[Federal Register Volume 83, Number 162 (Tuesday, August 21, 2018)]
[Notices]
[Pages 42266-42275]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-18026]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities--State Technical Assistance Projects To Improve Services 
and Results for Children Who Are Deaf-Blind and National Technical 
Assistance and Dissemination Center for Children Who Are Deaf-Blind

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

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for new awards for fiscal year (FY) 2018 for Technical 
Assistance and Dissemination to Improve Services and Results for 
Children With Disabilities--State Technical Assistance Projects to 
Improve Services and Results for Children who are Deaf-Blind and 
National Technical Assistance and Dissemination Center for Children who 
are Deaf-Blind, Catalog of Federal Domestic Assistance (CFDA) number 
84.326T.

DATES: 
    Applications Available: August 21, 2018.
    Deadline for Transmittal of Applications: September 20, 2018.

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 12, 2018 (83 FR 6003) and available at 
www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.

FOR FURTHER INFORMATION CONTACT: Jo Ann McCann, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5162, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-7434, Email: 
Jo.Ann.McCann.ed.gov.
    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: Two Department of Education (Department) 
programs fund this competition: the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities (TA&D) program and the Personnel Development to Improve 
Services and Results for Children with Disabilities (PD) program.
    The purpose of the TA&D program is to promote academic achievement 
and 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 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.
    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 
662(c)(2), 663(c)(8)(A) and (C), and 681(d) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1462, 1463, and 1481)).
    Absolute Priority: For FY 2018 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    State Technical Assistance Projects to Improve Services and Results 
for Children who are Deaf-Blind and a National Technical Assistance and 
Dissemination Center for Children who are Deaf-Blind.
    Background:
    The purpose of this priority is to establish and operate State 
Technical Assistance Projects to Improve Services and Results for 
Children Who Are Deaf-Blind and a National Technical Assistance and 
Dissemination Center for Children Who Are Deaf-Blind that will provide 
TA and support to the State projects.
    The State Technical Assistance Projects to Improve Services and 
Results for Children who are Deaf-Blind (State Deaf-Blind Projects) 
will help State educational agencies (SEAs), Part C lead agencies 
(LAs), local educational agencies (LEAs)--including charter school 
LEAs, early intervention services (EIS) providers, teachers, service 
providers, and families to address the educational, related services, 
transitional, and early intervention needs of children who are deaf-
blind.\1\ The State Deaf-Blind Projects are designed to increase access 
to, and progress in, the general education curriculum and grade-level 
academic content standards for children who are deaf-blind and improve 
their communication skills with a goal of supporting lifelong learning, 
including postsecondary education and employment readiness.
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    \1\ For purposes of this notice, the term ``children who are 
deaf-blind'' refers to infants, toddlers, children, youth, and young 
adults (ages birth through 21) who are deaf-blind.
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    The National Technical Assistance and Dissemination Center for 
Children who are Deaf-Blind (National Center) will provide TA and 
support to the State Deaf-Blind Projects in addressing these needs. 
This support includes providing specialized TA, training, 
dissemination, and informational services to agencies and 
organizations, professionals, families, and others involved in 
providing services to children who are deaf-blind.
    Children who are deaf-blind have complex needs and are among the 
most diverse groups of learners served under the IDEA. Approximately 90 
percent of children who are deaf-blind also have additional physical, 
learning, or cognitive disabilities. As a result, children who are 
deaf-blind face a unique set of challenges not commonly faced by their 
peers with, and without, disabilities. Therefore, SEAs, LAs, LEAs, EIS 
providers, teachers, service providers, State TA providers, and 
families need significant support to address the intense educational, 
related services, transitional, and early intervention needs of 
children who are deaf-blind to ensure that these children are prepared 
for lifelong learning and successfully transition to postsecondary 
education or employment.

