Notice2025-11219
Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities and Demonstration and Training Programs-National Technical Assistance Center on Transition for Students and Youth with Disabilities
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
June 18, 2025
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2025 for the National Technical Assistance Center on Transition for Students and Youth with Disabilities.
Full Text
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<title>Federal Register, Volume 90 Issue 116 (Wednesday, June 18, 2025)</title>
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[Federal Register Volume 90, Number 116 (Wednesday, June 18, 2025)]
[Notices]
[Pages 26038-26045]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2025-11219]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Technical Assistance and
Dissemination To Improve Services and Results for Children With
Disabilities and Demonstration and Training Programs--National
Technical Assistance Center on Transition for Students and Youth with
Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal
[[Page 26039]]
year (FY) 2025 for the National Technical Assistance Center on
Transition for Students and Youth with Disabilities.
DATES:
Applications Available: June 18, 2025.
Deadline for Transmittal of Applications: July 18, 2025.
Deadline for Intergovernmental Review: September 16, 2025.
Pre-Application Webinar Information: No later than June 23, 2025,
the Office of Special Education Programs (OSEP) and Rehabilitative
Services (OSERS) will post details on pre-recorded informational
webinars designed to provide technical assistance (TA) to interested
applicants. Links to the webinars may be found at <a href="http://www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions">www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions</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 23, 2024 (89 FR 104528) and available at
<a href="http://www.federalregister.gov/d/2024-30488">www.federalregister.gov/d/2024-30488</a>.
FOR FURTHER INFORMATION CONTACT: David Guardino, U.S. Department of
Education, 400 Maryland Avenue SW, Washington, DC 20202. Telephone:
(202) 245-6403. Email: <a href="/cdn-cgi/l/email-protection#327653445b561c75475340565b5c5d7257561c555d44"><span class="__cf_email__" data-cfemail="246045524d400a63514556404d4a4b6441400a434b52">[email protected]</span></a> or Tara Jordan, U.S.
Department of Education, 400 Maryland Avenue SW, Washington, DC 20202.
Email: <a href="/cdn-cgi/l/email-protection#085c697a692642677a6c6966486d6c266f677e"><span class="__cf_email__" data-cfemail="4612273427680c293422272806232268212930">[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 Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities program is to promote academic achievement and to 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 purpose of the Demonstration and Training program is to
provide competitive grants, including cooperative agreements to, or
enter into contracts with, eligible entities to expand and improve the
provision of vocational rehabilitation (VR) and other services
authorized under the Rehabilitation Act of 1973 (Rehabilitation Act),
or to further the purposes and policies in sections 2(b) and (c) of the
Rehabilitation Act by supporting activities that increase the
provision, extent, availability, scope, and quality of rehabilitation
services under the Rehabilitation Act, including related research and
evaluation activities.
Assistance Listing Number (ALN): 84.326E.
OMB Control Number: 1820-0028.
Priorities: This competition includes two absolute priorities. In
accordance with 34 CFR 75.105(b)(2)(v), Absolute Priority 1 is from
allowable activities specified in the statute (see sections 663 and
681(d) of the Individuals with Disabilities Education Act (IDEA); 20
U.S.C. 1463 and 1481(d)). In accordance with 34 CFR 75.105(b)(2)(iv),
Absolute Priority 2 is from section 303(b) of the Rehabilitation Act of
1973; 29 U.S.C. 773(b).
Absolute Priorities: For FY 2025 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), we consider only applications that meet both priorities.
Background:
IDEA has specific requirements that individualized education
program (IEP) teams must follow related to transition services. Local
educational agencies (LEAs) and schools report that they need support
in how to provide age-appropriate transition assessments, work
experiences, and transition services, and in how to obtain the
necessary collaborating partners to attend IEP meetings to effectively
meet IDEA requirements. States report data annually on the percentage
of youth ages 16 and above with IEPs that meet the transition
requirements under IDEA. Data for FY 2022 showed that only 14 States
reported 100 percent compliance.
VR agencies also indicate that they need support in implementing
transition services, including pre-employment transition services (pre-
ETS). Under the Rehabilitation Act, VR agencies must reserve and expend
not less than 15 percent of the Federal VR grant award for the
provision of pre-ETS to all students and youth with disabilities in
need of such services who are eligible or potentially eligible for
services under the VR program. States continue to request TA on the
most effective use of funds reserved for pre-ETS and ways to implement
pre-ETS in a variety of settings that will lead to improved outcomes
for youth. Recent Rehabilitation Services Administration (RSA)
monitoring reports \1\ also identified information sharing, coaching,
strategic planning, navigating regulations, and strengthening
partnerships with State educational agencies (SEAs), LEAs, and families
to effectively deliver pre-ETS as areas of greatest need.
