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[Federal Register Volume 90, Number 9 (Wednesday, January 15, 2025)]
[Notices]
[Pages 3809-3818]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2025-00691]

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DEPARTMENT OF EDUCATION

Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities and Demonstration and Training Programs--National 
Technical Assistance Center on Transition for Students and Youth With 
Disabilities

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2025 for 
National Technical Assistance Center on Transition for Students and 
Youth With Disabilities.

DATES: 
    Applications Available: January 15, 2025.
    Deadline for Transmittal of Applications: March 17, 2025.
    Deadline for Intergovernmental Review: May 15, 2025.
    Pre-Application Webinar Information: No later than January 21, 
2025, the Office of Special Education Programs (OSEP) and 
Rehabilitative Services (OSERS) will post details on pre-recorded 
informational webinars designed to provide technical assistance (TA) to 
interested applicants. Links to the webinars may be found at 
www.ed.gov/about/ed-offices/osers/osep/new-osep-grant-competitions.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 23, 2024 (89 FR 104528) and available at 
https://www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Selete Avoke, U.S. Department of 
Education, 400 Maryland Avenue SW, Washington, DC 20202-5076. 
Telephone: (202) 245-7260. Email: [email protected] or Tara Jordan, 
Department of Education, 400 Maryland Avenue SW, Washington, DC 20202-
5076. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program is to promote academic achievement and to improve 
results for children with disabilities by providing TA, supporting 
model demonstration projects, disseminating useful information, and 
implementing activities that are supported by scientifically based 
research. The purpose of the Demonstration and Training program is to 
provide competitive grants, including cooperative agreements, to, or 
enter into contracts with, eligible entities to expand and improve the 
provision of vocational rehabilitation (VR) and other services 
authorized under the Rehabilitation Act of 1973 (Rehabilitation Act), 
or to further the purposes and policies in sections 2(b) and (c) of the 
Rehabilitation Act by supporting activities that increase the 
provision, extent, availability, scope, and quality of rehabilitation 
services under the Rehabilitation Act, including related research and 
evaluation activities.
    Assistance Listing Number (ALN): 84.326E.
    OMB Control Number: 1820-0028.
    Priorities: This competition includes two absolute priorities. In 
accordance with 34 CFR 75.105(b)(2)(v), Absolute Priority 1 is from 
allowable activities specified in the statute (see sections 663 and 
681(d) of the Individuals with Disabilities Education Act (IDEA); 20 
U.S.C. 1463 and 1481(d)). In accordance with 34 CFR 75.105(b)(2)(iv), 
Absolute Priority 2 is from section 303 of the Rehabilitation Act of 
1973; 29 U.S.C. 773.
    Absolute Priorities: For FY 2025 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet both of these 
priorities.
    Background:
    While overall high school graduation rates for students with 
disabilities have

[[Page 3810]]

