, including but not limited to service providers, aides, and other
professionals who provide, for example, skills training, professional
development, and cross-agency training;
(b) children and youth with disabilities (i.e., in soft skills
training, career exploration training, and job readiness training); and
(c) support systems of children and youth with disabilities (i.e.,
in advocacy, financial planning, and transition planning).
The project must promote opportunities for career exposure for
youth such as internships and apprenticeships. To promote transparency
and provide tools for sharing best practices, the project also must
establish a project-specific website geared toward actionable items,
such as information for youth service professionals (i.e., program
descriptions and information, resources, online training opportunities,
etc.) or project participant resources for children and youth with
disabilities (i.e., interest inventories, career exploration including
virtual employer tours, job duties, educational courses that support
specific careers, resources for transitioning from middle to high
school or high school to post-secondary education or employment). It
would also include resources, as they are being developed, that would
allow for the replication of certain aspects of the project throughout
the life of the project. The project must develop collaborations into
partnerships that leverage resources to implement a cohesive service
delivery model that supports successful postsecondary experiences for
children and youth with disabilities and their support systems.
Application Requirements:
Under this priority, applicants must meet the following application
requirements.
(a) Proposed project. Describe, in a narrative section of the
application, the proposed project including a description of the
defined geographic area or areas to be served by the project; how the
proposed project will develop, pilot, refine, and implement, and
collect and analyze data for the collaborative model that leverages the
expertise of the required partners, children and youth with
disabilities and their support systems, policymakers, employers,
educational professionals, and youth service professionals; and other
agencies and entities to assist with the proposed project. To meet this
requirement, in the application, applicants must--
(1) Develop the proposed project (In Year One).
(i) Demonstrate that the proposed project incorporates evidence,
findings, or accompanying summary reports from experts in the field,
where applicable, or an existing program that has been modified to be
appropriate for the proposed project;
(ii) Describe how the proposed project will develop a collaborative
innovative systemic model, including ongoing professional and
leadership development for youth service professionals across agencies,
to assist children and youth with disabilities and their support
systems;
(iii) Identify stakeholders that have experience serving children
and youth with disabilities that are diverse, such as with regard to
socioeconomic status, race, ethnicity, culture, language, disability,
and gender, and describe how the project will include such stakeholders
in project activities;
(iv) Describe how the proposed project will identify, conduct
outreach to and serve children and youth with disabilities and their
support systems, required partners, policy makers, employers,
educational professionals, youth service professionals, and other
agencies and entities that are critical to the development and
implementation of the proposed project;
(v) Describe how the proposed project will identify, conduct
outreach to and serve children and youth with disabilities who have
been underserved by SVRAs or SEAs, such as children and youth of color,
from low-income families, from rural areas or with significant
disabilities.
(vi) Identify and describe the innovative services and supports
that are relevant to the proposed project to promote smooth,
coordinated transition services resulting in successful CIE outcomes
for project participants;
(vii) Describe how the proposed project will develop and pilot
(years 1 and 2), and refine and implement (years 2-5), a project
website that is a centralized location for maintaining age-appropriate
materials for youth participants and resources for youth service
professionals to include: project details, project results, and
training/resources for project participants that will be incorporated
into the required partner websites at the end of the project and that
will raise awareness among and facilitate engagement with other
interested public entities and the business community;
(viii) Describe how the proposed project will create age-
appropriate, in-person and virtual career experiences such as
internships and
[[Page 20153]]
apprenticeships, which may include standalone models, training modules,
and customized modules to meet the unique learning needs of project
participants, and which may be incorporated into the proposed project
website;
(ix) Describe how the proposed project will develop, refine, and
implement a program that trains project participants in economic
independence, including financial literacy training (as defined in this
notice), and may include a standalone model or modules that may be
incorporated into the proposed project website;
(x) Describe how the proposed project's required partners will
collaborate on a product for use by personnel supporting the project
participants and the project participants themselves, that supports and
encourages career exploration and career assessment results and
interests;
(xi) Describe how the proposed project will identify, and conduct
outreach and information dissemination to, stakeholders, including
youth and children with disabilities and their support systems,
partners, and project participants;
(xii) Describe the proposed project plan to conduct local resource
mapping (as defined in this notice); and
(xiii) Describe how the proposed project will identify and develop
mechanisms to collect data from partners, improve data sharing among
partners and stakeholders, and maintain outcome data;
(2) Pilot the proposed project (No later than Quarter 1 of Year
Two). Describe how the proposed project will pilot the proposed project
no later than the first quarter of the second year of the proposed
project period (October 1, 2024--December 30, 2024), including what
services will be offered; the expected number of children and youth
with disabilities served; the expected number of trainings conducted
with youth service professionals, children and youth with disabilities,
support systems, and other key partners and stakeholders (i.e.,
Workforce Boards, Businesses); and data collected and evaluated during
the pilot phase; and
(3) Refine and implement the proposed project (Year Two to Five).
