[Federal Register Volume 86, Number 37 (Friday, February 26, 2021)]
[Notices]
[Pages 11751-11759]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-03971]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities; Personnel Development To Improve Services and Results for 
Children With Disabilities; and Educational Technology, Media, and 
Materials for Individuals With Disabilities Programs--National 
Technical Assistance Center for Postsecondary Education and Training 
for Individuals who are Deaf or Hard of Hearing

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2021 for the 
National Technical Assistance Center for Postsecondary Education and 
Training for Individuals who are Deaf or Hard of Hearing, Assistance 
Listing Number 84.326D. This notice relates to the approved information 
collection under OMB control number 1820-0028.

DATES: 
    Applications Available: February 26, 2021.
    Deadline for Transmittal of Applications: April 27, 2021.
    Deadline for Intergovernmental Review: June 28, 2021.

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 February 13, 2019 (84 FR 3768), and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Louise Tripoli, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5124, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7554. Email: 
<a href="/cdn-cgi/l/email-protection#1955766c706a7c374d6b7069767570597c7d377e766f"><span class="__cf_email__" data-cfemail="8bc7e4fee2f8eea5dff9e2fbe4e7e2cbeeefa5ece4fd">[email protected]</span></a>.
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: Funds from the following three Department 
programs support this competition: The Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities (TA&D) program; the Personnel Development to Improve 
Services and Results for Children with Disabilities (PD) program; and 
the Educational Technology, Media, and Materials for Individuals with 
Disabilities (ETechM2) program.
    The purpose of the TA&D program is to promote academic achievement 
and to improve results for children with disabilities by providing 
technical assistance (TA), supporting model demonstration projects, 
disseminating useful information, and implementing activities that are 
supported by scientifically based research. The purposes of the PD 
program are to (1) help address State-identified needs for personnel--
in special education, related services, early intervention, and regular 
education--to work with children and youth with disabilities; and (2) 
ensure that those personnel have the skills and knowledge--derived from 
practices that have been determined through research and experience to 
be successful--that are needed to serve those children. Finally, the 
purposes of the ETechM2 program are to (1) improve results for children 
with disabilities by promoting the development, demonstration, and use 
of technology; (2) support educational activities designed to be of 
educational value in the classroom for students with disabilities; (3) 
provide support for captioning and video description that is 
appropriate for use in the classroom; and (4) provide accessible 
educational materials to students with disabilities in a timely manner.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable 
activities

[[Page 11752]]

specified in the statute (see sections 662(c)(2), 663(c)(8)(C), 674(b) 
and (c), and 681(d) of the Individuals with Disabilities Education Act 
(IDEA); 20 U.S.C. 1462(c)(2), 1463(c)(8)(C), 1474(b) and (c), and 
1481(d)).
    Absolute Priority: For FY 2021 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:

National Technical Assistance Center for Postsecondary Education and 
Training for Individuals who are Deaf or Hard of Hearing