increased in recent years, students with disabilities still lag behind 
their peers without disabilities by 16 percent (NCES, 2024a). A recent 
report indicates that in 2021, the dropout rate for students without a 
disability was 4.8 percent, while the rate for students with 
disabilities was more than double that at 10.1 percent (NCES, 2024b). 
High-quality secondary transition planning is critical to reducing the 
likelihood of dropout and increasing graduation rates for students with 
disabilities (National Technical Assistance Center on Transition: The 
Collaborative, 2022). To ensure effective secondary transition planning 
for, and active participation in decision making by, students with 
disabilities, members of the planning team should be well informed 
about the student's abilities, needs, and available services.
    Under 34 CFR 300.320(b), an individualized education program (IEP) 
team develops a student's IEP and updates it annually. Any IEP in 
effect when the student turns 16, or younger, if determined appropriate 
by the IEP team, must include appropriate measurable postsecondary 
goals based upon age-appropriate transition assessments related to 
training, education, employment, and, where appropriate, independent 
living skills and the services (including courses of study) needed to 
assist the child in reaching those goals. For any IEP team meeting 
where transition services are to be discussed, the school/IEP team must 
invite the student and, with the prior consent of the parent or the 
student if the student has reached the age of majority, any 
participating agency representative.
    While IDEA has requirements for transition services, local 
educational agencies (LEAs) face challenges in providing age-
appropriate transition assessments, work experiences, and transition 
services, and obtaining the necessary collaborating partners to attend 
IEP meetings (Rowe et al., 2020). IDEA requires States to report data 
through their IDEA Part B State Performance Plan/Annual Performance 
Report (SPP/APR) on Indicator 13, which measures the percentage of 
youth ages 16 and above with IEPs that meet the transition requirements 
under IDEA. State SPP/APR data for FY 2022 for Indicator B13 showed 
that only 14 States reported 100 percent compliance.
    VR agencies also struggled to implement transition services, 
including pre-employment transition services (pre-ETS). Under the 
Rehabilitation Act, VR agencies must reserve and expend not less than 
15 percent of the Federal VR grant award for the provision of pre-ETS 
to all students and youth with disabilities in need of such services 
who are eligible or potentially eligible for services under the VR 
program. The Rehabilitation Services Administration's (RSA's) most 
recent monitoring reports identified 38 VR agencies that still need 
considerable support regarding the use of funds and strategies to 
implement pre-ETS. Those reports identified information sharing, 
coaching, strategic planning, navigating regulations, and strengthening 
partnerships with State educational agencies (SEAs), LEAs, and families 
to effectively deliver pre-ETS as areas of greatest need. Even in 
States that have a history of collaboration among SEAs, LEAs, and VR 
agencies, the depth of collaboration and implementation required to 
define responsibilities and align services is a continuing challenge.
    According to the Case Service Report (RSA-911), 120,119 students 
and youth with disabilities were referred for VR services in program 
year 2023 (July 1, 2023--June 30, 2024). During this period, 78 percent 
were referred by educational institutions, while 22 percent were 
referred by other referral sources (e.g., self-referrals, family and 
friends, employers). As there were 2,414,034 students ages 14 to 21 who 
received services under IDEA in school year 2022-23, the number of 
referrals for VR services represents only a small fraction of those 
students and youth with disabilities who were potentially eligible or 
eligible for VR services.
    Throughout 2023 and 2024, OSERS, as part of its transition 
initiative ``Expect, Engage and Empower: Successful Transitions for 
All!'', gathered input from faculty, teachers, service providers, 
families, and individuals with disabilities across the country. The 
feedback consistently revealed that planning for a student's exit from 
high school when they reached the age of 16, or even 14 in some States, 
was far too late, especially for those with significant disabilities. 
In addition to starting earlier and maintaining high expectations for 
students and youth with disabilities, many constituents noted the need 
for ongoing TA to support the implementation of effective transition 
planning and services by education personnel and VR providers at State 
and local levels who may be inexperienced or otherwise face challenges 
due to shortages and turnover.
    Consistent with IDEA and the Rehabilitation Act, OSEP and RSA will 
jointly fund a center to provide support to SEAs, LEAs, and VR agencies 
to improve postsecondary outcomes for students and youth with 
disabilities, including strengthening efforts to more deeply 
collaborate and provide seamless and robust transition services.
    These priorities are:
    Absolute Priority 1: National Technical Assistance Center on 
Transition for Students and Youth with Disabilities.
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Technical Assistance Center on 
Transition for Students and Youth with Disabilities (Center). The 
Center will assist SEAs, LEAs, and VR agencies, including those located 
in rural areas, to implement practices and strategies that will promote 
collaboration among agency personnel to help ensure students and youth 
with disabilities graduate from high school with the knowledge, skills, 
and supports needed for credential attainment, postsecondary education, 
competitive integrated employment (CIE), and independent living.
    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased SEA and VR agency capacity to collect valid and 
reliable data (i.e., absentee rates, SPP/APR indicators B-1 (graduation 
rates), B2 (dropout rates), B13 (compliance with IDEA IEP transition 
requirements), and B14 (post-school outcomes), and RSA-911 (Case 
Service Reports)) for decision making and program improvement at State 
and local levels, and improvements in their ability to share these data 
across agencies and with diverse constituents, including OSERS-funded 
parent centers, career and technical education (CTE) providers, and 
correctional education entities;
    (b) Increased SEA and VR agency capacity to deliver professional 
development and TA to LEAs to reduce student absenteeism and drop out, 
and improve access to CTE, credential attainment, high school 
completion, postsecondary education, CIE, and independent living for 
students and youth with disabilities;
    (c) Increased SEA, LEA, and VR agency capacity to deliver 
culturally and linguistically responsive transition services including 
pre-ETS and VR services for underserved students \1\ and youth with 
disabilities;
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    \1\ For the purposes of this priority, ``underserved student'' 
means a student in one or more of the following subgroups: Living in 
poverty or served by schools with high concentrations of students 
living in poverty, a student of color, a member of a federally 
recognized Indian Tribe, an English learner, disconnected, 
technologically unconnected, a migrant, experiencing homelessness or 
housing insecurity, lesbian, gay, bisexual, transgender, queer or 
questioning, or intersex (LGBTQI+), in foster care, without 
documentation of immigration status, pregnant, parenting, or 
caregiving, impacted by the justice system including formerly 
incarcerated, the first in their family to attend postsecondary 
education, performing significantly below grade level, and military- 
or veteran-connected.