State Technical Assistance Projects To Improve Services and Results for 
Children Who Are Deaf-Blind

    This priority will fund discretionary grants to establish and 
operate State Technical Assistance Projects to Improve Services and 
Results for Children Who are Deaf-Blind. For more than 20 years, the 
Office of Special Education Programs (OSEP) has

[[Page 42267]]

supported State Deaf-Blind Projects to improve support to local schools 
and agencies within the States that are serving children who are deaf-
blind and their families. The State Deaf-Blind Projects will work 
closely with SEAs, LAs, LEAs, EIS providers, teachers, service 
providers, and families to address the intense educational, related 
services, transitional, and early intervention needs of children who 
are deaf-blind to ensure that these children are prepared for lifelong 
learning and successfully transition to postsecondary education or 
employment. In partnership with the National Center, the targeted and 
intensive TA provided by State Deaf-Blind Projects will ensure that 
family members and caregivers, EIS providers, special and regular 
education teachers, and related services personnel have access to the 
specialized training and tools needed to support the educational and 
social success of children who are deaf-blind. In order to support the 
training and certification of trained paraprofessionals who are 
specifically trained to work with children who are deaf-blind, State 
Deaf-Blind Projects also will be encouraged to work with the National 
Center to utilize existing training modules (e.g., Open Hands Open 
Access) and paraprofessional evaluation systems.

National Technical Assistance and Dissemination Center for Children Who 
Are Deaf-Blind

    This priority will also fund a cooperative agreement to establish 
and operate a National Technical Assistance and Dissemination Center 
for Children Who are Deaf-Blind. The National Center will work with the 
State Deaf-Blind Projects to ensure that family members and caregivers, 
EIS providers, special and regular education teachers, and related 
services personnel have access to the specialized training and tools 
needed to support the educational and social success of children who 
are deaf-blind.
    The goals of this priority are to (1) expand upon a national TA 
network to improve outcomes for children who are deaf-blind; (2) expand 
the use of training modules to support personnel development of 
teachers and qualified personnel; (3) expand the body of knowledge and 
use of high-quality practices to facilitate emerging and developing 
literacy and numeracy for children who are deaf-blind; (4) facilitate 
increased parental involvement in the education and transition 
opportunities for children who are deaf-blind through providing 
networking opportunities for families, dissemination of knowledge, and 
engagement with deaf-blind family organizations; and (5) collaborate 
with the State Deaf-Blind Projects in collecting information to provide 
a State-by-State needs assessment, including disability and demographic 
information and trends, in order to ensure that children who are deaf-
blind are identified early and receive appropriate services and 
supports. In addition, State Deaf-Blind Projects in States that utilize 
or plan to utilize certified paraprofessionals will collaborate with 
the National Center to (1) increase the number of certified 
paraprofessionals and qualified teachers within the State who have 
demonstrated skills to improve the classroom experience of children who 
are deaf-blind; and (2) increase the use of paraprofessional evaluation 
systems leading to increased availability of qualified 
paraprofessionals to support children who are deaf-blind.
    This priority is consistent with the Secretary's Final Supplemental 
Priorities and Definitions for Discretionary Grant Programs, published 
in the Federal Register on March 2, 2018 (83 FR 9096) (Supplemental 
Priorities): Supplemental Priority 5--Meeting the Unique Needs of 
Students and Children With Disabilities and/or Those With Unique Gifts 
and Talents.
    Priority:
    For the purpose of this competition, we have separated the absolute 
priority into two focus areas: State Deaf-Blind Projects (Focus Area A) 
and a National Center (Focus Area B). Applicants must identify whether 
they are applying under Focus Area A, Focus Area B, or both.

    Note:  Each focus area will be reviewed and scored separately if 
an applicant is applying under both focus areas. As the program and 
application requirements for the two focus areas are different, 
applicants must ensure that they have met all applicable 
requirements.