    Background: Section 682(d)(1)(B) of IDEA requires the Secretary to 
ensure that, for each fiscal year, not less than $4,000,000 is 
provided, under subparts 2 and 3 of IDEA, to address the postsecondary, 
vocational, technical, continuing, and adult education needs of 
individuals who are deaf or hard of hearing. The Department intends to 
build on current efforts to improve outcomes in postsecondary education 
and training for individuals who are deaf or hard of hearing by funding 
a TA center dedicated to improving the collaboration among 
postsecondary institutions, State educational agencies (SEAs), local 
educational agencies (LEAs), State vocational rehabilitation (VR) 
agencies, VR service providers, and other relevant organizations and 
public agencies.
    Many people have low expectations of individuals who are deaf or 
hard of hearing. Deaf individuals' expectations about their abilities 
and future educational attainment do not develop in a vacuum--parents, 
teachers, and other professionals make a significant contribution to 
how those expectations and beliefs are formed. Parental expectations 
are an important contributor to long-term outcomes (e.g., living 
independently, enrolling in and completing college) of deaf 
individuals. Teachers of deaf students can provide support and guidance 
through sharing high expectations for their students' achievement, 
teaching them to be self-advocates, and supporting their healthy self-
concept and social emotional development. However, there remains a 
significant need to educate parents, teachers, and professionals about 
deaf individuals' true potential for success.
    Continuing education and training after high school can play a 
major role in overall quality of life. Educational attainment is linked 
to many life outcomes, including physical health, personal stability, 
community involvement, among others. Educational attainment also 
contributes to increased employment opportunities, career advancement, 
and earnings. For deaf people, continuing education and training after 
high school appears to be an important component of narrowing the 
employment gap between deaf and hearing people. In 2017, 83.7 percent 
of deaf adults in the United States had successfully completed high 
school, compared to 89.4 percent of hearing adults (Garberoglio et al., 
2019).
    Although an increasing number of individuals who are deaf or hard 
of hearing are attending postsecondary education and training programs, 
they have poor rates of completion compared to their non-disabled 
peers, which is often due to inadequate postsecondary skill 
preparation. National data shows that in 2017 only 5 percent of deaf 
people were enrolled in postsecondary institutions of any type, 
compared to 11 percent of hearing people (Garberoglio et al., 2019). In 
addition, data from the 2017 American Community Survey showed that only 
18.8 percent of deaf adults in the United States had completed a 
bachelor's degree or higher, compared to 34 percent of hearing adults 
(U.S. Census Bureau, 2018-2019).
    Individuals who are deaf or hard of hearing have unique and varying 
communication and language barriers that require a range of 
accommodations for success in postsecondary education and training 
settings. For example, different accommodations are needed for a 
student who has hearing aids or a cochlear implant and uses oral-
auditory strategies, a student with a cochlear implant who uses sign 
language in addition to oral-auditory strategies, and a student who 
uses sign language only. Postsecondary institutions must be well-
informed about relevant requirements and the various accommodations 
that may be appropriate for students who are deaf or hard of hearing 
(e.g., oral transliteration services, sign language transliteration, 
and sign language interpreting and transcription services).
    Section 504 of the Rehabilitation Act of 1973, as amended, and the 
Americans with Disabilities Act of 1990, as amended (ADA), outline 
postsecondary institutions' obligations to ensure that they do not 
discriminate on the basis of disability. These obligations include 
providing academic adjustments and auxiliary aids and services for 
students with disabilities (28 CFR 35.160-35.164; 28 CFR 36.303; 34 CFR 
104.44). With the rapid pace of technological advancement and the 
increasing sophistication of technology, it is important for personnel 
at postsecondary institutions, other relevant organizations, and public 
agencies to stay current on available technology and policies to ensure 
communication access for their deaf or hard of hearing students. For 
example, personnel must be knowledgeable about a variety of 
interpreting, transcription, and note-taking services and remote or on-
site captioning technologies (e.g., C-Print or Communication Access 
Real-time Translation (CART)), as well as assistive listening devices 
that may serve as effective accommodations for some students who are 
deaf or hard of hearing.
    Individuals with disabilities, including those who are deaf or hard 
of hearing, often need to simultaneously access services from several 
different agencies to successfully meet their needs. To address the 
diverse and complex needs of individuals who are deaf or hard of 
hearing and their families, policymakers and other professionals have 
stressed the importance of ensuring individuals with disabilities have 
access to a comprehensive set of services and supports to help them 
develop the skills they will need to access and persevere in 
postsecondary education and training settings. Currently, no single 
system or agency is responsible for providing all the necessary 
supports to help individuals with disabilities develop these essential 
skills. Providing support for improved interagency collaboration at 
State and local levels may produce better outcomes in postsecondary 
education and training for individuals who are deaf or hard of hearing 
(Garberoglio et al., 2020).
    Priority: The purpose of this priority is to fund a cooperative 
agreement to establish and operate a National Technical Assistance 
Center for Postsecondary Education and Training for Individuals who are 
Deaf or Hard of Hearing. This Center will support postsecondary 
education through its work with postsecondary institutions, SEAs, LEAs, 
State VR agencies, VR service providers, and other relevant 
organizations and public agencies, to more effectively address the 
postsecondary, vocational, technical, continuing, and adult education 
(postsecondary education and training) needs of individuals who are 
deaf or hard of hearing, including those who have co-occurring 
disabilities, and those who are English learners. The Center will 
foster collaboration among postsecondary institutions, SEAs, LEAs, 
State VR agencies, VR service providers, and other relevant 
organizations and public agencies to support improved outcomes for deaf 
or hard of hearing transition-aged youth.

