Applications for New Awards; Educational Technology, Media, and Materials for Individuals With Disabilities-National Center on Accessible Educational Materials for Learning, 37633-37641 [2019-16354]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 84, Number 148 (Thursday, August 1, 2019)]
[Notices]
[Pages 37633-37641]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2019-16354]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Educational Technology, Media, and 
Materials for Individuals With Disabilities--National Center on 
Accessible Educational Materials for Learning

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

ACTION: Notice.

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SUMMARY: The mission of the Office of Special Education and 
Rehabilitative Services (OSERS) is to improve early childhood, 
educational, and employment outcomes and raise expectations for all 
people with disabilities, their families, their communities, and the 
Nation. As such, we are issuing a notice inviting applications for new 
awards for fiscal year (FY) 2019 for Educational Technology, Media, and 
Materials for Individuals with Disabilities--National Center on 
Accessible Educational Materials for Learning, Catalog of Federal 
Domestic Assistance (CFDA) number 84.327Z. This notice relates to the 
approved information collection under OMB control number 1820-0028.

DATES: Applications Available: August 1, 2019.
    Deadline for Transmittal of Applications: September 3, 2019.
    Pre-Application Webinar Information: No later than August 6, 2019, 
OSERS will post pre-recorded informational webinars designed to provide 
technical assistance (TA) to interested applicants. The webinars may be 
found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.
    Pre-Application Q & A Blog: No later than August 6, 2019, OSERS 
will open a blog where interested applicants may post questions about 
the application requirements for this competition and where OSERS will 
post answers to the questions received. OSERS will not respond to 
questions unrelated to the application requirements for this 
competition. The blog may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html and will remain open until August 20, 2019. 
After the blog closes, applicants should direct questions to the person 
listed under FOR FURTHER INFORMATION CONTACT.

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

[[Page 37634]]