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[[Page 3811]]

    (d) Increased levels of collaboration between SEAs and VR agencies 
and their partners at the State and local levels, including LEAs, to 
implement transition services including pre-ETS and VR transition 
services;
    (e) Improved SEA and VR agency methods and strategies for engaging 
students and youth with disabilities and their families at the local 
levels, including with LEAs, as collaborative partners to improve the 
delivery of transition services including pre-ETS and VR transition 
services; and
    (f) Increased SEA, LEA, and VR agency capacity to implement career 
pathways including work-based learning experiences, internships, and 
pre-apprenticeship and apprenticeship activities for students and youth 
with disabilities.
    In addition, to be considered for funding under this priority, 
applicants must meet the following requirements:
    (a) Describe, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address current training and information needs, gaps, or 
weaknesses of SEAs, LEAs, and VR agencies, including those located in 
rural areas, in promoting collaboration among agency personnel to 
better serve students and youth with disabilities. To meet this 
requirement, the applicant must--
    (i) Demonstrate knowledge of new and emerging issues and TA needs 
related to reducing student absenteeism and drop out, and improving 
access to CTE, credential attainment, high school completion, 
postsecondary education, CIE, and independent living for students and 
youth with disabilities;
    (ii) Demonstrate knowledge of exemplary career pathway models, 
including work-based learning experiences, internships, and pre-
apprenticeship and apprenticeship activities, that will assist SEAs, 
LEAs, and VR agencies in improving post-school outcomes for students 
and youth with disabilities;
    (iii) Demonstrate knowledge of VR agencies' current efforts to 
improve engagement and promote collaboration with secondary schools, 
charter schools, youth programs, and other programs that provide 
services to students and youth with disabilities for the purpose of 
providing pre-ETS; and
    (iv) Present applicable national and State data demonstrating the 
training needs of SEAs, LEAs, and VR agencies related to implementing 
exemplary practices and strategies and promoting collaboration to 
reduce student absenteeism and drop out, and improving access to CTE, 
credential attainment, high school completion, postsecondary education, 
CIE, and independent living for students and youth with disabilities;
    (2) Demonstrate understanding of the need for and value of 
secondary transition planning, self-determination, and self-advocacy 
skills at an early age, and the types of support needed by elementary 
and secondary general and special education and related services 
personnel, CTE providers, and families to support secondary transition 
planning, self-determination, and self-advocacy skills; and
    (3) Demonstrate knowledge of strategies for reaching and meeting 
the needs of underserved students.
    (b) Describe, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project;
    (2) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following website provides more information on logic 
models and conceptual frameworks: https://ies.ed.gov/ncee/rel/Products/Region/central/Resource/100644.
    (3) Be based on current research and make use of evidence-based \2\ 
practices (EBPs). To meet this requirement, the applicant must 
describe--
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    \2\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component included in the 
project's logic model is informed by research or evaluation findings 
that suggest the project component is likely to improve relevant 
outcomes.
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    (i) The current research on the most effective ways to prepare 
students and youth with disabilities to engage in transition services 
including pre-ETS and VR services, CTE, credential attainment, high 
school completion, postsecondary school, CIE, and independent living;
    (ii) The current research about adult learning principles and 
implementation science that will inform the proposed TA; and
    (iii) How the proposed project will incorporate current research 
and EBPs in the development and delivery of its products and services;
    (4) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to further the knowledge base on the most 
effective ways to prepare students and youth with disabilities to 
engage in transition services including pre-ETS and VR services, CTE, 
credential attainment, high school completion, postsecondary school, 
CIE, and independent living;
    (ii) The proposed approach to universal, general TA,\3\ which must 
describe--
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    \3\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA project staff and including one-time, 
invited or offered conference presentations by TA project staff. 
This category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA project's website by independent users. Brief communications by 
TA project staff with recipients, either by telephone or email, are 
also considered universal, general TA.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services;
    (B) The products and services that the project proposes to make 
available;
    (C) The development and maintenance of a high-quality website, with 
an easy-to-navigate design, that meets or exceeds government- or 
industry-recognized standards for accessibility; and
    (D) The expected reach and impact of universal, general TA;
    (iii) The proposed approach to targeted, specialized TA,\4\ which 
must describe--
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    \4\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA project staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.

