Federal Register / Vol. 86, No. 148 / Thursday, August 5, 2021 / Notices 42801 

1A. Migliore, J. Butterworth, and D. Hart, Fast 

facts: Postsecondary education and employment 

outcomes for youth with intellectual disabilities 

(No. 1). Boston: Institute for Community Inclusion. 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Postsecondary Programs for Students 

with Intellectual Disabilities–National 

Technical Assistance and 

Dissemination Center Program 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications (NIA) for a new award for 

fiscal year (FY) 2021 for the 

Postsecondary Programs for Students 

with Intellectual Disabilities–National 

Technical Assistance and Dissemination 

Center (PPSID–NTAD) program, 

Assistance Listing Number 84.407C. 

This notice relates to the approved 

information collection under OMB 

control number 1894–0006. 

DATES: Applications available: August 5, 

2021. 

Deadline for transmittal of 

applications: September 7, 2021. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768), and available at 

www.govinfo.gov/content/pkg/FR-2019- 

02-13/pdf/2019-02206.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Shedita Alston, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 2B194, Washington, DC 20202– 

4260. Telephone: (202) 453–7090. 

Email: Shedita.Alston@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: The 

Postsecondary Programs for Students 

with Intellectual Disabilities-National 

Technical Assistance and Dissemination 

Center (PPSID–NTAD) program 

provides for the establishment of a 

technical assistance center to translate 

and disseminate research and best 

practices for all institutions of higher 

education (IHEs), including those not 

participating in the Transition and 

Postsecondary Programs for Students 

with Intellectual Disabilities (TPSID) 

program, for improving inclusive 

postsecondary education for students 

with intellectual disabilities (SWIDs). 

This center will help ensure that 

knowledge and products gained through 

research will reach more IHEs and 

students and improve postsecondary 

educational opportunities SWIDs. 

Background: Historically in the 

United States, the education, 

employment, and independent living 

outcomes for individuals with 

intellectual disabilities have lagged that 

of students without disabilities. 

According to Migliore, Butterworth, and 

Hart (2009), SWIDs have the lowest 

rates of education, work, or preparation 

for work after high school of all 

disability groups.1 Since 2010, through 

the grants that the Department has 

awarded under the TPSID program, we 

have seen improvements in services for 

students with disabilities, including 

institutions of higher education more 

frequently offering specially designed 

instruction in inclusive and integrated 

settings to support improved academic, 

functional, and social outcomes, which, 

in turn, lead to improved employment 

and independent living outcomes. 

The Department is particularly 

interested in broadening the 

dissemination of information that is 

based on the work that has been 

completed by projects that were funded 

under the TPSID program (Assistance 

Listing Number 84.407A). The 

Department seeks to assist other IHEs in 

learning about high-impact practices for 

these students and sharing them with 

the widest audience possible, including 

other colleges and universities, local 

educational agencies (LEAs), families 

and students, and other stakeholders 

who may be interested in developing, 

expanding, or improving inclusive 

higher education for SWIDs. Through 

the dissemination of such information, 

including research and promising 

practices in the field of postsecondary 

education for SWIDs, the PPSID–NTAD 

program seeks to better support 

comprehensive transition and 

postsecondary education programs 

across the country (including those 

funded under the TPSID program) as 

they work to increase the number of 

individuals with intellectual disabilities 

who are academically, functionally, and 

socially prepared to obtain and retain 

competitive employment in integrated 

settings and to live independently as 

full and active members of their 

communities. 

Priorities: This notice contains one 

absolute priority and one competitive 

preference priority. We are establishing 

these priorities for the FY 2021 grant 

competition and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition in accordance with section 

437(d)(1) of the General Education 

Provisions Act (GEPA), 20 U.S.C. 1232 

(d)(1). 

Absolute Priority: For FY 2021 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3) we consider only 

applications that meet this priority. 