[[Page 11753]]

    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased numbers of individuals who are deaf or hard of 
hearing who are admitted to, persist in, and complete postsecondary, 
vocational, technical, and continuing and adult education and training, 
including adult basic education and developmental education programs;
    (b) Improved collaboration among postsecondary institutions, SEAs, 
LEAs, State VR agencies, VR service providers, and other relevant 
organizations and public agencies so they are more effective at the 
following activities:
    (1) Identifying roles, responsibilities, and procedures for 
outreach to individuals who are deaf or hard of hearing and who are 
interested in pursuing postsecondary education and training, including 
outreach to secondary school students who have identified postsecondary 
education and training goals as part of an individualized education 
program or individualized plan for employment;
    (2) Identifying and providing education and employment training 
opportunities for individuals who are deaf or hard of hearing and who 
are not college bound;
    (3) Improving the ability of individuals who are deaf or hard of 
hearing to be effective self-advocates in postsecondary education and 
training settings;
    (4) Providing TA and services to individuals who are deaf or hard 
of hearing and their families; and
    (5) Implementing evidence-based practices \1\ (EBPs) and strategies 
designed to increase the number of individuals who are deaf or hard of 
hearing who, without requiring remedial coursework, are admitted to, 
persist in, and complete college or other postsecondary education and 
training;
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    \1\ For the purposes of this priority, ``evidence-based 
practices'' means practices that, at a minimum, demonstrate a 
rationale (as defined in 34 CFR 77.1), where a key project component 
included in the project's logic model is informed by research or 
evaluation findings that suggest the project component is likely to 
improve relevant outcomes.
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    (c) An increased body of knowledge on how to effectively utilize 
technology to promote access and provide accommodations (e.g., high-
quality captioning, note-taking, and interpreting services) for 
individuals who are deaf or hard of hearing in postsecondary education 
and training settings;
    (d) Expanded dissemination of lessons learned from implementing 
EBPs and strategies to inform national, State, and local efforts to 
improve postsecondary education and training outcomes for individuals 
who are deaf or hard of hearing; and
    (e) Improved capacity of postsecondary institutions' career 
planning and placement offices to serve deaf and hard of hearing 
individuals.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the training and information needs of postsecondary 
institutions, SEAs, LEAs, State VR agencies, VR service providers, and 
other relevant organizations and public agencies for better 
implementing evidence-based practices and strategies that will increase 
the number of individuals who are deaf or hard of hearing who, without 
remedial coursework, are admitted to, persist in, and complete college 
or other postsecondary education and training, including adult basic 
education and developmental education programs. To meet this 
requirement, the applicant must--
    (i) Present applicable national and State data demonstrating the 
training needs of postsecondary institutions, SEAs, LEAs, State VR 
agencies, VR service providers, and other relevant organizations and 
public agencies to better implement EBPs and strategies that will 
increase enrollment and completion in postsecondary education and 
training for students who are deaf or hard of hearing; and
    (ii) Identify current issues and policy initiatives in secondary 
transition, postsecondary education, career preparation, and employment 
for students who are deaf or hard of hearing; and
    (2) Address the current and emerging needs of postsecondary 
institutions, SEAs, LEAs, State VR agencies, VR service providers, and 
other relevant organizations and public agencies for better 
implementing strategies to improve postsecondary education and training 
outcomes for students who are deaf or hard of hearing.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project;
    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/logicModel 
and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (4) Be based on current research and make use of EBPs. To meet this 
requirement, the applicant must describe--
    (i) The current research on the most effective ways to support 
students who are deaf or hard of hearing in postsecondary education and 
training;
    (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 practices in the development and delivery of its products and 
services;
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it will develop and use state-of-the-art communication 
tools and platforms, including virtual conferences, social media, and 
searchable databases, and the latest knowledge translation methods and 
techniques to improve postsecondary opportunities for deaf and hard of 
hearing individuals.