    Focus Area A: State Technical Assistance Projects to Improve 
Services and Results for Children Who Are Deaf-Blind.
    Under Focus Area A, the Department will fund discretionary grants 
to establish and operate State Deaf-Blind Technical Assistance Projects 
(State Deaf-Blind Projects) to improve services and results for 
children who are deaf-blind. Grants under Focus Area A are available to 
support projects in all States, including the District of Columbia, 
Puerto Rico, the outlying areas and the freely associated States. A 
grant may be awarded to an entity to serve a single State or a multi-
State consortium. Funds awarded under this priority may not be used to 
provide direct early intervention services under Part C of IDEA or 
direct special education and related services under Part B of IDEA.
    State Deaf-Blind Projects funded under this priority must achieve, 
at a minimum, the following expected outcomes:
    (a) Provide TA and training on improving outcomes to personnel who 
serve children who are deaf-blind;
    (b) Increase early identification and referral of children who are 
deaf-blind for appropriate services and supports;
    (c) Facilitate emerging and developing literacy and numeracy for 
children who are deaf-blind by promoting access to the general 
education curriculum and grade-level academic content standards through 
the use of high-quality practices;
    (d) Continue and expand support to children who are deaf-blind and 
their families during the transition to postsecondary education or 
employment;
    (e) Increase support to families to facilitate their involvement in 
the education and transition opportunities for children who are deaf-
blind; and
    (f) In collaboration with the National Center, collect information 
to provide a State-by-State needs assessment.
    Also, State Deaf-Blind Projects in States that use, or plan to use, 
certified paraprofessionals will collaborate with the National Center 
to--
    (a) Increase the number of certified paraprofessionals and 
qualified teachers within the State who have demonstrated skills to 
improve the educational, social, and communication outcomes and the 
classroom experience of children who are deaf-blind; and
    (b) Increase the use of paraprofessional evaluation systems leading 
to increased availability of qualified paraprofessionals for children 
who are deaf-blind.
    In addition to these programmatic requirements, to be considered 
for funding under Focus Area A of this priority, applicants must meet 
the application and administrative requirements in this priority, which 
are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Provide EIS providers, special education teachers, regular 
education teachers, related services personnel, and SEA, LEA, LA, and 
EIS provider administrators with the training and information needed to 
develop and implement individualized supports to ensure that children 
who are deaf-blind have access to and progress in the

[[Page 42268]]