www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Tara Courchaine, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5054E, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6462. Email: 
[email protected].
    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 purposes of the Educational Technology, 
Media, and Materials for Individuals with Disabilities Program are to 
(1) improve results for children with disabilities by promoting the 
development, demonstration, and use of technology; (2) support 
educational activities designed to be of educational value in the 
classroom for children with disabilities; (3) provide support for 
captioning and video description that is appropriate for use in the 
classroom; and (4) provide accessible educational materials (AEM) to 
children with disabilities in a timely manner.\1\
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    \1\ Applicants should note that other laws, including the 
Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.; 28 
CFR part 35) and section 504 of the Rehabilitation Act of 1973 (29 
U.S.C. 794; 34 CFR part 104), may require that State educational 
agencies and local educational agencies provide captioning, video 
description, and other accessible educational materials to children 
with disabilities when such materials are necessary to provide 
children with disabilities with equally integrated and equally 
effective access to the benefits of the educational program or 
activity, or as part of a ``free appropriate public education'' as 
defined in the Department of Education's Section 504 regulation.
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    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in sections 674(b)(2) and 681(d) 
of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 
1400 et seq.).
    Absolute Priority: For FY 2019 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is: National Center on Accessible Educational 
Materials for Learning.
    Background: The purpose of this priority is to fund a cooperative 
agreement to establish and operate a National Center on Accessible 
Educational Materials for Learning (Center). The Center will work with 
State educational agencies (SEAs), local educational agencies (LEAs), 
and other stakeholders to improve the quality, availability, and timely 
delivery of AEM and related technologies for use by infants, toddlers, 
children, and youth with disabilities (hereafter referred to as 
``individuals with disabilities,'' which includes ``eligible persons'' 
who are blind, have a visual impairment or perceptual or reading 
disability or have a physical disability affecting their ability to 
read \2\). We intend the Center, in partnership with parents, families, 
and diverse stakeholders, to improve opportunities and raise 
expectations for individuals with disabilities to (1) participate in 
high-quality early learning programs, (2) meet high expectations 
through meaningful engagement and progress in the general education 
curriculum, (3) demonstrate improved outcomes on assessments, (4) meet 
State academic standards, and (5) transition to postsecondary education 
or the workforce. In short, we intend the Center to help address the 
complex issue of access to educational materials and the general 
education curriculum for individuals with disabilities.
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    \2\ The Marrakesh Treaty Implementation Act amended section 121 
of the Copyright Act to provide new terms and definitions. The 
Treaty updates beneficiaries in section 121 from ``blind or other 
persons with disabilities'' to ``eligible persons''. See 
www.copyright.gov/legislation/2018_marrakesh_faqs.pdf.
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    Under section 612(a)(1) of the IDEA, States must ensure that a free 
appropriate public education (FAPE) is made available to all children 
with disabilities. IDEA also requires that all children with 
disabilities are included in all general State and districtwide 
assessment programs (see section 612(a)(16)). Additionally, SEAs and 
LEAs are responsible for ensuring that individuals with disabilities 
who need instructional materials in accessible formats, but are not 
included under the definition of ``blind or other persons with print 
disabilities,'' \3\ receive AEM in a timely manner (34 CFR 
300.172(b)(3) and 300.210(b)(3); 20 U.S.C. 1412(a)(23) and 1413(a)(6)). 
Accessible educational materials and technologies enable individuals 
with disabilities to have access to, be involved in, and make progress 
in the general education curriculum (or for a preschool child, to 
participate in appropriate activities) and assessments.
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    \3\ The Library of Congress regulations (36 CFR 701.6(b)(1)) 
related to the Act to Provide Books for the Adult Blind (approved 
March 3, 1931, 2 U.S.C. 135a) provide that ``blind persons or other 
persons with print disabilities'' include: (i) Blind persons whose 
visual acuity, as determined by competent authority, is 20/200 or 
less in the better eye with correcting glasses, or whose widest 
diameter if visual field subtends an angular distance no greater 
than 20 degrees. (ii) Persons whose visual disability, with 
correction and regardless of optical measurement, is certified by 
competent authority as preventing the reading of standard printed 
material. (iii) Persons certified by competent authority as unable 
to read or unable to use standard printed material as a result of 
physical limitations. (iv) Persons certified by competent authority 
as having a reading disability resulting from organic dysfunction 
and of sufficient severity to prevent their reading printed material 
in a normal manner.
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    Over the past 15 years, the reliance on static print curricula and 
materials has shifted to digital resources, technologies, and open 
educational resources (OERs). Digital resources and technologies hold 
promise for personalized and enhanced learning for individuals with 
disabilities in education and workplace settings. However, when 
accessibility is not meaningfully considered during the creation, 
procurement, or curation \4\ process, these new technologies can become 
barriers to full access to the general education curriculum. This is 
also true for children required to use OERs or to access instruction 
through learning management systems.
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    \4\ ``Digital curation is the active involvement of information 
professionals in the management, including the preservation, of 
digital data for future use.'' See www.emeraldinsight.com/doi/abs/10.1108/10650750710831466.
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    Many OERs are in Portable Document Format (PDF), most of which do 
not meet basic standards for accessibility. Making PDF materials 
accessible involves the tedious process of rendering and reconstructing 
the materials. As a result, individuals with disabilities often do not 
receive materials in a timely manner, or use alternate materials that 
are different from materials available to their peers without 
disabilities. Also, far too often, they cannot use their accommodations 
or assistive technology (AT) on State-mandated tests due to issues with 
inoperability, privacy, and security concerns. These problems persist 
even when the AT is an approved device or resource. In addition, 
individuals responsible for the procurement and curation of materials 
are sometimes unaware of student accessibility needs and requirements, 
which may result in inappropriate purchases.
    Finally, children who require embossed braille to learn essential 
early literacy skills often cannot access interactive digital 
resources. Therefore, States, districts, and educators need support in 
developing strategies to help children who are blind, while maintaining 
equal access to high-quality educational materials.
    In order to provide equal access and support improved learning 
opportunities for all children, regardless

[[Page 37635]]

of ability or need, States, districts, postsecondary institutions, 
families, publishers, and other stakeholders will benefit from 
opportunities to increase their capacity to deliver high-quality AEM. 
State and local systems need TA to develop, procure, curate, and use 
AEM, including digital educational materials. The Center must be 
operated in a manner consistent with nondiscrimination requirements 
contained in the U.S. Constitution and Federal civil rights laws.