This absolute priority is: 

The purpose of this priority is to fund 

a cooperative agreement to establish and 

operate a National Technical Assistance 

Center for Postsecondary Programs for 

Students with Intellectual Disabilities 

(Center). This Center will translate and 

disseminate to institutions of higher 

education (IHEs) research and best 

practices for improving inclusive 

postsecondary education for (SWIDs). 

The Center must be designed to 

achieve, at a minimum, the following 

expected outcomes: 

(a) Increased accessibility to 

postsecondary education courses, 

including courses conducted in-person 

and through remote learning, for SWIDs. 

(b) Increased participation of SWIDs 

in the same curriculum offered to 

matriculating college students without 

intellectual disabilities. 

(c) Increased availability for SWIDs of 

the same campus services and events 

offered to matriculating students 

without intellectual disabilities (such as 

academic and career advising, oncampus residential living that is not 

restricted to matriculating college 

students, employment, and student 

orientation). 

(d) An increased number of IHEs 

offering comprehensive transition 

programs (CTPs) for SWIDs. 

(e) An increased number of SWIDs 

obtaining a meaningful postsecondary 

credential each year. 

In responding to this priority, the 

applicant must describe— 

(a) How the Center will translate and 

disseminate to all IHEs, including those 

not participating in the TPSID program 

and those not currently offering 

Comprehensive Transition Programs, 

research and best practices for 

improving inclusive postsecondary 

education for SWIDs; 

(b) How the Center will assist IHEs, 

including IHEs that do not currently 

have CTPs, in the development, 

evaluation, and continuous 

improvement of such programs; 


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(c) How the Center will assist IHEs in 

the expansion of inclusive practices for 

SWIDs across a wide range of academic 

programs; 

(d) How the Center will promote 

improved academic, social, independent 

living, and self-advocacy outcomes for 

SWIDs; 

(e) How the Center will increase the 

capacity of faculty, campus service 

providers, and families to meet the 

needs of SWIDs; and 

(f) How the Center will coordinate 

with other federally funded technical 

assistance centers to avoid duplication 

of activities. 

Competitive Preference Priority: For 

FY 2021 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, this priority is a 

competitive preference priority. Under 

34 CFR 75.105(c)(2)(i), we award up to 

an additional six points to an 

application, depending on how well the 

application meets this priority. 

This priority is: 

Projects designed to develop and 

sustain partnerships between IHEs, 

businesses, LEAs, vocational 

rehabilitation agencies, communitybased organizations, or other non-profit 

organizations to support improved 

academic, social, independent living, 

and self-advocacy outcomes for SWIDs. 

Definitions: The following definitions 

apply to this competition. We are 

establishing the definition of ‘‘remote 

learning’’ in this notice for the FY 2021 

grant competition and any subsequent 

year in which we make awards from the 

list of unfunded applications from this 

competition, in accordance with section 

437(d)(1) of GEPA. The definitions of 

‘‘comprehensive transition and 

postsecondary program for students 

with intellectual disabilities’’ and 

‘‘student with an intellectual disability’’ 

are from section 760 of the Higher 

Education Act of 1965, as amended 

(HEA) (20 U.S.C. 1140). The definition 

of ‘‘institution of higher education’’ is 

from section 101 of the HEA (20 U.S.C. 

1001). The term ‘‘cooperative 

agreement’’ is from 2 CFR 200.24. 

Comprehensive transition and 

postsecondary program for students 

with intellectual disabilities means a 

degree, certificate, or nondegree 

program that— 

(1) Is offered by an IHE; 

(2) Is designed to support SWIDs who 

are seeking to continue academic, career 

and technical, and independent living 

instruction at an IHE in order to prepare 

for gainful employment; 

(3) Includes an advising and 

curriculum structure; 

(4) Requires SWIDs to participate on 

not less than a half-time basis as 

determined by the institution, with such 

participation focusing on academic 

components, and occurring through one 

or more of the following activities: 

(i) Regular enrollment in creditbearing courses with nondisabled 

students offered by the institution. 

(ii) Auditing or participating in 

courses with nondisabled students 

offered by the institution for which the 

student does not receive regular 

academic credit. 

(iii) Enrollment in noncredit-bearing, 

nondegree courses with nondisabled 

students. 