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\1\ Recent RSA monitoring reports can be found at <a href="https://rsa.ed.gov/about/programs/vocational-rehabilitation-state-grants/monitoring-of-vocational-rehabilitation-program">https://rsa.ed.gov/about/programs/vocational-rehabilitation-state-grants/monitoring-of-vocational-rehabilitation-program</a>.
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These priorities are:
Absolute Priority 1: National Technical Assistance Center on
Transition for Students and Youth with Disabilities.
The purpose of this priority is to fund a cooperative agreement to
establish and operate a National Technical Assistance Center on
Transition for Students and Youth with Disabilities (Center). The
Center will assist SEAs, LEAs, State VR agencies, and other VR and
special education and related service providers to implement effective
practices and strategies that ensure students and youth with
disabilities, including those with significant disabilities, graduate
from high school with the knowledge, skills, and supports needed for
postsecondary education, training, and employment. The Center must
achieve, at a minimum, the following expected outcomes:
(a) Increased SEA and VR agency capacity to collect valid and
reliable data (i.e. absentee rates, State Performance Plan/Annual
Performance Report (SPP/APR) indicators B1 (graduation rates), B2
(dropout rates), B13 (compliance with IDEA IEP transition
requirements), B14 (post-school outcomes), and RSA-911 (Case Service
Reports)) for decision making and program improvement at State and
local levels, and share these data across agencies and with
constituents, including OSERS-funded parent centers and career and
technical education (CTE) providers;
(b) Increased SEA and VR agency capacity to deliver professional
development and TA to LEAs (including public charter schools that are
LEAs); to carry out IDEA and VR transition service requirements; to
reduce student absenteeism and drop out; and to improve access to CTE,
credential attainment, high school completion, postsecondary education,
competitive integrated employment (CIE), and independent living for
students and youth with disabilities;
(c) Improved SEA and VR agency methods and strategies for engaging
students and youth with disabilities and their families at the local
level, working
[[Page 26040]]
with LEAs (including public charter schools that are LEAs), as partners
to improve the delivery of transition services including pre-ETS and VR
transition services; and
(d) Increased SEA, LEA (including public charter schools that are
LEAs), and VR agency capacity to implement career pathways including
work-based learning experiences, internships, and pre-apprenticeship
and apprenticeship activities for students and youth with disabilities.
In addition, to be considered for funding under this priority,
applicants must meet the following requirements:
(a) Describe, in the narrative section of the application under
``Significance,'' how the proposed project will--
(1) Address training and information needs and gaps identified by
SEAs, LEAs (including public charter schools that are LEAs), State VR
agencies, and other VR service providers, including those located in
rural areas, to implement practices and strategies that will promote
collaboration among agency personnel; prevent students with
disabilities from dropping out of school; and facilitate the transition
from secondary school to college and careers. To meet this requirement,
the applicant must--
(i) Demonstrate knowledge of new and emerging issues, and present
applicable national and State data on TA and training needs of SEAs,
LEAs (including public charter schools that are LEAs), and VR agencies
related to meeting IDEA transition service requirements; reducing
student absenteeism and drop out; and improving access to CTE,
credential attainment, high school completion, postsecondary education,
CIE, and independent living for students and youth with disabilities;
(ii) Demonstrate knowledge of exemplary career pathway models,
including work-based learning experiences, internships, and pre-
apprenticeship and apprenticeship activities, that will assist SEAs,
LEAs (including public charter schools that are LEAs), and VR agencies
in improving post-school outcomes for students and youth with
disabilities;
(iii) Demonstrate knowledge of VR agencies' current efforts to
improve engagement and promote collaboration with secondary schools,
public charter schools, youth programs, and other programs that provide
services to students and youth with disabilities for the purpose of
providing pre-ETS; and
(2) Demonstrate understanding of the need for and value of
secondary transition planning, self-determination, and self-advocacy
skills at an early age, and the types of support needed by elementary
and secondary general and special education and related services
personnel, and families to support secondary transition planning, self-
determination, and self-advocacy skills;
(3) Demonstrate knowledge of effective means to improve
communication and engagement among students in public and nonpublic
schools, parents, families, education professionals, employers, and
SEA, LEA (including public charter schools that are LEAs), and VR
personnel to enhance collaboration, and encourage states to take the
lead in advocating for and implementing policies that will best serve
and improve the post-school outcomes of students and youth with
disabilities and their families; and
(4) Demonstrate knowledge of required federal data collections and
how States use the data for decision making and program improvement at
State and local levels to reduce student absenteeism and drop out, and
support secondary transition services, high school completion, and
post-school outcomes.