(i) Describe how the proposed project will assess the results of
the pilot, including through data collection and evaluation, to
determine whether components of the pilot produced the expected results
as planned or will need to be altered prior to the implementation of
the proposed project;
(ii) Describe how the proposed project will include a process of
continuous assessment and improvement to ensure that the proposed
project activities are reviewed against the proposed project goals and
objectives and are refined throughout the project period; and
(iii) Describe the plan to refine the proposed project through a
process for securing feedback, through various methods (e.g., in-
person, phone, virtual) from project participants, partners, and
stakeholders, to ensure continuous improvement and refinement of the
proposed project throughout the project period; and
(4) Collect and analyze project data (Year One to Five).
(i) Describe how the full implementation of the proposed project
will include finalization of baseline data (first quarter of year 1);
including collecting the following data elements in each year of the
grant and setting appropriate targets:
(A) The number of children with disabilities who are contacted
about the proposed project.
(B) The number of youth with disabilities who are contacted about
the proposed project.
(C) The number of children with disabilities who are enrolled in
the proposed project.
(D) The number of youth with disabilities who are enrolled in the
proposed project.
(E) The number of youth with disabilities who secure competitive
integrated employment.
(F) The number of youth enrolled in post-secondary education.
(G) The number of youth service professionals, broken down by
program/agency (i.e., SVRAs, SEAs, LEAs, CILs, and other entities) who
participate in professional development training (i.e., cross training)
to support the development of the proposed project, increasing
successful pathways to partnerships;
(ii) Describe how the assessment of baseline data will be conducted
prior to the start of the proposed pilot project activities (year 1);
and
(iii) Describe how data collection and assessment of feedback on
the proposed project and its impact on project participants, including
strengths and challenges, will be collected and analyzed during the
proposed project pilot (years 1-2) and refinement (years 2-5).
(b) Memorandum of understanding (MOU)
(1) Submit with the application letters of intent from an
authorized representative to sign a formal MOU from all required
partners, identifying the general responsibilities of each partner in
the proposed project.
(2) Provide an assurance in the application that if the applicant
receives an award, it will, within 180 days of award date, submit to
the Department a formal signed MOU between the applicant and all
required partners. The MOU must include, for each required partner, a
scope of work describing the portions of the application that the
partner will implement. These scopes of work must contain detailed work
plans and budgets that are consistent with the application, and must
include--
(i) The applicant's and each partner's specific goals, activities,
timelines, budgets, key personnel, and annual performance targets;
(ii) Description of a process for decision-making;
(iii) Description of a process for amending the MOU;
(iv) Identification of the fiscal agent; and
(v) Description of how the applicant and partners will communicate
and exchange information.
(vi) Describe how the proposed project will establish an advisory
work group or steering committee that meets at least quarterly, and
includes but is not limited to, key project personnel (as defined in
this notice) from the partners, with at least 10 percent of the
committee members or workgroup to include children and youth with
disabilities and their support systems. The advisory work group or
steering committee will provide input on the development,
implementation, and operationalization of partner activities that
contribute to the success of project participants (as defined in this
notice);
(c) Logic model
(1) Provide a logic model (as defined in this notice) that
communicates how the proposed project will achieve its intended
outcomes that depicts, at a minimum, the goals, activities, outputs,
and intended outcomes of the proposed project.