general education curriculum and grade-level academic content 
standards, and have access to high-quality educational opportunities 
that lead to successful transitions to postsecondary education or 
employment; and
    (2) In conjunction with State Parent Training and Information 
Centers (PTIs), ensure that family members and caregivers of children 
who are deaf-blind have the training and information needed to maintain 
and improve productive partnerships with service providers.
    To address the requirements of paragraphs (1) and (2) of this 
section, the applicant must--
    (i) Present applicable State, regional, or local data (and, in the 
case of an application for a consortium, data for each State that the 
consortium will serve) demonstrating training and information needs of 
EIS providers, special and regular education teachers, related services 
personnel, and family members and caregivers identified in paragraphs 
(1) and (2) of this section, taking into account the critical needs of 
the diverse deaf-blind population and the geographical distribution of 
children who are deaf-blind; and
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives in educating children who are deaf-blind, including any 
State-specific policy initiatives and how the applicant will support 
their implementation; and
    (3) Improve educational, social, and communication outcomes for 
children who are deaf-blind, and indicate the likely magnitude or 
importance of the outcomes.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of 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;
    (ii) Ensure that services meet the needs of the intended recipients 
of the grant and that any products are first approved by the OSEP 
project officer and then developed in coordination with the National 
Center;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide measureable intended 
project outcomes;
    (3) Be based on current research and make use of high-quality 
practices. To meet this requirement, the applicant must describe--
    (i) The current research and high-quality practices on ensuring 
access to the general education curriculum, grade-level academic 
content standards, and high-quality educational opportunities that lead 
to successful transitions to postsecondary education or employment;
    (ii) How the project will provide high-quality training and TA to 
the family members and caregivers of children who are deaf-blind and TA 
and professional development to practitioners identified in paragraph 
(a) of the application and administrative requirements in this section; 
and
    (iii) The process the proposed project will use to incorporate 
current research and high-quality practices in the development and 
delivery of its products and services;
    (4) Develop and provide services that are of sufficient quality, 
intensity, and duration to achieve the intended outcomes of the 
proposed project. To address this requirement, the applicant must 
describe--
    (i) Its proposed approach to universal, general TA,\2\ including 
the intended recipients of products and services;
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    \2\ Within the context of State or a multi-State consortium of 
Deaf-Blind Projects, ``universal, general TA'' means TA and 
information provided to independent users through their own 
initiative resulting in minimal interaction with project staff and 
including one-time, invited or offered conference presentations by 
project staff. This category of TA also includes information or 
products, such as newsletters, guidebooks, or research syntheses, 
downloaded from the project's website by independent users. Brief 
communications by project staff with recipients, either by telephone 
or email, are also considered universal, general TA.
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    (ii) Its proposed approach to targeted, specialized TA,\3\ 
including the intended recipients of products and services; and
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    \3\ Within the context of State or a multi-State consortium of 
Deaf-Blind Projects, ``targeted, specialized TA'' means TA service 
based on needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more 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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    (iii) Its proposed approach to intensive, sustained TA,\4\ 
including the intended recipients of products and services. To address 
this requirement, the applicant must describe--
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    \4\ Within the context of State or a multi-State consortium of 
Deaf-Blind Projects, ``intensive, sustained TA'' means TA services 
often provided on-site and requiring a stable, ongoing relationship 
between the project staff and the TA recipient. ``TA services'' are 
defined as a 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 and improved outcomes at one or more systems 
levels.
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    (A) Its proposed approach to collaborate with SEAs, LEAs, LAs, EIS 
providers, PTIs, or other relevant entities, as appropriate, to support 
project initiatives and to leverage their available resources, ability 
to build supports for families, and ability to provide TA and training 
to teachers, EIS providers, and other service providers;
    (B) Its proposed plan for assisting LEAs and EIS providers to 
address the needs of children who are deaf-blind based on best 
practices and current research on effective training and professional 
development; and
    (C) Its proposed plan for working with individuals and entities at 
each level of the education system (e.g., SEAs, LEAs, LAs, EIS 
providers, schools, and families) to ensure communication among the 
different groups and that there are systems in place to support the use 
of high-quality practices for educating children who are deaf-blind.
    (6) Implement services in collaboration with the National Center to 
meet the TA objectives within the State(s) served. To address this 
requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration;
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (iv) How the applicant will facilitate States' ability to use and 
benefit from the National Center's initiatives, products, and TA, 
including those initiatives that cross State boundaries.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the Evaluation Plan,'' how--
    (1) The proposed project will collect and analyze data on specific 
and measurable goals, objectives, and outcomes of the project. To 
address this requirement, the applicant must describe--
    (i) The proposed evaluation methodologies, including instruments, 
data collection methods, and possible analyses;
    (ii) The proposed standards or targets for determining 
effectiveness; and
    (iii) The proposed methods for collecting data on implementation 
supports and fidelity of implementation.
    (2) The proposed project will use the evaluation results to examine 
the project's implementation strategies and

[[Page 42269]]