(iv) Participation in internships or 

work-based training in settings with 

nondisabled individuals; and 

(5) Requires SWIDs to be socially and 

academically integrated with nondisabled students to the maximum 

extent possible. 

Cooperative agreement means a legal 

instrument of financial assistance 

between a Federal awarding agency and 

a recipient or a pass-through entity and 

a subrecipient that, consistent with 31 

U.S.C. 6302–6305: 

(1) Is used to enter into a relationship 

the principal purpose of which is to 

transfer anything of value to carry out a 

public purpose authorized by a law of 

the United States (see 31 U.S.C. 

6101(3)); and not to acquire property or 

services for the Federal Government or 

pass-through entity’s direct benefit or 

use; 

(2) Is distinguished from a grant in 

that it provides for substantial 

involvement of the Federal awarding 

agency in carrying out the activity 

contemplated by the Federal award. 

(3) The term does not include: 

(i) A cooperative research and 

development agreement as defined in 15 

U.S.C. 3710a; or 

(ii) An agreement that provides only: 

(A) Direct United States Government 

cash assistance to an individual; 

(B) A subsidy; 

(C) A loan; 

(D) A loan guarantee; or 

(E) Insurance. 

Institution of higher education— 

(1) Means an educational institution 

in any State that— 

(i) Admits as regular students only 

persons having a certificate of 

graduation from a school providing 

secondary education, or the recognized 

equivalent of such a certificate, or 

persons who meet the requirements of 

section 484(d) of the HEA; 

(ii) Is legally authorized within such 

State to provide a program of education 

beyond secondary education; 

(iii) Provides an educational program 

for which the institution awards a 

bachelor’s degree or provides not less 

than a 2-year program that is acceptable 

for full credit toward such a degree, or 

awards a degree that is acceptable for 

admission to a graduate or professional 

degree program, subject to review and 

approval by the Secretary; 

(iv) Is a public or other nonprofit 

institution; and 

(v) Is accredited by a nationally 

recognized accrediting agency or 

association, or if not so accredited, is an 

institution that has been granted preaccreditation status by such an agency 

or association that has been recognized 

by the Secretary for the granting of preaccreditation status, and the Secretary 

has determined that there is satisfactory 

assurance that the institution will meet 

the accreditation standards of such an 

agency or association within a 

reasonable time. 

(2) Additional institutions included 

for the purposes of the HEA, other than 

title IV. The term ‘‘institution of higher 

education’’ also includes— 

(i) Any school that provides not less 

than a 1-year program of training to 

prepare students for gainful 

employment in a recognized occupation 

and that meets the provision of 

paragraphs (i), (ii), (iv), and (v) of 

paragraph (1); and 

(ii) A public or nonprofit private 

educational institution in any State that, 

in lieu of the requirement in paragraph 

(1)(i), admits as regular students 

individuals— 

(A) Who are beyond the age of 

compulsory school attendance in the 

State in which the institution is located; 

or 

(B) Who will be dually or 

concurrently enrolled in the institution 

and a secondary school. 

Remote learning means programming 

where at least part of the learning occurs 

away from the physical building in a 

manner that addresses a learner’s 

education needs. Remote learning may 

include online, hybrid/blended 

learning, or non-technology-based 

learning (e.g., lab kits, project supplies, 

paper packets). 

Student with an intellectual disability 

means a student— 

(1) With a cognitive impairment, 

characterized by significant limitations 

in— 

(i) Intellectual and cognitive 

functioning; and 

(ii) Adaptive behavior as expressed in 

conceptual, social, and practical 

adaptive skills; and 

(2) Who is currently, or was formerly, 

eligible for a free appropriate public 

education under the Individuals with 

Disabilities Education Act. 


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Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 

(5 U.S.C. 553), the Department generally 

offers interested parties the opportunity 

to comment on proposed priorities. 