(b) Describe, in the narrative section of the application under
``Quality of the project design,'' how the proposed project will--
(1) 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;
(2) 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;
(3) Be based on current research and make use of evidence-based \2\
practices (EBPs). To meet this requirement, the applicant must
describe--
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\2\ 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 on the most effective ways to prepare
students and youth with disabilities to engage in transition services
including pre-ETS and VR services, CTE, credential attainment, high
school completion, postsecondary school, CIE, and independent living;
(ii) The current research about adult learning principles and
implementation science that will inform the proposed TA; and
(iii) How the proposed project will incorporate current research
and EBPs in the development and delivery of its products and services
to improve systems that serve students and youth with disabilities and
their families;
(4) 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 further the knowledge base for State and
local systems on the most effective systems and the critical components
needed to prepare students and youth with disabilities to engage in
transition services including pre-ETS and VR services, CTE, credential
attainment, high school completion, postsecondary school, CIE, and
independent living;
(ii) The proposed approach to universal, general TA,\3\ which must
describe--
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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 project staff and including one-time,
invited or offered conference presentations by TA project staff.
This category of TA also includes information or products, such as
newsletters, guidebooks, or research syntheses, downloaded from the
TA project's website by independent users. Brief communications by
TA project staff with recipients, either by telephone or email, are
also considered universal, general TA.
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(A) The intended recipients, including the type and number of
recipients, that will receive the products and services;
(B) The products and services that the project proposes to make
available;
(C) The development and maintenance of a high-quality website, with
an easy-to-navigate design, that meets or exceeds government- or
industry-recognized standards for accessibility for individuals with
disabilities; and
(D) The expected reach and impact of universal, general TA;
(iii) The proposed approach to targeted, specialized TA,\4\ which
must describe--
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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 project 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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[[Page 26041]]
(A) The intended recipients, including the type and number of
recipients, that will receive the products and services;
(B) The products and services that the project proposes to make
available;
(C) The proposed approach to measure the readiness of potential TA
recipients to work with the project, including, at a minimum, an
assessment of potential recipients' current infrastructure, available
resources, and ability to build capacity at the local level; and
(D) The expected impact of targeted, specialized TA;
(iv) The proposed approach to intensive, sustained TA,\5\ which
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
project 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) The intended recipients, including the type and number of
recipients from a variety of settings and geographic distribution, that
will receive the products and services designed to improve post-school
outcomes;
(B) The proposed approach to measure the readiness of SEAs, LEAs
(including public charters schools that are LEAs), and VR agencies to
work with the project, including their commitment to the initiative,
alignment of the initiative to their needs, their ability to build
capacity, and their ability to implement and sustain TA at the local,
district, or State level; and
(C) The expected impact of intensive, sustained TA;
(5) 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, including the
Parent Training and Information centers and Community Parent Resource
Centers funded under sections 671, 672, and 681(d) of IDEA and the
regional and national Parent Information and Training centers funded
under section 303(c) of the Rehabilitation Act, as well as other
Department-funded projects and those supported by other Federal
agencies, including those funded by the Department of Health and Human
Services' Administration on Community Living, and the Department of
Labor's Office of Disability Employment Policy, as appropriate, and the
intended outcomes of this collaboration; and
(iii) How the proposed project will use non-project resources, such
as non-Federal funds and in-kind contributions, to achieve the intended
project outcomes; and
(6) Systematically disseminate information, products, and services
to varied intended audiences. To address this requirement the applicant
must describe--
(i) The variety of dissemination strategies the project will use
throughout the five years of the project to promote awareness and use
of its products and services;
(ii) How the project will tailor dissemination strategies across
all planned levels of TA to ensure that products and services reach
intended recipients, and those recipients can access and use those
products and services;
(iii) How the project's dissemination plan is connected to the
proposed outcomes of the project; and
(iv) How the project will evaluate and correct all digital products
and external communications to ensure they meet or exceed government or
industry-recognized standards for accessibility for individuals with
disabilities.