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[[Page 3812]]

    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services;
    (B) The products and services that the project proposes to make 
available;
    (C) The proposed approach to measure the readiness of potential TA 
recipients to work with the project, including, at a minimum, an 
assessment of potential recipients' current infrastructure, available 
resources, and ability to build capacity at the local level; and
    (D) The expected impact of targeted, specialized TA;
    (iv) The proposed approach to intensive, sustained TA,\5\ which 
must describe--
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    \5\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
project staff and the TA recipient. ``TA services'' are defined as 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients, including the type and number of 
recipients from a variety of settings and geographic distribution, that 
will receive the products and services designed to improve post-school 
outcomes;
    (B) The proposed approach to measure the readiness of SEAs, LEAs, 
and VR agencies to work with the project, including their commitment to 
the initiative, alignment of the initiative to their needs, and ability 
to build capacity, and implement and sustain TA at the local, district, 
or State level; and
    (C) The expected impact of intensive, sustained TA; and
    (v) How the proposed project will intentionally engage families of 
children with disabilities and individuals with disabilities--including 
underserved families \6\ and individuals--in the development, 
implementation, and evaluation of its products and services across all 
levels of TA;
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    \6\ For the purposes of this priority, ``underserved families'' 
refers to foster, kinship, migrant, technologically unconnected, and 
military- or veteran-connected families; and families of color, 
living in poverty, without documentation of immigration status, 
experiencing homelessness or housing insecurity, or impacted by the 
justice system, including the juvenile justice system. Underserved 
families also refers to families that include: members of a 
federally or State recognized Indian Tribe; English learners; adults 
who experience a disability; members who are lesbian, gay, bisexual, 
transgender, queer or questioning, or intersex (LGBTQI+); adults in 
need of improving their basic skills or with limited literacy; and 
disconnected adults.
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    (5) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate, including the 
Parent Training and Information centers and Community Parent Resource 
centers funded under sections 671, 672, and 681(d) of IDEA and the 
regional Parent Information and Training (PTI) centers and a national 
PTI Center funded under section 303(c) of the Rehabilitation Act, as 
well as other Department-funded projects and those supported by other 
Federal agencies, including those funded by the Department of Health 
and Human Services' Administration on Community Living, and the 
Department of Labor's Office of Disability Employment Policy, as 
appropriate, and the intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources, such 
as non-Federal funds and in-kind contributions, to achieve the intended 
project outcomes; and
    (6) Systematically disseminate information, products, and services 
to varied intended audiences. To address this requirement the applicant 
must describe--
    (i) The variety of dissemination strategies the project will use 
throughout the five years of the project to promote awareness and use 
of its products and services;
    (ii) How the project will tailor dissemination strategies across 
all planned levels of TA to ensure that products and services reach 
intended recipients, and those recipients can access and use those 
products and services;
    (iii) How the project's dissemination plan is connected to the 
proposed outcomes of the project; and
    (iv) How the project will evaluate and correct all digital products 
and external communications to ensure they meet or exceed government or 
industry-recognized standards for accessibility.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation or other evidence-building,'' 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 the project will determine whether the goals or 
objectives of the proposed project, as described in its logic model, 
have been met.
    In the evaluation plan, the applicant must--
    (1) Designate, with the approval of the OSEP project officers, 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),\7\ the 
project director, and the OSEP project officer on the following tasks:
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    \7\ 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 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) Assists the project director and the OSEP project officer, with 
the assistance