(2) Demonstrate how the proposed project components (as defined in
this notice) are intended to affect the proposed project outcomes.
Applicants must specifically note the proposed project activities that
are supported by evidence that demonstrates a rationale and are
depicted in the logic model.
Note: The following website provides more information on logic
models: ``Logic models: ``Logic models: A tool for designing and
monitoring program evaluations'' <a href="https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/rel_2014007.pdf">https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/rel_2014007.pdf</a>.
(d) Proposed project management plan. In the narrative section of
the application under ``Quality of the management plan,'' describe
how--
[[Page 20154]]
(1) The proposed management plan will ensure that the intended
project outcomes will be achieved on time and within budget. To address
this requirement, the applicant must include--
(i) Clearly defined responsibilities for key project personnel,
including level of effort, consultants, and subcontractors, as
applicable;
(ii) Identification of required and additional partners involved in
completing the proposed project, including roles;
(iii) Timelines, milestones, and deliverables for accomplishing the
project tasks;
(iv) A description of how time commitments of key project personnel
and any consultants and subcontractors will be allocated and how these
allocations are appropriate and adequate to achieve the intended
project outcomes;
(v) The proposed management plan that ensures that the products and
services provided are of high quality, relevant, and useful to
recipients;
(vi) A description of how the proposed project will include a
diversity of perspectives, including those of children and youth with
disabilities and their support systems; the required partners;
policymakers, employers, educational professionals, and youth service
professionals; and other agencies and entities in its development and
operation; and
(vii) A detailed description of how activities will continue to be
sustained once the grant performance period is over.
(e) Proposed project evaluation. In the narrative section of the
application under ``Quality of the project evaluation,'' include an
evaluation plan for the proposed 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 proposed project's products and services have met the goals
for reaching its target population; measures of intended outcomes or
results of the proposed project activities to evaluate those
activities; and how well the goals or objectives of the proposed
project, as described in its logic model, have been met. Grantees must
dedicate sufficient funds throughout the project period to cover the
costs of developing, refining, and implementing the project evaluation
plan, as well as the costs associated with collaborating throughout the
period of performance with an independent evaluator identified by RSA.
The evaluation plan and process must--
(1) Identify formative and summative evaluation questions that
align to the logic model;
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes, will be measured to answer the evaluation
questions;
(3) Specify the measures and associated instruments or sources for
data appropriate to the evaluation questions. Include information
regarding reliability and validity of measures where appropriate;
(4) Describe strategies for analyzing data and how data collected
as part of this proposed project will be used to inform and refine the
logic model and evaluation plan, including subsequent data collection;
(5) Include a timeline for conducting the evaluation and include
staff assignments for completing the plan. The timeline must indicate
that data will be available bi-annually, for the annual performance
report (October 1-March 31) and end of year performance report (October
1-September 30);
(6) Describe how the proposed project will collect data regarding
the project participants, including but not limited to, demographics
(e.g., gender, race, ethnic group) and regional information;
(7) Describe how the proposed project will identify and evaluate
the innovative strategies that were effective for systemic change in
partnerships (e.g., relationship building, resource sharing, funding
mechanism for services);
(8) Describe how the proposed project will evaluate the
relationship between project participants' engagement with or use of
specific practices and strategies implemented by the proposed project
and key outcomes;
(9) Describe how the proposed project will make broadly available
the results of any evaluations conducted of funded activities,
digitally and free of charge, through formal (e.g., peer reviewed
journals) or informal (e.g., newsletters) mechanisms;
(10) Describe how the proposed project will ensure that data from
the grantee's evaluation are made available to an independent evaluator
identified by RSA consistent with applicable privacy requirements;
(11) Describe how the proposed project will leverage data
collection, analysis, and research methodologies to result in an
evaluation that can build evidence at least at the level of promising
evidence (as defined in this notice); and
(12) Include an assurance that the project will cooperate on an
ongoing basis with any technical assistance provided by the Department
or its contractors and comply with the requirements of any other
evaluation of the program conducted by the Department, including the
need to share project data.