(c) In the narrative section of the application under ``Quality of
the project evaluation or other evidence-building,'' describe how the
project will develop an evaluation plan in consultation with, and to be
implemented by, a third-party evaluator.\6\ The evaluation plan must--
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\6\ A ``third-party'' evaluator is an independent and impartial
program evaluator who is contracted by the grantee to conduct an
objective evaluation of the project. This evaluator must not have
participated in the development or implementation of any project
activities, except for the evaluation activities, nor have any
financial interest in the outcome of the evaluation.
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(1) Articulate formative and summative evaluation questions,
including important process and outcome evaluation questions. These
questions must be related to the project's proposed logic model
required under paragraph (b)(1)(ii);
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes, will be measured to answer the evaluation
questions. This description must specify the measures and associated
instruments or sources for data appropriate to the evaluation questions
and include information regarding reliability and validity of measures
where appropriate;
(3) Describe strategies for analyzing data and how data collected
as part of this plan will be used to inform and improve service
delivery over the course of the project and to refine the proposed
logic model and evaluation plan, including subsequent data collection;
(4) Provide a timeline for conducting the evaluation and include
staff assignments for completing the plan. The timeline must indicate
that the data will be available annually for the Annual Performance
Report (APR); and
(5) Dedicate sufficient funds in each budget year to cover the
costs of developing or refining the evaluation plan in consultation
with a third-party evaluator, as well as the costs associated with the
implementation of the evaluation plan by the third-party evaluator.
(d) Describe, in the narrative section of the application under
``Adequacy of resources,'' how--
(1) The applicant and any key partners have adequate resources to
carry out the proposed activities; and
(2) The proposed costs are reasonable in relation to the
anticipated results and benefits, and funds will be spent in a way that
increases their efficiency and cost-effectiveness, including by
reducing waste or achieving better outcomes.
(e) Describe, in the narrative section of the application under
``Quality of the management plan,'' how--
(1) 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;
(2) The proposed project will make positive efforts to employ and
advance in employment qualified individuals with disabilities, as
appropriate, to carry out the proposed activities;
(3) The proposed project will implement project management
techniques to ensure the project's intended outcomes will be achieved
on time and within budget; and
(4) The proposed management plan will ensure that the products and
services provided are of high quality, relevant, and useful to
recipients.
(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;
[[Page 26042]]
(2) Include, in the budget, attendance at the following:
(i) A one and one-half day kick-off meeting in Washington, DC,
after receipt of the award, and an annual one and one-half day planning
meeting in Washington, DC, with the OSEP project officer, RSA project
officer, and other relevant staff during each subsequent year of the
project period.
Note: Within 30 days of receipt of the award, a post-award
teleconference must be held between the OSEP project officer, the RSA
project officer, and the grantee's project director or other authorized
representative;
(ii) A two-day project directors' conference in Washington, DC,
during each year of the project period; and
(iii) Two annual two-day trips to attend Department briefings,
Department-sponsored conferences, and other meetings, as requested by
OSEP;
(3) Provide an assurance that the project will reallocate unused
travel funds no later than the end of the third quarter if the kick-off
or planning meetings are conducted virtually;
(4) 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;
(5) Describe how it will engage doctoral students or post-doctoral
fellows in the project to increase the number of future leaders in the
field who are knowledgeable about exemplary systems, practices, and
strategies that will reduce student absenteeism and drop out, and
improve access to CTE, credential attainment, high school completion,
postsecondary education, CIE, and independent living for students and
youth with disabilities; and
(6) Include, in Appendix A, an assurance to assist OSEP with the
transfer of pertinent resources and products and to maintain the
continuity of services to States during the transition to a new award
at the end of this award period, as appropriate.
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, a failure to make substantial progress, or a
failure to maintain financial and administrative management systems
that meet the requirements in 2 CFR 200.302, Financial management, and
200.303, Internal controls. The Department intends to closely monitor
unobligated balances and substantial progress under this program and
may reduce or discontinue funding accordingly.
Absolute Priority 2: National Technical Assistance Center on
Transition for Students and Youth with Disabilities--Vocational
Rehabilitation Demonstration and Training Program.