[[Page 3813]]

of CIPP, as needed, in specifying 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, monthly) with CIPP 
and the OSEP and RSA project officers, to accomplish the tasks 
described in paragraph (C)(1) of this section; and
    (3) Dedicate sufficient funds in each budget year to carry out the 
tasks described in paragraphs (C)(1) and (2) of this section and revise 
and implement the evaluation plan. Please note in your budget narrative 
the funds dedicated for this activity.
    (d) Describe, in the narrative section of the application under 
``Adequacy of resources and quality of the project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented, 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;
    (4) The proposed project will have processes, resources, and funds 
in place to provide equitable access for project staff, contractors, 
and partners, who require digital accessibility accommodations; \8\ and
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    \8\ For information about digital accessibility and 
accessibility standards, visit https://sites.ed.gov/idea/topic-areas/#Accessibility-Creating-Content and https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/disability-discrimination-key-issues/disability-discrimination-technology-accessibility. Starting in either April 2026 or April 2027 
(depending on the size of the school district), Title II of the 
Americans with Disabilities Act will require that public entities, 
including public schools, ensure that web content and mobile apps 
made available by the public entities are accessible in compliance 
with the Web Content Accessibility Guidelines (WCAG) 2.1, level AA. 
For New Rule on the Accessibility of Web Content and Mobile Apps 
Provided by State and Local Governments, visit https://www.ada.gov/resources/2024-03-08-web-rule/ (ada.gov).
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    (5) The proposed costs are reasonable in relation to the 
anticipated results and benefits, and funds will be spent in a way that 
increases their efficiency and cost-effectiveness.
    (e) Describe, 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 to the project and how these allocations are 
appropriate and adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual one and one-half day planning 
meeting in Washington, DC, with the OSEP project officer, RSA project 
officer, and other relevant staff during each subsequent year of the 
project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer, the RSA 
project officer, and the grantee's project director or other authorized 
representative;
    (ii) A two and one-half day project directors' conference in 
Washington, DC, during each year of the project period;
    (iii) Two annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day virtual 3+2 review meeting during the second year of 
the project period;
    (3) Provide an assurance that the project will reallocate unused 
travel funds no later than the end of the third quarter if the kick-off 
or planning meetings are conducted virtually;
    (4) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period;
    (5) Describe how it will engage doctoral students or post-doctoral 
fellows, including those who are multilingual and racially, ethnically, 
and culturally diverse, and those with disabilities, in the project to 
increase the number of future leaders in the field who are 
knowledgeable about exemplary practices and strategies that will reduce 
student absenteeism and drop out, and improve access to CTE, credential 
attainment, high school completion, postsecondary education, CIE, and 
independent living for students and youth with disabilities;
    (6) Describe how it will ensure that annual project progress toward 
meeting project goals is posted on the project website; and
    (7) 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 
with knowledge and experience in IDEA transition services, VR services 
including pre-ETS, CTE participation, and underserved students and 
youth with disabilities. 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, a failure to make substantial progress, or a 
failure to maintain