References
Biggs, E.E., & Carter, E.W. (2016). Quality of life for transition-
age youth with autism or intellectual disability. Journal of Autism
and Developmental Disorders, 46(1), 190-204 <a href="https://doi.org/10.1007/s10803-015-2563-x">https://doi.org/10.1007/s10803-015-2563-x</a>.
Federal Joint Communication to State and Local Government: Resource
Leveraging & Service Coordination to Increase Competitive Integrated
Employment for Individuals with Disabilities. (2022, August 3).
Retrieved January 26, 2023, from <a href="http://www.dol.gov/sites/dolgov/files/ODEP/pdf/ResourceLeveragingServiceCoordinationToIncreaseCIE8-12-22.pdf">www.dol.gov/sites/dolgov/files/ODEP/pdf/ResourceLeveragingServiceCoordinationToIncreaseCIE8-12-22.pdf</a>.
Frazier, K.F., Perryman, K., & Kucharczyk, S. (2020). Transition
Services: Building Successful Collaborations among School
Professionals. Journal of School-Based Counseling Policy and
Evaluation, 2(2), 131-141. <a href="https://doi.org/10.25774/80b3-kc43">https://doi.org/10.25774/80b3-kc43</a>.
Gingerich, J.A., & Crane, K. (2021). Transition Linkage Tool: A
System Approach to Enhance Post-School Employment Outcomes (pp. 1-
23). College Park, MD: University of Maryland.
Luft, P. (2015). Transition services for DHH adolescents and young
adults with disabilities: Challenges and theoretical frameworks.
American Annals of the Deaf, 160(4), 395-414. <a href="https://doi.org/10.1353/aad.2015.0028">https://doi.org/10.1353/aad.2015.0028</a>.
Newman, L.A., Madaus, J.W., & Javitz, H.S. (2016). Effect of
transition planning on postsecondary support receipt by students
with disabilities. Exceptional Children, 82(4), 497-514. <a href="https://doi.org/10.1177/0014402915615884">https://doi.org/10.1177/0014402915615884</a>.
Oertle, K.M., & Trach, J.S. (2007). Interagency collaboration: The
importance of rehabilitation professionals' involvement in
transition. Journal of Rehabilitation, 73(3).
Disability employment statistics. United States Department of Labor.
(n.d.). Disability employment statistics. Retrieved January 3, 2023,
from <a href="http://www.dol.gov/agencies/odep/research-evaluation/statistics">www.dol.gov/agencies/odep/research-evaluation/statistics</a>.
Wehman, P., Sima, A., Ketchum, J., West, M., Chan, F., & Luecking,
R. (2015). Predictors of successful transition from school to
employment for youth with disabilities. Journal of Occupational
Rehabilitation, 25(2), 323-334. <a href="https://doi.org/10.1007/s10926-014-9541-6">https://doi.org/10.1007/s10926-014-9541-6</a>.
Definitions
For the FFY 2023 grant competition and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of GEPA, we establish
definitions of
[[Page 20155]]
``children and youth with disabilities,'' ``educational professional,''
``financial literacy training,'' ``independent living core services,''
``innovative,'' ``key project personnel,'' ``local resource mapping,''
``partnership,'' ``project participants,'' ``promising evidence,''
``required partners,'' ``support systems,'' and ``youth service
professionals.'' The remaining definitions are from 34 CFR 77.1. The
authority for each definition is noted following the text of the
definition.
``Children and youth with disabilities'' means children (ages 10-
13) and youth (ages 14-24) with disabilities who meets the definition
of ``child with a disability'' in 34 CFR 300.8 or a person who (i) has
a physical or mental impairment that substantially limits one or more
major life activities, (ii) has a record of such an impairment, or
(iii) is regarded as having such an impairment. (Section 437(d)(1) of
GEPA.)