the progress toward achieving intended outcomes; and
    (3) The methods of evaluation will produce quantitative and 
qualitative data that demonstrate whether the project achieved the 
intended outcomes.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' 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 appropriate; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients;
    (4) The proposed project will benefit from a diversity of 
perspectives, including families, educators, TA providers, researchers, 
and policy makers, among others, in its development and operation;
    (5) If applicable, the States within a consortium will receive 
appropriate services; and
    (6) If applicable, the proposed project will ensure that the 
distribution of resources is equitable within a consortium.
    (f) In the narrative under ``Required Project Assurances'' or 
appendices as directed, meet the following application requirements--
    (1) Include, in Appendix A, charts and timelines, as applicable, to 
illustrate the management plan described in the narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one-day planning meeting preceding the OSEP-hosted project 
directors' conference held in Washington, DC, in coordination with the 
National Center and an annual planning meeting with the OSEP project 
officer and other relevant staff during each subsequent year of the 
project period;
    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period; and
    (3) If the project maintains a website, ensure that it will be of 
high quality, with an easy-to-navigate design, that meets government or 
industry-recognized standards for accessibility.
    Note: States are invited to form consortia to apply for funding 
under Focus Area A of this priority in accordance with the Education 
Department General Administrative Regulations (EDGAR) in 34 CFR 75.127 
to 75.129. A consortium may be comprised of any group of States.
    Focus Area B: National Technical Assistance and Dissemination 
Center for Children Who Are Deaf-Blind.
    The purpose of Focus Area B of this priority is to fund a 
cooperative agreement to establish and operate a National Technical 
Assistance and Dissemination Center for Children Who Are Deaf-Blind 
(National Center). The Center must achieve, at a minimum, the following 
expected outcomes:
    (a) Increase the ability of State Deaf-Blind Projects to assist 
personnel in SEAs, LEAs, LAs, and EIS providers to use high-quality 
practices and products to improve outcomes for children who are deaf-
blind;
    (b) Increase assistance to State Deaf-Blind Projects in supporting 
families in order to facilitate family involvement in the education and 
transition opportunities for children who are deaf-blind;
    (c) Increase collaboration between the OSEP-funded PTIs and State 
Deaf-Blind Projects to increase their ability to assist the families of 
children who are deaf-blind to support the development of self-
advocacy;
    (d) Increase early identification of children who are deaf-blind;
    (e) In collaboration with State Deaf-Blind Projects, expand the use 
by SEAs, LAs and LEAs of paraprofessional evaluation systems (e.g., 
National Intervener Certification E-Portfolio) leading to increased 
availability of qualified paraprofessionals to support children who are 
deaf-blind;
    (f) Increase ability of school-based personnel to meet State-
identified competencies for educators serving children who are deaf-
blind; and
    (g) Promote access to, and progress in, the general education 
curriculum and grade-level academic content standards through the use 
of high-quality practices. The Center must also collect information to 
provide a State-by-State needs assessment, and develop and disseminate 
high-quality tools to State Deaf-Blind Projects and individuals and 
entities at each level of the education system to improve outcomes for 
children who are deaf-blind.
    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 of the Project,'' how the proposed project will--
    (1) Address the current and emerging needs of State Deaf-Blind 
Projects, SEAs, LEAs, LAs, EIS providers, and organizations serving 
children who are deaf-blind to ensure they have the training and 
information needed to implement and sustain high-quality, effective, 
and efficient systems that have the implementation supports in place to 
ensure children who are deaf-blind have access to and progress in the 
general education curriculum and grade-level academic content 
standards, and have access to high-quality educational opportunities 
that lead to successful transitions to postsecondary education or 
employment. To meet this requirement the applicant must--
    (i) Present applicable data demonstrating current State capacity to 
deliver high-quality IDEA services for children who are deaf-blind, and 
ensure they have access to and progress in the general education 
curriculum and grade-level academic content standards, and have access 
to high-quality educational opportunities that lead to successful 
transitions to postsecondary education or employment;
    (ii) Demonstrate knowledge of current issues and ongoing challenges 
in ensuring children who are deaf-blind have access to and progress in 
the general education curriculum and grade-level academic content 
standards, and have access to high-quality educational opportunities 
that lead to successful transitions to postsecondary education or 
employment; and
    (iii) Present information about the current level of implementation 
and

[[Page 42270]]