[[Page 3814]]

financial and administrative management systems that meet the 
requirements in 2 CFR 200.302, Financial management, and 200.303, 
Internal controls. The Department intends to closely monitor 
unobligated balances and substantial progress under this program and 
may reduce or discontinue funding accordingly.
    Absolute Priority 2: National Technical Assistance Center on 
Transition for Students and Youth with Disabilities--Vocational 
Rehabilitation Demonstration and Training Program.
    Projects that are designed to include initiatives focused on 
improving transition from education, including postsecondary education, 
to employment, particularly in competitive integrated employment, for 
youth who are individuals with significant disabilities and address the 
needs of underserved populations, unserved and underserved areas, 
individuals with significant disabilities, low-incidence disability 
population or individuals residing in federally designated empowerment 
zones and enterprise communities.

References:

National Center for Education Statistics (NCES). (2024a). High 
school graduation rates. Condition of education. U.S. Department of 
Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/coi.
National Center for Education Statistics (NCES). (2024b). Status 
dropout rates. Condition of education. U.S. Department of Education, 
Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/coj.
National Technical Assistance Center on Transition: The 
Collaborative. (2022). Effective practices in secondary transition: 
Operational definitions. Authors: D. Rowe, C.Y. Alverson, S. 
Kwiatek, C.H. Fowler, J.N. Vicchio, J.G. Rousey, & V.L. Mazzotti. 
https://transitionta.org/wp-content/uploads/docs/Updated_EBP_Definitions_June_2022.pdf.
Office of Special Education and Rehabilitative Services. (2022). 
Rehabilitation Services Administration report for fiscal year 2017-
2020: Report on Federal action under the Rehabilitation Act of 1973. 
https://rsa.ed.gov/sites/default/files/publications/ARC%20to%20Congress/RSA%20Report%20for%20FFY%202017_2020%20(May%2019%2C%202022).pdf.
Rowe, D.A., Carter, E., Gajjar, S., Maves, E.A., & Wall, J. C. 
(2020). Supporting strong transitions remotely: Considerations and 
complexities for rural communities during COVID-19. Rural Special 
Education Quarterly, 39(4), 220-232. https://doi.org/10.1177/8756870520958199.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities. Section 
681(d) of IDEA, however, makes the public comment requirements of the 
APA inapplicable to Absolute Priority 1; Absolute Priority 2 is from 
the program statute.
    Program Authority: 20 U.S.C. 1463 and 1481; 29 U.S.C. 709(c) and 
773(b).
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget (OMB) 
Guidelines to Agencies on Governmentwide Debarment and Suspension 
(Nonprocurement) in 2 CFR part 180, as adopted and amended as 
regulations of the Department in 2 CFR part 3485. (c) The Guidance for 
Federal Financial Assistance in 2 CFR part 200, as adopted and amended 
as regulations of the Department in 2 CFR part 3474.
    Note: As of October 1, 2024, grant applicants must follow the 
provisions stated in the OMB Guidance for Federal Financial Assistance 
(89 FR 30046, April 22, 2024) when preparing an application. For more 
information about these regulations please visit: www.cfo.gov/resources-coffa/uniform-guidance/.
    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $4,099,988.
    The Administration has requested $39,345,000 for the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities program for FY 2025, of which we intend to 
use an estimated $2,099,988 for this competition. The actual level of 
funding, if any, depends on final congressional action. However, we are 
inviting applications to allow enough time to complete the grant 
process if Congress appropriates funds for this program.
    The Administration has requested $11,796,000 for the RSA 
Demonstration and Training program for FY 2025, of which we intend to 
use an estimated $2,000,000 for this competition. The actual level of 
funding, if any, depends on final congressional action. However, we are 
inviting applications to allow enough time to complete the grant 
process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2026 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $4,099,998 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; State lead agencies under Part C of 
the IDEA; LEAs, including public charter schools that are considered 
LEAs under State law; IHEs; other public agencies; private nonprofit 
organizations; freely associated States and outlying areas; Indian 
Tribes or Tribal organizations; and for-profit organizations.
    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 www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Guidance 
for Federal Financial Assistance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants--to directly carry out project 
activities described in its application under Absolute Priority 1--to 
the following types of entities: IHEs, nonprofit organizations suitable 
to carry out the activities proposed in the application, and other 
public agencies. The grantee may award subgrants to entities it has 
identified in an approved application or that it selects through a 
competition under procedures established by the grantee, consistent 
with 34 CFR 75.708(b)(2).
    A grantee may not make a subgrant to carry out project activities 
described in