``Educational professional'' means a professional providing
educational services either at a school, academy, or other educational
facility, or at a private facility or residence, as a teacher,
professor, tutor, aide, administrator, or other education professional.
(Section 437(d)(1) of GEPA.)
``Financial literacy training'' means the education and
understanding of knowing how money is made, spent, and saved as well as
the skills and ability to use financial resources to make decisions.
(Section 437(d)(1) of GEPA.)
``Independent living core services'' means (i) information and
referral services; (ii) independent living skills training; (iii) peer
counseling (including cross-disability peer counseling); (iv)
individual and systems advocacy; and (v) services that--(A) facilitate
the transition of individuals with significant disabilities from
nursing homes and other institutions to home and community-based
residences, with the requisite supports and services; (B) provide
assistance to individuals with significant disabilities who are at risk
of entering institutions so that the individuals may remain in the
community; and (C) facilitate the transition of youth who are
individuals with significant disabilities, who were eligible for
individualized education programs under section 614(d) of the IDEA (20
U.S.C. 1414(d)), and who have completed their secondary education or
otherwise left school, to postsecondary life. (Section 437(d)(1) of
GEPA.)
``Innovative'' means featuring new methods, ideas, or approaches.
(Section 437(d)(1) of GEPA.)
``Key project personnel'' means, at a minimum, the project director
or principal investigator with the grantee responsible for defining and
identifying all other key personnel positions in their applications.
(Section 437(d)(1) of GEPA.)
``Local resource mapping'' means a strategy for identifying and
analyzing the programs, people, services, and other resources that
currently exist. (Section 437(d)(1) of GEPA.)
``Logic model'' (also referred to as a theory of action) means a
framework that identifies key proposed project components (as defined
in 34 CFR 77.1) of the proposed project (i.e., the active
``ingredients'' that are hypothesized to be critical to achieving the
relevant outcomes (as defined in 34 CFR 77.1)) and describes the
theoretical and operational relationships among the key proposed
project components and relevant outcomes. (34 CFR 77.1.)
``Partnership'' means an entity in which two or more co-owners
contribute resources, share in success and loss, and are individually
liable for the entity's actions. (Section 437(d)(1) of GEPA.)
``Project component'' means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers). (34
CFR 77.1.)
``Project participants'' means individuals participating in the
project, including but not limited to children and youth with
disabilities and their support system and youth service professionals.
(Section 437(d)(1) of GEPA.)
``Promising evidence'' means that there is evidence of the
effectiveness of a key project component in improving a relevant
outcome, based on a relevant finding that includes at least one
statistically significant and positive (i.e., favorable) effect on a
relevant outcome. (Section 437(d)(1) of GEPA.)
``Required partners'' mean SVRAs, SEAs, LEAs, and CILs. (Section
437(d)(1) of GEPA.)
``Support systems'' means a network of people, including family
members, guardians, advocates, friends, and peers, who provide an
individual with practical or emotional support. (Section 437(d)(1) of
GEPA.)
``Youth service professionals'' means adults, who have competencies
in many fields (youth development, education, workforce development,
disability, etc.) and work directly with children and youth with
disabilities, ages 10-24, in order to effectively guide youth in
transition and maximize their potential. (Section 437(d)(1) of GEPA.)
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, selection criteria,
requirements, and definitions. Section 437(d)(1) of GEPA, however,
allows the Secretary to exempt from rulemaking requirements regulations
governing the first grant competition under a new or substantially
revised program authority. This is the first grant competition for this
program under the authority given in the Consolidated Appropriations
Act, 2022, and, therefore, qualifies for this exemption. In order to
ensure timely grant awards, the Secretary has decided to forego public
comment on the priority, requirements, definitions, and selection
criteria under section 437(d)(1) of GEPA. The priority, requirements,
definitions, and selection criteria will apply to the FFY 2023 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications for this competition.