[[Page 11754]]

    (ii) Its proposed approach to universal, general TA,\2\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach;
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    \2\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's website by independent users. Brief communications by TA 
center staff with recipients, either by telephone or email, are also 
considered universal, general TA.
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    (iii) Its proposed approach to targeted, specialized TA,\3\ which 
must identify--
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    \3\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level; and
    (iv) Its proposed approach to intensive, sustained TA,\4\ which 
must identify--
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    \4\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) 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 impact the 
postsecondary education and training needs of individuals who are deaf 
or hard of hearing;
    (B) Its proposed approach to measure the readiness of postsecondary 
institutions, SEAs, LEAs, State VR agencies, VR service providers, and 
other relevant organizations and public agencies to work with the 
project, including their commitment to the initiative, alignment of the 
initiative to their needs, current infrastructure, available resources, 
and ability to build capacity at the local, district, or State level;
    (C) Its proposed plan for assisting postsecondary institutions, 
SEAs, LEAs, State VR agencies, VR service providers, and other relevant 
organizations and public agencies to build training systems that 
include professional development based on adult learning principles and 
coaching; and
    (D) Its proposed plan for working with students, families, 
postsecondary institutions, SEAs, LEAs, State VR agencies, VR service 
providers, and other relevant organizations and public agencies at the 
State and local levels (e.g., TA providers, schools, transition 
coordinators, guidance counselors, career and technical education 
educators, Department of Labor personnel, private industry, 
postsecondary education professionals) to ensure there is communication 
between each level and there are systems in place to effectively 
address the postsecondary education and training needs of individuals 
who are deaf or hard of hearing, including those who have co-occurring 
disabilities and those who are English learners;
    (E) Its proposed plan for working with students, families, 
postsecondary institutions, SEAs, LEAs, State VR agencies, VR service 
providers, and other relevant organizations and public agencies at the 
State and local levels to focus on building capacity of personnel to 
work with non-college-bound deaf and hard of hearing individuals to 
build up their technical, academic, and soft skills for employment 
opportunities; and
    (v) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (7) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the Center's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe: Measures of progress in implementation, including the 
criteria for determining the extent to which the project's products and 
services have met the goals for reaching its target population; 
measures of intended outcomes or results of the project's activities in 
order to evaluate those activities; and how well the goals or 
objectives of the proposed project, as described in its logic model, 
have been met.
    The applicant must provide an assurance that, in designing the 
evaluation plan, it will--
    (1) Designate, with the approval of the Office of Special Education 
Programs (OSEP) project officer, a project liaison with sufficient 
dedicated time, experience in evaluation, and knowledge of the project 
to work in collaboration with the Center to Improve Program and Project 
Performance (CIPP),\5\ the project director, and the OSEP project 
officer on the following tasks:
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    \5\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIPP does not function as a third-party 
evaluator.
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    (i) Revise the logic model submitted in the application to provide 
for a more comprehensive measurement of implementation and outcomes and 
to reflect any changes or clarifications to the model discussed at the 
kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the application consistent with the revised logic model and using the 
most rigorous design suitable (e.g., prepare evaluation questions about 
significant program processes and outcomes; develop quantitative or 
qualitative data collections that permit both the