[[Page 3815]]

its application under Absolute Priority 2. However, a grantee may 
contract for supplies, equipment, and other services, in accordance 
with 2 CFR part 200 (Guidance for Federal Financial Assistance) as 
adopted at 2 CFR part 3474, consistent with 34 CFR 373.23(b).
    4. Other General Requirements:
    (a) Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to Absolute Priority 
1, involve individuals with disabilities, or parents of individuals 
with disabilities ages birth through 26, in planning, implementing, and 
evaluating the project (see section 682(a)(1)(A) of IDEA).
    (c) Recipients of funding must, with respect to the aspects of 
their proposed project relating to Absolute Priority 2, (1) ensure 
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 disabilities; (2) 
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 disabilities; (3) advise 
individuals with disabilities who are applicants for or recipients of 
the services, or the applicants' representatives or the individuals' 
representatives, of the availability and purposes of the Client 
Assistance Program, including information on means of seeking 
assistance under that program; and (4) provide, through a careful 
appraisal and study, an assessment and evaluation of the project that 
indicates the significance or worth of processes, methodologies, and 
practices implemented by the project. (34 CFR 373.23(a)).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 23, 2024 (89 FR 104528), and available at https://www.federalregister.gov/documents/2024/12/23/2024-30488/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 70 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     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.
     Use a font that is 12 point or larger.
     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 significance of the problem or issue as it affects 
educational access and opportunity, including the underlying or related 
challenges for underserved populations.
    (ii) The extent to which the proposed project is likely to build 
local, State, regional, or national capacity to provide, improve, 
sustain, or expand training or services that address the needs of 
underserved populations.
    (iii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project, especially contributions toward 
improving teaching practice and student learning and achievement.
    (iv) The potential contribution of the proposed project to improve 
the provision of rehabilitative services, increase the number or 
quality of rehabilitation counselors, or develop and implement 
effective strategies for providing VR services to individuals with 
disabilities.
    (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 equitable and adequate access 
and participation for project participants who experience barriers 
based on one or more of the following: economic disadvantage; gender; 
race; ethnicity; color; national origin; disability; age; language; 
migration; living in a rural location; experiencing homelessness or 
housing insecurity; involvement with the justice system; pregnancy, 
parenting, or caregiver status; and sexual orientation. This 
determination includes the steps developed and described in the form 
Equity For Students, Teachers, And Other Program Beneficiaries (OMB 
Control No. 1894-0005) (section 427 of the General Education Provisions 
Act (20 U.S.C. 1228a)).
    (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, measurable, and 
ambitious yet achievable within the project period, and aligned with 
the purposes of the grant program.
    (ii) The extent to which the services to be provided by the 
proposed project were determined with input from the community to be 
served to ensure that they are appropriate and responsive to the needs 
of the intended recipients or beneficiaries, including underserved 
populations, of those services.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge and an evidence-based 
project component.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and

[[Page 3816]]