Priority

    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Center on Accessible Educational 
Materials for Learning (Center). Under this priority, the Center, at a 
minimum, must--
    (a) Provide TA to increase the capacity of SEAs, LEAs, 
stakeholders, and personnel in early learning programs, schools 
including public charter and nonpublic schools, institutions of higher 
education (IHEs), and workplaces to provide and support evidence-based 
practices \5\ and compliance training to use AEM and related 
technologies with individuals who need them to access instruction;
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    \5\ 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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    (b) Provide TA to SEAs and other stakeholders on accessibility 
requirements to increase the availability and use of OERs;
    (c) Provide TA to SEAs and LEAs on the procurement and curation of 
print, digital, and born accessible materials, including OERs;
    (d) Provide support on the use of AEM and related technologies with 
State-mandated assessments (including student privacy, 
interoperability, and the alignment of AEM used for daily instruction 
and high-stakes assessments);
    (e) Increase the capacity of educators to author accessible OERs 
for individuals with disabilities;
    (f) Connect resources and personnel for the blind and visually 
impaired to the broader AEM community, which includes individuals with 
high-incidence disabilities (e.g., learning disabilities, mild autism, 
or mild intellectual disability) and individuals who are deaf and hard 
of hearing, to align efforts \6\ and increase the use of accessible 
materials and resources in schools;
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    \6\ In most SEAs and LEAs, the individuals responsible for 
providing AEM to children are separated by disability type or need. 
For example, those responsible for providing AEM to blind and 
visually impaired children are different than those providing AEM to 
children who are deaf and hard of hearing, children with high-
incidence disabilities, or children with physical disabilities. 
These providers do not necessarily communicate and work gets done in 
parallel, rather than collaboratively.
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    (g) Increase publisher and vendor awareness of the need for 
accessible digital materials (including Web Content Accessibility 
Guidelines (WCAG) 2.0, World Wide Web Consortium (W3C) web standards, 
and voluntary product accessibility templates (VPATs));
    (h) Build the capacity of IHEs to include instruction on AEM and 
related technologies in their teacher and administrator preparation 
programs;
    (i) Recommend to the Office of Special Education Programs (OSEP) 
necessary revisions or updates to the technical specifications of the 
National Instructional Materials Accessibility Standard (NIMAS) to 
ensure that (1) the technical specifications are consistent with 
current industry standards, and (2) digital files can be easily and 
efficiently converted into accessible formats that meet the needs of 
eligible individuals; and
    (j) Collaborate with appropriate OSEP-funded projects related to 
the NIMAS, AEM, literacy, or reading to increase awareness of 
accessible materials.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority, which are:
    (a) Demonstrate, in the narrative section of the application under 
``Significance,'' how the proposed project will--
    (1) Address the need for AEM and related technologies to support 
equal opportunities in early learning programs, schools, IHEs, and 
workplaces. To meet this requirement the applicant must--
    (i) Present applicable national, State, regional, or local data 
demonstrating the need for AEM and related technologies in early 
learning programs, schools, IHEs, and workplaces for individuals with 
disabilities, including those who may be underserved; and
    (ii) Demonstrate knowledge of the following:
    (A) Benefits, services, or opportunities that are available through 
the use of AEM and related technologies in early learning programs, 
schools, IHEs, and workplaces that are fully accessible to individuals 
with disabilities, including those who may be underserved;
    (B) Standards and technical specifications for the preparation of 
electronic files and used for efficient conversion into accessible 
formats;
    (C) Accepted accessibility standards and industry-developed 
specifications for digital materials and technologies used in schools 
and workplaces;
    (D) Implications of being a #GoOpen \7\ State and considerations 
needed to ensure equal access to AEM and related technologies in a 
timely manner for individuals with disabilities; and
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    \7\ The Department's #GoOpen initiative supports States and 
districts in their use of openly licensed educational resources to 
transform teaching and learning. See https://tech.ed.gov/open/.
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    (E) TA resources available to stakeholders and personnel in early 
learning programs, schools, IHEs, and workplaces to support the design, 
development, maintenance, distribution, timely delivery, and use of AEM 
and related technologies, including AEM and related technologies that 
promote Science, Technology, Engineering, or Math (STEM) Education;
    (2) Increase the capacity of stakeholders to design, develop, 
maintain, and distribute AEM and related technologies that conform to 
current industry standards and, as appropriate, NIMAS. To address this 
requirement the applicant must--
    (i) Identify current policies, procedures, and practices used by 
early learning programs, schools, IHEs, workplaces, and other 
stakeholders to ensure the availability and use of AEM and related 
technologies;
    (ii) Identify systemic barriers, gaps, or challenges, including 
challenges with the use of OERs and interactive digital resources, 
faced by early learning programs, schools, IHEs, workplaces, and other 
stakeholders to ensure the availability and use of AEM and related 
technologies; and
    (iii) Identify the potential impact of the recent Marrakesh Treaty 
Implementation Act on the items in (i) and (ii) above;
    (3) Increase knowledge, using identified dissemination strategies, 
of SEAs, LEAs, and other stakeholders to develop, implement, and 
sustain efficient, unified procurement, curation, and distribution 
systems and improve existing systems to ensure the availability and use 
of AEM and related technologies in early learning programs, schools, 
IHEs, and workplaces.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have

[[Page 37636]]

traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that products and services meet the needs of the 
intended recipients of the grant (e.g., by creating materials in 
accessible formats);
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In Appendix A, the logic model \8\ 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;
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    \8\ Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to 
be critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
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    (3) Use a conceptual framework (and provide a copy in Appendix A) 
to develop project plans and activities describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework.