Projects that are designed to include initiatives focused on
improving transition from education, including postsecondary education,
to employment, particularly in competitive integrated employment, for
youth who are individuals with significant disabilities and address the
needs of underserved populations, unserved and underserved areas,
individuals with significant disabilities, low-incidence disability
population or individuals residing in federally designated empowerment
zones and enterprise communities.
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 Absolute Priority 1; Absolute Priority 2 is from
the program statute.
Program Authority: 20 U.S.C. 1463, 1481, and1482.
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 (OMB)
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 Guidance for
Federal Financial Assistance in 2 CFR part 200, as adopted and amended
as regulations of the Department in 2 CFR part 3474. (d) The
Rehabilitation National Activities Program regulations at 34 CFR 373.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian Tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $4,099,988.
Rehabilitation Act funds: $2,000,000.
IDEA funds: $2,099,988.
Note: Applicants must address regulations outlining funding
restrictions referenced in the Applicable Regulations section of this
notice, in Part III Eligibility Information, and in Part IV Application
and Submission Information of this notice. Applicants must submit an
ED-524 budget form and include a budget narrative in the application
specific to IDEA funding. Applicants must also submit an ED-524 budget
form and include a budget narrative in the application specific to
Rehabilitation Act funding.
Maximum Award: We will not make an award exceeding $4,099,998 for a
single budget period of 12 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: Public or nonprofit agencies or
organizations; Indian Tribes or Tribal organizations; and for-profit
organizations.
Note: SEAs, State lead agencies under Part C of the IDEA, State
vocational rehabilitation agencies, LEAs (including public charter
schools that are considered LEAs under State law), IHEs, and community
rehabilitation programs are eligible to apply as public or nonprofit
agencies or organizations.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see <a href="http://www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division">www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division</a>.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Guidance
for Federal Financial Assistance.
3. Subgrantees: 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 under Absolute Priority 1--to
the following types of entities: IHEs, nonprofit
[[Page 26043]]
organizations suitable to carry out the activities proposed in the
application, and other public agencies. The grantee may award subgrants
to entities it has identified in an approved application or that it
selects through a competition under procedures established by the
grantee, consistent with 34 CFR 75.708(b)(2).
A grantee may not make a subgrant to carry out project activities
described in its application under Absolute Priority 2. However, a
grantee may contract for supplies, equipment, and other services, in
accordance with 2 CFR part 200 (Guidance for Federal Financial
Assistance) as adopted at 2 CFR part 3474, consistent with 34 CFR
373.23(b).
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 Absolute Priority
1, 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).
(c) Recipients of funding must, with respect to the aspects of
their proposed project relating to Absolute Priority 2, (1) advise
individuals with disabilities who are applicants for or recipients of
the services, or the applicants' representatives or the individuals'
representatives, of the availability and purposes of the Client
Assistance Program, including information on means of seeking
assistance under that program; and (4) provide, through a careful
appraisal and study, an assessment and evaluation of the project that
indicates the significance or worth of processes, methodologies, and
practices implemented by the project. (34 CFR 373.23(a)).
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 23, 2024 (89 FR 104528), and available at
<a href="http://www.federalregister.gov/d/2024-30488">www.federalregister.gov/d/2024-30488</a>, which contain requirements and
information on how to submit an application.
2. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 70 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, reference citations, and captions, as well as
all text in charts, tables, figures, graphs, and screen shots.
<bullet> Use a font that is 12 point or larger.
<bullet> Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the abstract (follow the guidance
provided in the application package for completing the abstract), the
table of contents, the list of priority requirements, the resumes, the
reference list, the letters of support, or the appendices. However, the
recommended page limit does apply to all of the application narrative,
including all text in charts, tables, figures, graphs, and screen
shots.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 and are as follows:
(a) Significance (10 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(1) The likely utility of the resources (such as materials,
processes, techniques, or data infrastructure) that will result from
the proposed project, including the potential for effective use in a
variety of conditions, populations, or settings.
(2) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
employment, independent living services, or both, as appropriate.
(3) The potential contribution of the proposed project to improve
the provision of rehabilitative services, increase the number or
quality of rehabilitation counselors, or develop and implement
effective strategies for providing vocational rehabilitation services
to individuals with disabilities.
(b) Quality of the project design (35 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers one or more of the following factors:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified, measurable, and
ambitious yet achievable within the project period, and aligned with
the purposes of the grant program.