current capacity of SEAs, LEAs, LAs, and EIS providers to ensure that 
children who are deaf-blind have access to and progress in the general 
education curriculum and grade-level academic content standards, and 
have access to high-quality educational opportunities that lead to 
successful transitions to postsecondary education or employment.
    (2) Improve educational outcomes for children who are deaf-blind, 
and indicate the likely magnitude or importance of the outcomes.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access and treatment to 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 TA 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 this notice) 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 high-quality 
practices. To meet this requirement, the applicant must describe--
    (i) The current research on the effectiveness of systems change 
efforts, capacity building, and inclusive practices that will inform 
the TA and related high-quality practices; and
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA and products; 
and
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify and develop the knowledge base on 
high-quality practices addressing the early intervention, related 
services, educational, transitional, and functional needs of children 
who are deaf-blind;
    (ii) Its proposed approach to universal, general TA,\5\ which must 
identify the intended recipients of the products and services under 
this approach and should include, at minimum--
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    \5\ Within the context of the National Center, ``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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    (A) A plan for ensuring that State Deaf-Blind Projects, as well as 
SEAs, LEAs, LAs, and EIS providers, can easily access and use products 
and services developed by the proposed project; and
    (B) A plan for increasing awareness and recognition at the national 
level of how children who are deaf-blind can benefit from high-quality 
practices addressing their early intervention, related services, 
educational, transitional, and functional needs.
    (iii) Its proposed approach to targeted, specialized TA,\6\ which 
must identify--
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    \6\ Within the context of the National Center, ``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 under this 
approach;
    (B) Its proposed approach to measure the readiness of State Deaf-
Blind Projects to work with the proposed project, assessing, at a 
minimum, their current infrastructure, available resources, and ability 
to build capacity at the LEA and EIS program level;
    (C) Its proposed plan for assisting State Deaf-Blind Projects to 
build professional development systems to support children who are 
deaf-blind; and
    (D) Its proposed plan for working with individuals and entities at 
each level of the education system (e.g., SEAs, LEAs, LAs, EIS 
providers, schools, and families) to ensure that there are systems in 
place to support the use of high-quality practices for educating 
children with deaf-blindness;
    (iv) Its proposed approach to intensive, sustained TA,\7\ which 
must identify--
---------------------------------------------------------------------------

    \7\ Within the context of the National Center, ``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.
---------------------------------------------------------------------------

    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of State Deaf-
Blind Projects to work with the proposed 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 and EIS program level;
    (C) Its proposed plan for assisting State Deaf-Blind Projects to 
build training systems that include professional development based on 
adult learning principles and coaching;
    (D) The process by which the proposed project will collaborate with 
OSEP-funded centers (see www.osepideasthatwork.org/find-center-or-grant/find-a-center) and other federally funded TA centers to develop 
and implement a coordinated TA plan when they are involved in a State;
    (E) The process by which the proposed project will ensure the use 
of effective TA practices and continuously evaluate the practices to 
improve the delivery of TA;
    (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;

[[Page 42271]]

    (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.
    (c) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' 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 the project's target 
population; measures of intended outcomes or results of the project's 
activities in order to evaluate those activities; and how well the 
goals or objectives of the proposed project, as described in its logic 
model, have been met.
    The applicant must provide an assurance that, in designing the 
evaluation plan, it will--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison staff person 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 (CIP3),\8\ 
the project director, and the OSEP project officer on the following 
tasks:
---------------------------------------------------------------------------

    \8\ The major tasks of CIP3 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 CIP3 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. CIP3 does not function as a third-party 
evaluator.
---------------------------------------------------------------------------

    (i) Revise, as needed, the logic model submitted in the grant 
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 grant application consistent with the logic model (e.g., prepare 
evaluation questions about significant program processes and outcomes; 
develop quantitative or qualitative data collections that permit both 
the collection of progress data, including fidelity of implementation, 
as appropriate, and the assessment of project outcomes; and identify 
analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the grant 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completion of the plan;
    (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 CIP3, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (2) Cooperate with CIP3 staff in order to accomplish the tasks 
described in paragraph (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 (1) and (2) of 
this section and implementing the evaluation plan.
    (d) Demonstrate in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
doctoral and post-doctoral scholars, researchers, and policy makers, 
among others, in its development and operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting.
    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 two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Four annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
five 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;
    (4) Maintain a high-quality website, with an easy to navigate 
design, that meets government or industry-recognized standards for 
accessibility; and
    (5) Include, in Appendix A, an assurance to assist OSEP with the