Section 437(d)(1) of GEPA, however, 

allows the Secretary to exempt from 

rulemaking requirements regulations 

governing the first grant competition 

under a new or substantially revised 

program authority. To ensure timely 

grant awards, the Secretary has decided 

to forgo public comment on the 

priorities and definitions under section 

437(d)(1) of GEPA. These priorities and 

definitions will apply to the FY 2021 

grant competition and any subsequent 

year in which we make awards from the 

list of unfunded applications from this 

competition. 

Program Authority: Departments of 

Labor, Health and Human Services, and 

Education and Related Agencies 

Appropriations Act, 2021, H.R. 7614, 

116th Congress (2020); the explanatory 

statement accompanying H.R. 7614, 

Congressional Record, December 21, 

2020, H8635. 

Note: Projects will be awarded and must be 

operated in a manner consistent with the 

nondiscrimination requirements contained in 

the Federal civil rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 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 

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 86 

apply to institutions of higher education 

only. 

II. Award Information 

Type of Award: Cooperative 

agreement. 

Estimated Available Funds: 

$1,980,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent years from the list of 

unfunded applications from this 

competition. 

Estimated Average Size of Award: 

$1,980,000. 

Maximum Award: We will not make 

an award exceeding $1,980,000 for a 

project 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 36 months. 

III. Eligibility Information 

1. Eligible Applicants: We are 

establishing the following eligibility 

requirement for the FY 2021 grant 

competition and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, in accordance with section 

437(d) (1) of GEPA. To be eligible to 

apply for a grant under this competition, 

the applicant must be an entity, or 

partnership of entities, that has 

demonstrated expertise in the fields of— 

(a) Higher education; 

(b) The education of SWIDS; 

(c) The development of 

comprehensive transition and 

postsecondary programs for students 

SWIDs; and 

(d) Evaluation and technical 

assistance. 

2. a. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

b. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

c. Indirect Cost Rate Information: This 

program uses a restricted indirect cost 

rate. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see 

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

February 13, 2019 (84 FR 3768), and 

available at www.govinfo.gov/content/ 

pkg/FR-2019-02-13/pdf/2019-02206.pdf, 

which contains requirements and 

information on how to submit an 

application. 

2. Intergovernmental Review: This 

program 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 September 

30, 2021. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to no 

more than 50 pages and (2) use the 

following standards: 

• 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, 

references, and captions as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger, and no smaller than 10 pitch 

(characters per inch). 

• 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 one-page abstract. 

However, the recommended page limit 

does apply to all the application 

narrative. 

Note: The Budget Information-NonConstruction Programs Form (ED 524) 

Sections A–C are not the same as the 

narrative response to the Budget section of 

the selection criteria. 

V. Application Review Information 

1. Selection Criteria: The following 

selection criteria for this program are 

from 34 CFR 75.210. The points 

assigned to each criterion are indicated 

in parentheses. Applicants may earn up 

to a total of 100 points for the selection 

criteria and up to six additional points 

for the competitive preference priority. 

(a) Need for project. (up to 10 points) 

(1) The Secretary considers the need 

for the proposed project. 

(2) In determining the need for the 

proposed project, the Secretary 

considers the following factors: 

(i) The magnitude or severity of the 

problem to be addressed by the 

proposed project. 

(ii) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 


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nature and magnitude of those gaps or 

weaknesses. 

(b) Significance. (up to 10 points) 

(1) The Secretary considers the 

significance of the proposed project. 

(2) In determining the significance of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which the results of 

the proposed project are to be 

disseminated in ways that will enable 

others to use the information or 

strategies. 

(ii) The extent to which the proposed 

project involves the development or 

demonstration of promising new 

strategies that build on, or are 

alternatives to, existing strategies. 

(c) Quality of the project design. (up 

to 15 points) 

(1) The Secretary considers the 

quality of the design of the proposed 

project. 

(2) In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which the design of 

the proposed project is appropriate to, 

and will successfully address, the needs 

of the target population or other 

identified needs. 

(ii) The extent to which the design of 

the proposed project includes a 

thorough, high-quality review of the 

relevant literature, a high-quality plan 

for project implementation, and the use 

of appropriate methodological tools to 

ensure successful achievement of 

project objectives. 