(2) The extent to which the design of the proposed project
demonstrates meaningful community engagement and input to ensure that
the project is appropriate to successfully address the needs of the
target population or other identified needs and will be used to inform
continuous improvement strategies.
(3) The extent to which the proposed project will include
coordination with other Federal investments, as well as appropriate
agencies and organizations providing similar services to the target
population.
(4) 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 build recipient and project
capacity in ways that lead to improvements in practice among the
recipients of those services.
(c) Quality of the project evaluation or other evidence-building
(20 points).
The Secretary considers the quality of the evaluation or other
evidence-building of the proposed project. In determining the quality
of the evaluation or other evidence-building, the Secretary considers
the following factors:
(1) The extent to which the methods of evaluation or other
evidence-building are thorough, feasible, relevant, and appropriate to
the goals, objectives, and outcomes of the proposed project.
(2) The extent to which the methods of evaluation or other
evidence-building will provide performance feedback and provide
formative, diagnostic, or interim data that is a periodic assessment of
progress toward achieving intended outcomes.
[[Page 26044]]
(3) The extent to which the methods of evaluation or other
evidence-building include the use of objective performance measures
that are clearly related to the intended outcomes of the project and
will produce quality data that are quantitative and qualitative.
(4) The extent to which the evaluator has the qualifications,
including the relevant training, experience, and independence, required
to conduct an evaluation of the proposed project, including experience
conducting evaluations of similar methodology as proposed and with
evaluations for the proposed population and setting.
(d) Adequacy of resources (10 points).
The Secretary considers the adequacy of resources for the proposed
project. In determining the adequacy of resources for the proposed
project, the Secretary considers one or more of the following factors:
(1) The adequacy of support for the project, including facilities,
equipment, supplies, and other resources, from the applicant
organization or the lead applicant organization.
(2) The extent to which the budget is adequate to support the
proposed project and the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(e) Quality of the management plan (25 points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(1) The feasibility of the management plan to achieve project
objectives and goals on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(2) 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.
(3) The extent to which the key personnel in the project, when
hired, have the qualifications required for the proposed project,
including formal training or work experience in fields related to the
objectives of the project, and represent or have lived experiences of
the target population.
(4) The adequacy of plans for ensuring the use of quantitative and
qualitative data, including meaningful community member and partner
input, to inform continuous improvement in the operation of the
proposed project.
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).
In the event there are two or more applications with the same final
score, and there are insufficient funds to fully support each of these
applications, the score under selection criterion (b) Quality of the
project design will be used as a tiebreaker. If the scores remain tied,
then the score under selection criterion (d) Adequacy of resources will
be used to break the tie.
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.
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), 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 System
for Award Management's (SAM) Responsibility/Qualification reports
(formerly referred to as the Federal Awardee Performance and Integrity
Information System (FAPIIS)). You may review and comment on any
information about yourself that a Federal agency previously entered and
that is currently in the Responsibility/Qualification reports in SAM.
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
SAM semiannually. Please review these requirements if this grant plus
all the other Federal funds you receive exceed $10,000,000.
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
[[Page 26045]]
awarded a grant under this competition, you will be required to openly
license to the public grant deliverables created in whole, or in part,
with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee that is awarded competitive grant funds must
have a plan to disseminate these public grant deliverables. This
dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance measures including long-term measures that are designed to
yield information on various aspects of the effectiveness and quality
of the 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
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
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 (applies to absolute
priority 1 only): The percentage of States receiving Special Education
Technical Assistance and Dissemination services regarding
scientifically or evidence-based practices for infants, toddlers,
children, and youth with disabilities that successfully promote the
implementation of those practices in school districts and service
agencies.
The measures apply to projects funded under this competition, and
grantees are required to submit data on these measures as directed by
OSEP and RSA.
Grantees will be required to report information on their project's
performance in annual and final performance reports to the Department
(34 CFR 75.590).
The Department will also closely monitor the extent to which the
products and services provided by the project meet needs identified by
stakeholders and may require the project to report on such alignment in
its annual and final performance reports.
6. Continuation Awards: In making a continuation award, 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; 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; and whether the
continuation of the project is in the best interest of the Federal
Government.
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 persons 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, 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 Department documents 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 Department documents 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.
Diana D[iacute]az,
Deputy Assistant Secretary and Acting Assistant Secretary for Special
Education and Rehabilitative Services.
[FR Doc. 2025-11219 Filed 6-17-25; 8:45 am]
BILLING CODE 4000-01-P
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