Program Authority: Consolidated Appropriations Act, 2022 (Pub. L.
117-103), 136 Stat. 49.
Note: Proposed projects will be awarded and must be operated in a
manner consistent with the nondiscrimination requirements contained in
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards (Uniform
Guidance) in 2 CFR part 200, as adopted and amended as regulations of
the Department in 2 CFR part 3474.
II. Award Information
Type of Award: Discretionary grants negotiated as cooperative
agreements.
Estimated Available Funds: $224,023,590.00.
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.
[[Page 20156]]
Estimated Range of Awards: $4,000,000-$10,000,000 (frontloaded for
the 60-month project period).
Estimated Average Size: $7,000,000.
Estimated Number of Awards: 22-32.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
Note: The Final Performance Report must be completed and submitted
by the end of the project period, September 30, 2028. Therefore, the
project must complete core project activities to allow sufficient time
for the evaluation and final performance report to be completed and
submitted by the end of the project period on September 30, 2028.
Note: Applicants under this competition are required to provide
detailed budget information for the total grant period, including
detailed budget information for each of the five years of the proposed
project. Applicants may not set aside more than 5 percent of the total
budget to evaluate the overall effectiveness of the proposed project.
Applicants are encouraged to consider the impact of implementation of
the proposed project when creating a year 1 budget. Applicants are also
encouraged to consider the impact of the period of performance end
date, September 30, 2028, when creating the year 5 budget.
Note: Grantees are expected to complete at least monthly drawdowns
of expenditures.
Note: Subgrantees are expected to report monthly invoices of
expenditures to the grantee.
III. Eligibility Information
1. Eligible Applicants: SVRAs and SEAs.
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
the Cost Principles described in 2 CFR part 200 subpart E of the
Uniform Guidance.
d. Administrative Expenses:
(i) All administrative expenses incurred under the DIF program must
be reasonable and necessary for the administration of the DIF program
and must conform to the requirements of the Federal Cost Principles
described in 2 CFR 200.403 through 200.405.
(ii) Although, in certain circumstances, proposed project
participants served and services provided are the same under both the
DIF programs and the SVRA programs, these programs are separate and
distinct programs with separate and distinct funding streams and
requirements. As such, when allocating administrative costs between the
DIF programs and SVRA programs, grantees must allocate the costs in
accordance with the requirements of 2 CFR 200.405. This means that both
DIF program and SVRA program funds could be used to pay administrative
costs associated with staff time providing services; however, with
respect to those administrative activities limited to the DIF program,
such as submitting progress reports, grantees must use only DIF program
funds (or other allowable funds) to pay these costs. This applies to
grantees and subgrantees.
(iii) SVRA program funds and non-Federal funds used for match under
the VR program can only pay for allowable costs under the VR program,
including administrative costs, in accordance with 2 CFR 200.403
through 200.405.
3. Subgrantees: Under the Consolidated Appropriations Act, 2022, a
grantee under this competition may award subgrants. Under this
competition, subgrants may not exceed 75 percent of the funds. Under 34
CFR 75.708(b) and (c), a grantee under this competition may award
subgrants--to directly carry out project activities described in its
application--to the following types of entities: public and private,
nonprofit entities, SVRAs, SEAs, LEAs, and CILs. The grantee may only
award subgrants to entities it has identified in an approved
application. Subrecipients may not further subgrant funds received
under this award.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045) and available at <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. Submission of Proprietary Information: Given the types of
proposed projects that may be proposed in applications for the DIF,
your application may include business information that you consider
proprietary. In 34 CFR 5.11 we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 45 pages and (2) use the
following standards:
<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, references, and captions, as well as all text in
charts, tables, figures, and graphs.
<bullet> Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
<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
[[Page 20157]]
section, including the narrative budget justification; the assurances
and certifications; or the one-page abstract, the resumes, the
bibliography, or the letters of support. However, the recommended page
limit does apply to the application narrative.