[[Page 11755]]

collection of progress data, including fidelity of implementation, as 
appropriate, and the assessment of project outcomes; and identify 
analytic strategies); and
    (iii) Revise the evaluation plan submitted in the application such 
that it clearly--
    (A) Specifies the evaluation questions, measures, and associated 
instruments or sources for data appropriate to answer these questions, 
suggests analytic strategies for those data, provides a timeline for 
conducting the evaluation, and includes staff assignments for 
completing the evaluation activities;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's evaluation (3+2 
review) for continued funding described under the heading Fourth and 
Fifth Years of the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the project 
performance measures to be addressed in the project's annual 
performance report;
    (2) Dedicate sufficient staff time and other resources during the 
first six months of the project to collaborate with CIPP staff, 
including regular meetings (e.g., weekly, biweekly, or monthly) with 
CIPP and the OSEP project officer, in order to accomplish the tasks 
described in paragraph (c)(1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (c)(1) and (2) 
of this section and revising and implementing the evaluation plan. 
Please note in your budget narrative the funds dedicated for this 
activity.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan includes a minimum 0.50 full-time 
equivalent (FTE) position for the project director;
    (4) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (5) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A kick-off meeting either virtually or in Washington, DC, after 
receipt of the award, and an annual planning meeting either virtually 
or in Washington, DC, with the OSEP project officer and other relevant 
staff during each subsequent year of the project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;
    (ii) A project directors' conference either virtually or in 
Washington, DC, during each year of the project period;
    (iii) Two annual two-day trips, either virtually or in Washington 
DC, to attend Department briefings, Department-sponsored conferences, 
and other meetings, as requested by OSEP; and
    (iv) A one-day intensive 3+2 review meeting either virtually or in 
Washington, DC, during the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period; and
    (4) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry- recognized standards for 
accessibility;
    (5) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (6) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to a new award 
at the end of this award period, as appropriate.
    Fourth and Fifth Years of the Project: In deciding whether to 
continue funding the project for the fourth and fifth years, the 
Secretary will consider the requirements of 34 CFR 75.253(a), 
including--
    (a) The recommendations of a 3+2 review team consisting of experts 
who have experience and knowledge in providing technical assistance to 
personnel who work with deaf or hard of hearing students at the 
postsecondary education level. This review will be conducted during a 
one-day intensive meeting that will be held during the last half of the 
second year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    Under 34 CFR 75.253, the Secretary may reduce continuation awards 
or discontinue awards in any year of the project period for excessive 
carryover balances or a failure to make substantial progress. The 
Department intends to closely monitor unobligated balances and 
substantial progress under this program and may reduce or discontinue 
funding accordingly.
References
Garberoglio, C.L., Guerra, D.H., Sanders, G.T., & Cawthon, S.W. 
(2020). Community-driven strategies for improving postsecondary 
outcomes of deaf people.

[[Page 11756]]

American Annals of the Deaf, 165(3), 369-392. https://doi.org/
10.1353/aad.2020.0024.
Garberoglio, C.L., Palmer, J.L., Cawthon, S., & Sales, A. (2019). 
Deaf people and educational attainment in the United States: 2019. 
U.S. Department of Education, Office of Special Education Programs, 
National Deaf Center on Postsecondary Outcomes.
U.S. Census Bureau. (2018-2019). The American community survey 
public use microdata sample (2017) [dataset]. https://www2.census.gov/programs-surveys/acs/data/pums/2017/.

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.

    Program Authority: 20 U.S.C. 1462, 1463, 1474, 1481, and 1482.

    Note: Projects must be awarded and operated in a manner consistent 
with the nondiscrimination requirements contained in the U.S. 
Constitution and the Federal civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: Three programs plan to make available a 
total of $4,000,000 for this competition in FY 2021: $1,300,000 from 
the TA&D program; $1,700,000 from the PD program; and $1,000,000 from 
the ETechM2 program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2022 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $4,000,000 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. 
In each budget period of 12 months, no more than $1,300,000 may be 
budgeted under the TA&D program (consistent with section 663(c)(8)(C) 
of IDEA); no more than $1,700,000 may be budgeted under the PD program 
(consistent with section 662(c)(2) of IDEA); and no more than 
$1,000,000 may be budgeted under the ETechM2 program (consistent with 
section 674(b) of IDEA). Applicants must separately budget for funds 
under each program.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) Proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2.a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application. Under 34 CFR 75.708(e), a grantee may 
contract for supplies, equipment, and other services in accordance with 
2 CFR part 200.
    4. Other General Requirements:
    a. Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    b. Applicants for, and recipients of, funding must, with respect to 
the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on February 13, 2019 (84 FR 3768), and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, 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 50 pages and (2) use the 
following standards:
    <bullet> A ``page'' is 8.5<gr-thn-eq> x 11<gr-thn-eq>, on one side 
only, with 1<gr-thn-eq> 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,