[[Page 42272]]

transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to this new 
award period and at the end of this award period, as appropriate.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (a) The recommendation of a 3+2 review team consisting of experts 
selected by the Secretary. 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.
    Requirement:
    This requirement is from the notice of final requirement for this 
program published elsewhere in this issue of the Federal Register.
    This requirement is:
    Allowable indirect costs.
    A grantee under Focus Area A may recover the lesser of (a) its 
actual indirect costs as determined by the grantee's negotiated 
indirect cost rate agreement and (b) 10 percent of its modified total 
direct costs. If a grantee's allocable indirect costs exceed 10 percent 
of its modified total direct costs, the grantee may not recoup the 
excess by shifting the cost to other grants or contracts with the U.S. 
Government, unless specifically authorized by legislation. The grantee 
must use non-Federal revenue sources to pay for such unrecovered 
costs.\9\
---------------------------------------------------------------------------

    \9\ The National Technical Assistance and Dissemination Center 
for Children Who Are Deaf-Blind (CFDA number 84.326T) (National 
Center) is not subject to this limitation on recovery of indirect 
costs.
---------------------------------------------------------------------------

    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1462, 1463 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Discretionary grants (Focus Area A) and cooperative 
agreement (Focus Area B).
    Estimated Available Funds: $11,600,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2019 from the list of 
unfunded applicants from this competition.
    Estimated Range of Awards: Focus Area A: See chart. Focus Area B: 
$2,100,000.
    Estimated Average Size of Awards: Focus Area A: $176,000. Focus 
Area B: $2,100,000.
    Maximum Award: Focus Area A: The following chart lists the maximum 
amount of funds for individual States and for a single budget period of 
12 months. We will not make an award exceeding funding levels listed in 
this notice for individual States, or the combined funding levels 
listed in this notice for each State member of a consortium, for any 
single budget period of 12 months. A State may be served by only one 
supported project. In determining the maximum funding levels for each 
State, the Secretary considered, among other things, the following 
factors:
    (1) The total number of children from birth through age 21 in the 
State.
    (2) The number of people in poverty in the State.
    (3) The previous funding levels.
    (4) The maximum and minimum funding amounts.

            FY 2018 Funding Levels by State for Focus Area A
------------------------------------------------------------------------
 
------------------------------------------------------------------------
Alabama.................................................        $166,115
Alaska..................................................         128,365
Arizona.................................................         202,901
Arkansas................................................         110,361
California..............................................         575,000
Colorado................................................         157,744
Connecticut.............................................          97,635
Delaware................................................          65,000
District of Columbia....................................          65,000
Florida.................................................         434,432
Georgia.................................................         318,872
Hawaii..................................................          65,000
Idaho...................................................          87,919
Illinois................................................         343,838
Indiana.................................................         209,276
Iowa....................................................          98,560
Kansas..................................................         117,638
Kentucky................................................         150,359
Louisiana...............................................         152,797
Maine...................................................          65,000
Maryland................................................         159,571
Massachusetts...........................................         151,993
Michigan................................................         277,384
Minnesota...............................................         164,824
Mississippi.............................................         120,638
Missouri................................................         186,755
Montana.................................................         121,361
Nebraska................................................          83,096
Nevada..................................................         112,911
New Hampshire...........................................          65,000
New Jersey..............................................         248,332
New Mexico..............................................         107,917
New York................................................         545,625
North Carolina..........................................         311,011
North Dakota............................................          78,000
Ohio....................................................         300,219
Oklahoma................................................         135,957
Oregon..................................................         122,163
Pacific **..............................................          92,000
Pennsylvania............................................         350,902
Puerto Rico.............................................          65,000
Rhode Island............................................          65,000
South Carolina..........................................         148,136
South Dakota............................................          99,365
Tennessee...............................................         219,460
Texas...................................................         575,000
Utah....................................................         110,447
Vermont.................................................          71,451
Virgin Islands..........................................          30,000
Virginia................................................         236,230
Washington..............................................         194,458
West Virginia...........................................          91,987
Wisconsin...............................................         167,994
Wyoming.................................................          78,000
------------------------------------------------------------------------
** The areas to be served by this award are the outlying areas of
  American Samoa, Guam, and the Commonwealth of the Northern Mariana
  Islands, as well as the freely associated States of the Republic of
  the Marshall Islands, the Federated States of Micronesia, and the
  Republic of Palau. An applicant for this award must propose to serve
  all of these areas.