(iii) The extent to which the design of 

the proposed project reflects up-to-date 

knowledge from research and effective 

practice. 

(d) Quality of project services. (up to 

15 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 likelihood that the services to 

be provided by the proposed project 

will lead to improvements in the skills 

necessary to gain employment or build 

capacity for independent living. 

(iii) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. 

(e) Quality of project personnel. (up to 

10 points) 

(1) The Secretary considers the 

quality of the personnel who will carry 

out the proposed project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age, or disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of the 

project director or principal 

investigator. 

(ii) The qualifications, including 

relevant training and experience, of key 

project personnel. 

(f) Adequacy of resources. (up to 20 

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 adequacy of support, including 

facilities, equipment, supplies, and 

other resources, from the applicant 

organization or the lead applicant 

organization. 

(ii) The extent to which the budget is 

adequate to support the proposed 

project. 

(iii) The extent to which the costs are 

reasonable in relation to the number of 

persons to be served and to the 

anticipated results and benefits. 

(iv) The potential for continued 

support of the project after Federal 

funding ends, including, as appropriate, 

the demonstrated commitment of 

appropriate entities to such support. 

(g) Quality of the project evaluation. 

(up to 20 points) 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

project evaluation to be conducted of 

the proposed project, the Secretary 

considers the following factors: 

(i) The extent to which the methods 

of evaluation provide for examining the 

effectiveness of project implementation 

strategies. 

(ii) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible. 

(iii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress towards 

achieving intended outcomes. 

(iv) The extent to which the 

evaluation will provide guidance about 

effective strategies suitable for 

replication or testing in other settings. 

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 also 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). 

A panel of three non-Federal 

reviewers will review and score each 

application in accordance with the 

selection criteria. A rank order funding 

slate will be made from this review. An 

award will be made in rank order 

according to the average score received 

from the combined peer review and 

competitive preference priority point 

grand total. 

In a tie-breaking situation under this 

program, if a tie remains after applying 

any additional points from the 

competitive preference priority, 

preference will be given to the applicant 

with the highest score under the 

‘‘Quality of the Project Design’’ 

criterion. If there is still a tie after 

implementing the first tiebreaker, 

preference will be given to the applicant 

with the highest score under the 

‘‘Quality of the Project Services’’ 

criterion. If there is still a tie after 

applying the secondary tiebreaker, 

preference will be given to the applicant 

with the highest score on the ‘‘Quality 

of Management Plan’’ selection 

criterion. 

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this program, the Department conducts 


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a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions and, under 2 CFR 3474.10, in 

appropriate circumstances, high-risk 

conditions on a grant if the applicant or 

grantee is not financially stable; has a 

history of unsatisfactory performance; 

has a financial or other management 

system that does not meet the standards 

in 2 CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

CFR 200.206(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

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). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee that is 

awarded competitive grant funds must 

have a plan to disseminate these public 

grant deliverables. This dissemination 

plan can be developed and submitted 

after your application has been 

reviewed and selected for funding. For 

additional information on the open 

licensing requirements, please refer to 2 

CFR 3474.20. 

4. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

5. Performance Measures: The 

Government Performance and Results 

Act of 1993 directs Federal departments 

and agencies to improve the 

effectiveness of their programs by 

engaging in strategic planning, setting 

outcome-related goals for programs, and 

measuring program results against those 

goals. To assess the success of the 

grantee in meeting these goals, the 

Secretary has established the following 

two performance measures for annually 

assessing the effectiveness of the 

PPSID–NTAD program: 

(a) The percentage of inclusive 

comprehensive transition and 

postsecondary programs SWIDs assisted 

by the Center that use the technical 

assistance and/or best practices 

knowledge disseminated by the Center; 

and 

(b) The percentage of SWIDs who are 

enrolled in programs assisted by the 

Center who complete the programs and 

obtain a meaningful credential, as 

defined by the Center and supported 

through empirical evidence. 


khammond on DSKJM1Z7X2PROD with NOTICES
42806 Federal Register / Vol. 86, No. 148 / Thursday, August 5, 2021 / Notices 

1For the purposes of this priority, the term 

‘‘interim assessments’’ refer to assessments that are 

administered several times during a school year to 

measure progress. Another term that is sometimes 

used to describe these assessments is ‘‘formative 

assessments.’’ 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or another accessible 

format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF, you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Michelle Asha Cooper, 

Acting Assistant Secretary for Postsecondary 

Education. 