[[Page 11757]]

headings, footnotes, quotations, reference citations, and captions, as 
well as all text in charts, tables, figures, graphs, and screen shots.
    <bullet> Use a font that is 12 point or larger.
    <bullet> Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (iv) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of key project personnel.
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iii) The qualifications, including relevant training, experience, 
and independence, of the evaluator.
    (iv) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are

[[Page 11758]]

eligible to serve as peer reviewers have conflicts of interest. The 
standing panel requirements under section 682(b) of IDEA also have 
placed additional constraints on the availability of reviewers. 
Therefore, the Department has determined that for some discretionary 
grant competitions, applications may be separated into two or more 
groups and ranked and selected for funding within specific groups. This 
procedure will make it easier for the Department to find peer reviewers 
by ensuring that greater numbers of individuals who are eligible to 
serve as reviewers for any particular group of applicants will not have 
conflicts of interest. It also will increase the quality, independence, 
and fairness of the review process, while permitting panel members to 
review applications under discretionary grant competitions for which 
they also have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Promoting the freedom of speech and religious liberty in 
alignment with Promoting Free Speech and Religious Liberty (E.O. 13798) 
and Improving Free Inquiry, Transparency, and Accountability at 
Colleges and Universities (E.O. 13864) (2 CFR 200.300, 200.303, 
200.339, and 200.341);
    (d) 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
    (e) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee that is awarded competitive grant funds must 
have a plan to disseminate these public grant deliverables. This 
dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For the purposes of the Government 
Performance and Results Act of 1993 (GPRA) and reporting under 34 CFR 
75.110, we have established a set of performance measures, including 
long-term measures, that are designed to yield information on various 
aspects of the effectiveness and quality of the Technical Assistance 
and Dissemination to Improve Services and Results for Children with 
Disabilities program. These measures are:
    <bullet> Program Performance Measure 1: The percentage of technical 
assistance and dissemination products and

[[Page 11759]]

services deemed to be of high quality by an independent review panel of 
experts qualified to review the substantive content of the products and 
services.
    <bullet> Program Performance Measure 2: The percentage of special 
education technical assistance and dissemination products and services 
deemed by an independent review panel of qualified experts to be of 
high relevance to educational and early intervention policy or 
practice.
    <bullet> Program Performance Measure 3: The percentage of all 
special education technical assistance and dissemination products and 
services deemed by an independent review panel of qualified experts to 
be useful in improving educational or early intervention policy or 
practice.
    <bullet> Program Performance Measure 4: The cost efficiency of the 
Technical Assistance and Dissemination to Improve Services and Results 
for Children with Disabilities program includes the percentage of 
milestones achieved in the current annual performance report period and 
the percentage of funds spent during the current fiscal year.
    <bullet> Long-term Program Performance Measure: The percentage of 
States receiving special education technical assistance and 
dissemination services regarding scientifically or evidence-based 
practices for infants, toddlers, children, and youth with disabilities 
that successfully promote the implementation of those practices in 
school districts and service agencies.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the Center meet needs identified by 
stakeholders and may require the Center to report on such alignment in 
their annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

David Cantrell,
Deputy Director, Office of Special Education Programs. Delegated the 
authority to perform the functions and duties of the Assistant 
Secretary for the Office of Special Education and Rehabilitative 
Services.
[FR Doc. 2021-03971 Filed 2-25-21; 8:45 am]
BILLING CODE 4000-01-P


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