    Focus Area B: We will not make an award exceeding 2,100,000 for any 
single budget period of 12 months.
    Note: The Assistant Secretary for Special Education and 
Rehabilitative Services may change the maximum amount through a notice 
published in the Federal Register.
    Estimated Number of Awards: Focus Area A: 54. Focus Area B: 1.
    Note: The Department is not bound by any estimates in this notice.

[[Page 42273]]

    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. Because the Bureau of Indian Affairs is not a State, it 
will not be eligible for a State grant under this priority.
    With respect to Focus Area A of the priority, in order to provide 
SEAs with greater flexibility in how TA is delivered and ensure high-
quality TA, individual States have the following options: (1) 
Participating as a member of a multi-State consortium; or (2) applying 
directly for funds as a single State. Therefore, eligible applicants 
for funds awarded under Focus Area A of this absolute priority may be 
an entity serving a multi-State consortium, or a single State.
    Eligible applicants under Focus Area A are invited to submit 
single-State or consortium applications to provide deaf-blind TA 
services to individual States, as they have done in the past. If a 
State is included in more than one application as a member of a 
consortium or submits an individual State application, and more than 
one application is determined to be fundable for the State, the State 
will be given the option to choose the award (individual State or 
consortium) under which it will receive funding. A State may not be 
funded under multiple awards. The maximum level of funding for a 
consortium will reflect the combined total that the eligible entities 
comprising the consortium would have received if they had applied 
separately. For States within a consortium, each State must receive 
services consistent with its identified funding level.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    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--to the following types of 
entities: IHEs and private nonprofit organizations suitable to carry 
out the activities proposed in the application. The grantee may award 
subgrants to entities it has identified in an approved application.
    4. Other General Requirements: (a) Recipients of funding under this 
program 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: For information on how to 
submit an application please refer to our Common Instructions for 
Applicants to Department of Education Discretionary Grant Programs, 
published in the Federal Register on February 12, 2018 (83 FR 6003) and 
available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. However, 
under 34 CFR 79.8(a), we waive intergovernmental review in order to 
make awards by the end of FY 2018.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative (Part III of 
the application) 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<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, 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 Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, 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 (30 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 significance of the problem or issue to be addressed by the 
proposed project.
    (ii) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population.
    (b) Quality of project services (30 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 services to be provided by the proposed 
project are appropriate to the needs of the intended recipients or 
beneficiaries of those services.
    (ii) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (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 technical assistance 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 (15 points).

[[Page 42274]]

    (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 are appropriate 
to the context within which the project operates.
    (d) Adequacy of resources (15 points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of key project personnel.
    (iii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (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 (10 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.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, 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 
$150,000), under 2 CFR 200.205(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.

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 or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant

[[Page 42275]]

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: Under the Government Performance and 
Results Act of 1993, 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 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 to improve educational or early intervention policy or 
practice.
    <bullet> Program Performance Measure #4: The cost efficiency of the 
Technical Assistance and Dissemination Program includes the percentage 
of milestones achieved in the current annual performance report period 
and the percentage of funds spent during the current fiscal year.
    <bullet> Long-term Program Performance Measure: The percentage of 
States receiving Special Education Technical Assistance and 
Dissemination services regarding scientifically or evidence-based 
practices for infants, toddlers, children, and youth with disabilities 
that successfully promote the implementation of those practices in 
school districts and service agencies.
    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).
    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: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) by contacting 
the Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW, Room 5113, Potomac Center Plaza, Washington, DC 
20202-2500. Telephone: (202) 245-7363. If you use a TDD or a TTY, call 
the FRS, toll free, at 1-800-877-8339.
    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 via the Federal Digital System at: www.gpo.gov/fdsys. 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.

    Dated: August 16, 2018.
Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2018-18026 Filed 8-20-18; 8:45 am]
BILLING CODE 4000-01-P