6. Notice of Intent To Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. To do so, please email the program contact person listed
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent To
Apply,'' and include the applicant's name and a contact person's name
and email address. Applicants that do not submit a notice of intent to
apply may still apply for funding; applicants that do submit a notice
of intent to apply are not bound to apply or bound by the information
provided.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 or are established for the FFY 2023 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, in accordance with
section 437(d)(1) of GEPA, and are as follows:
(a) Need for project and significance of the project (10 points)
(1) The Secretary considers the need for the proposed project and
the significance of the proposed project.
(2) In determining the need for the proposed project and the
significance of the proposed project, the Secretary considers the
following factors:
(i) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project.
(ii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population.
(b) Quality of the project design (20 points)
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the 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
reflects up-to-date knowledge from research and effective practice.
(iii) The extent to which the results of the proposed project are
to be disseminated in ways that will enable others to use the
information or strategies. (Section 437(d)(1) of GEPA.)
(iv) The extent to which the proposed project represents an
exceptional innovative approach to the priority established for the
competition.
(v) The extent to which performance feedback and continuous
improvement are integral to the design of the proposed project.
(c) Quality of project services (20 points)
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of 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
proposed project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed
project involve the collaboration of appropriate partners for
maximizing the effectiveness and seamlessness of proposed project
services. (Section 437(d)(1) of GEPA.)
(ii) The extent to which the services to be provided by the
proposed project are appropriate to the needs of the intended
recipients or beneficiaries of those services.
(iii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
(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 evaluation will provide performance
feedback and permit periodic assessment of progress toward achieving
intended outcomes.
(e) Quality of project personnel (15 points)
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) In determining the quality of proposed project personnel, the
Secretary considers the extent to which the applicant encourages
applications for employment from persons who are members of groups that
have traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key personnel are
appropriate and adequate to meet the objectives of the proposed
project. (Section 437(d)(1) of GEPA.)
(f) Adequacy of resources (15 points)
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(ii) The extent to which the costs are reasonable in relation to
the number of persons to be served and to the anticipated results and
benefits.
(iii) The potential for the incorporation of proposed project
purposes, activities, or benefits into the ongoing program of the
agency or organization at the end of the Federal funding.
(iv) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization.
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 proposed 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
[[Page 20158]]
or activities receiving Federal financial assistance from the
Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
For the FFY 2023 grant competition and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of GEPA, in selecting
an application for an award under this program, we also consider the
geographical distribution of projects in the DIF program throughout the
country. This factor will be applied after non-Federal reviewers score
the applications. The geographical distribution of projects factor will
be applied to fund applications out of rank order if the top-ranked
applications do not represent a geographical distribution throughout
the country.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the proposed
project period may exceed the simplified acquisition threshold
(currently $250,000), under 2 CFR 200.206(a)(2) we must make a judgment
about your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with:
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216).
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We also may notify you
informally.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of the project period, September 30, 2028, you must
submit a final performance report, including financial information, as
directed by the Secretary. If you receive a multiyear award, you must
submit annual performance reports and end of year performance reports
that provide the most current performance and financial expenditure
information as directed by the Secretary under 34 CFR 75.118. The
Secretary may also require more frequent performance reports under 34
CFR 75.720(c). For specific requirements on reporting, please go to
<a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case, the Secretary establishes a data collection period.
5. Performance Measures: Under the absolute priority, grant
recipients must develop and implement a plan to measure the innovative
model demonstration project's performance and outcomes, including an
evaluation of the practices and strategies implemented by the project.
The performance measures will be developed in collaboration with the
Department or its contracted independent evaluators during the first
three months of the awards. Performance measures may, for example,
assess the impact of project activities on effective collaboration and
child and youth outcomes, access to resources, sustainability, and the
replicability of project. The cooperative agreement, for year 1, will
specify the
[[Page 20159]]
program measures that will be used to assess the grantees' performance
in achieving the goals and objectives of the competition.
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
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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. 2023-07204 Filed 4-3-23; 4:15 pm]
BILLING CODE 4000-01-P
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