[FR Doc. 2021–16832 Filed 8–4–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities and Technical Assistance 

on State Data Collection—National 

Assessment Center 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for a new award for fiscal 

year (FY) 2021 for a National 

Assessment Center, Assistance Listing 

Number 84.326G. This notice relates to 

the approved information collection 

under OMB control number 1820–0028. 

DATES:

Applications available: August 5, 

2021. 

Deadline for transmittal of 

applications: September 7, 2021. 

Pre-application webinar information: 

No later than August 10, 2021, the 

Office of Special Education Programs 

(OSEP) will post a pre-recorded 

informational webinar designed to 

provide technical assistance (TA) to 

interested applicants. The webinar may 

be found at www2.ed.gov/fund/grant/ 

apply/osep/new-osep-grants.html. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768), and available at 

www.govinfo.gov/content/pkg/FR-2019- 

02-13/pdf/2019-02206.pdf. 

FOR FURTHER INFORMATION CONTACT: 

David Egnor, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5163, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–7334 or (202) 

856–6409. Email: David.Egnor@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 Programs: 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 Technical Assistance on 

State Data Collection program is to 

improve the capacity of States to meet 

the Individuals with Disabilities 

Education Act (IDEA) data collection 

and reporting requirements. 

Priorities: This notice contains two 

absolute priorities. In accordance with 

34 CFR 75.105(b)(2)(v), Absolute 

Priority 1 is from allowable activities 

specified or otherwise authorized in the 

IDEA (see sections 663 and 681(d) of the 

IDEA, 20 U.S.C. 1463 and 1481(d)). 

Absolute Priority 2 is from the notice of 

final priority (NFP) for the Technical 

Assistance on State Data Collection 

Program—Targeted and Intensive 

Technical Assistance to States on the 

Analysis and Use of Diagnostic, Interim, 

and Summative Assessment Data to 

Support Implementation of States’ 

Identified Measurable Result(s) 

published elsewhere in this issue of the 

Federal Register. 

Absolute Priorities: For FY 2021 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. 

These priorities are: 

Priority 1: Technical Assistance and 

Dissemination to Improve Services and 

Results for Children with Disabilities— 

National Assessment Center. 

Background: 

Section 612(a)(16) of the IDEA 

requires that all students with 

disabilities are included in all general 

State and districtwide assessments, 

including assessments described under 

section 1111 of the Elementary and 

Secondary Education Act of 1965, as 

amended (ESEA), with appropriate 

accommodations and alternate 

assessments where necessary and as 

indicated in their respective 

individualized education programs 

(IEPs). In accordance with Federal law, 

there are several ways for students with 

disabilities to participate appropriately 

in State and districtwide assessments: 

General assessments (with or without 

accommodations), alternate assessments 

based on grade-level academic 

achievement standards, and alternate 

assessments based on alternate 

academic achievement standards for 

students with the most significant 

cognitive disabilities. 

Despite the progress State educational 

agencies (SEAs) and local educational 

agencies (LEAs) have made in including 

students with disabilities in assessments 

and accountability systems, SEAs and 

LEAs continue to face challenges, such 

as (1) integrating data from dissimilar 

tests (e.g., general without 

accommodations, general with 

accommodations, alternate) into a single 

accountability system; (2) developing 

consistent SEA and LEA policies on 

assessment accommodations that 

provide maximum accessibility while 

maintaining test reliability and validity; 

(3) analyzing and using diagnostic, 

interim,1 and summative assessment 

data to improve instruction, learning, 


khammond on DSKJM1Z7X2PROD with NOTICES