duration to build recipient and project capacity in ways that lead to 
improvements in practice among the recipients of those services.
    (v) The extent to which the 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 or other evidence-building 
(20 points).
    (1) The Secretary considers the quality of the evaluation or other 
evidence-building of the proposed project.
    (2) In determining the quality of the evaluation or other evidence-
building, the Secretary considers the following factors:
    (i) The extent to which the methods of evaluation or other 
evidence-building are thorough, feasible, relevant, and appropriate to 
the goals, objectives, and outcomes of the proposed project.
    (ii) The extent to which the methods of evaluation or other 
evidence-building are appropriate to the context within which the 
project operates and the target population of the proposed project.
    (iii) The extent to which the methods of evaluation or other 
evidence-building will provide performance feedback and provide 
formative, diagnostic, or interim data that is a periodic assessment of 
progress toward achieving intended outcomes.
    (iv) The extent to which the methods of evaluation or other 
evidence-building include the use of objective performance measures 
that are clearly related to the intended outcomes of the project and 
will produce quality data that are quantitative and qualitative.
    (d) Adequacy of resources and quality of the 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 demonstrates that it has 
project personnel or a plan for hiring of personnel who are members of 
groups that have historically encountered barriers, or who have 
professional or personal experiences with barriers, based on one or 
more of the following: economic disadvantage; gender; race; ethnicity; 
color; national origin; disability; age; language; migration; living in 
a rural location; experiencing homelessness or housing insecurity; 
involvement with the justice system; pregnancy, parenting, or caregiver 
status; and sexual orientation.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the project director or principal 
investigator, when hired, has the qualifications required for the 
project, including formal training or work experience in fields related 
to the objectives of the project and experience in designing, managing, 
or implementing similar projects for the target population to be served 
by the project.
    (ii) The extent to which the key personnel in the project, when 
hired, have the qualifications required for the proposed project, 
including formal training or work experience in fields related to the 
objectives of the project, and represent or have lived experiences of 
the target population.
    (iii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors.
    (iv) The extent to which the evaluator has the qualifications, 
including the relevant training, experience, and independence, required 
to conduct an evaluation of the proposed project, including experience 
conducting evaluations of similar methodology as proposed and with 
evaluations for the proposed population and setting.
    (v) The adequacy of support for the project, including facilities, 
equipment, supplies, and other resources, from the applicant 
organization or the lead applicant organization.
    (vi) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (vii) The extent to which the budget is adequate to support the 
proposed project and the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (viii) The extent to which the budget is adequate to support the 
proposed project and the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project.
    (e) Quality of the management plan (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 feasibility of the management plan to achieve project 
objectives and goals on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (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 and 
accessible products and services from the proposed project for the 
target population.
    (iv) How the applicant will ensure that a diversity of 
perspectives, including those from underserved populations, are brought 
to bear in the design, implementation, operation, evaluation, and 
improvement of the proposed project, including those of parents, 
educators, community-based organizations, civil rights organizations, 
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).
    In the event there are two or more applications with the same final 
score, and there are insufficient funds to fully support each of these 
applications, the scores under selection criterion (b) Quality of 
project services will be used as a tiebreaker. If the scores remain 
tied, then the scores under selection criterion (d) Adequacy of 
resources and quality of the project personnel will be used to break 
the tie.
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department

[[Page 3817]]

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.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN), or we may send you an email containing a link to 
access an electronic version of your GAN. We also may notify you 
informally.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee 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 Department reporting 
under 34 CFR 75.110, the Department has established a set of 
performance measures including long-term measures that are designed to 
yield information on various aspects of the effectiveness and quality 
of the Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities program. These measures are:
     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.
     Program Performance Measure #2: The percentage of 
Technical Assistance and Dissemination products and services deemed by 
an independent review panel of qualified experts to be of high 
relevance to educational and early intervention policy or practice.
     Program Performance Measure #3: The percentage of all 
Technical Assistance and Dissemination products and services deemed by 
an independent review panel of qualified experts to be useful in 
improving educational or early intervention policy or practice.
     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.
     Long-term Program Performance Measure (applies to Absolute 
Priority 1 only): The percentage of States receiving Special Education 
Technical Assistance and Dissemination services regarding 
scientifically or evidence-based practices for infants, toddlers, 
children, and youth with disabilities that successfully promote the 
implementation of those practices in school districts and service 
agencies.
    The measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP and RSA.
    Grantees will be required to report information on their project's 
performance in annual and final

[[Page 3818]]

performance reports to the Department (34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the project meet needs identified by 
stakeholders and may require the project to report on such alignment in 
its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

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

Glenna Wright-Gallo,
Assistant Secretary for the Office of Special Education and 
Rehabilitative Services.
[FR Doc. 2025-00691 Filed 1-14-25; 8:45 am]
BILLING CODE 4000-01-P
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