    Note:  The following websites provide more information on logic 
models and conceptual frameworks: www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

    (4) Be based on current research. To meet this requirement, the 
applicant must describe--
    (i) How the proposed project will align to current research, 
policies, and practices related to the benefits, services, or 
opportunities that are available through the use of AEM and related 
technologies in schools and workplaces;
    (ii) How the proposed project will further develop the AEM 
knowledge base;
    (iii) How the proposed project will support the alignment of the 
SEA distribution systems, including in States and LEAs that have 
committed to the Department's #GoOpen initiative, to ensure the 
quality, availability, and timely delivery of AEM and related 
technologies to individuals with disabilities, including those who may 
be underserved;
    (iv) Workplace policies, procedures, and practices for the adoption 
and implementation of accessible workplace technologies; and
    (v) The process the proposed project will use to incorporate 
current research and practices to guide the development and delivery of 
its products and services; and
    (5) Develop new products and services that are of high quality and 
sufficient intensity and meet current accessibility standards to 
achieve the intended outcomes of the proposed project. To address this 
requirement, the applicant must describe--
    (i) Its proposed activities to identify, develop, or expand the 
knowledge base of SEAs, LEAs, and other stakeholders on AEM and 
technologies in early learning programs, schools, and workplaces;
    (ii) Its proposed plan to identify dissemination strategies to 
ensure SEAs, LEAs, and other stakeholders have access to products and 
services;
    (iii) Its proposed plan to identify educational benefits, services, 
and opportunities for using AEM and related technologies in early 
learning programs, schools, IHEs, and workplaces;
    (iv) Its proposed plan to address gaps, challenges, or systemic 
barriers to, and critical components of, efficient, unified, and 
effective SEA distribution systems including issues around procurement 
and curation;
    (v) Its proposed plan to identify policies, procedures, and 
practices addressing accessible workplace technologies;
    (vi) Its proposed plan to identify technology design criteria that 
conform to accepted accessibility standards, NIMAS, and, when 
appropriate, widely used electronic publishing industry standards (EPUB 
accessibility, WCAG 2.0 AA, W3C web standards, VPATs);
    (vii) Its proposed approach to universal, general TA,\9\ including 
the number and type of intended recipients of the products and services 
under this approach. To address this requirement, the applicant must, 
at a minimum, describe--
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    \9\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's website by independent users. Brief communications by TA 
center staff with recipients, either by telephone or email, are also 
considered universal, general TA.
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    (A) The proposed project's plan to disseminate information gained 
from the knowledge development activities;
    (B) The intended recipients, including the type and number of 
recipients, that will receive the products and services under this 
approach;
    (C) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at the local level;
    (D) Its proposed plan to provide universal, general TA to meet the 
needs of multiple audiences (including SEAs, LEAs, early childhood 
providers, schools including public charter and nonpublic schools, 
IHEs, workplaces, publishers, vendors, OER creators, parents, and 
families) using the information described in paragraph (b)(4) of this 
priority so that the data and information are easily accessible by 
multiple audiences (e.g., websites, webinars, newsletters, guidebooks, 
research syntheses, conference presentations, and published articles); 
and
    (E) Its proposed plan to increase access to comprehensive and 
accurate information on implementing relevant legal requirements and on 
the use of strategies that result in the project's intended outcomes by 
early learning programs, schools, IHEs, and workplaces, and, as 
appropriate, by other stakeholders to support the design, development, 
maintenance, distribution, procurement, timely delivery, and use of AEM 
and related technologies;
    (viii) Its proposed approach to targeted, specialized TA,\10\ 
including the recipients of the products and services under this 
approach. To address this requirement, the applicant must describe--
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    \10\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA center staff. This category of TA 
includes one-time, labor-intensive events, such as facilitating 
strategic planning or hosting regional or national conferences. It 
can also include episodic, less labor-intensive events that extend 
over a period of time, such as facilitating a series of conference 
calls on single or multiple topics that are designed around the 
needs of the recipients. Facilitating communities of practice can 
also be considered targeted, specialized TA.
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    (A) Its proposed plan to provide support to, and coordinate with, 
federally funded projects, national professional organizations, and 
their State and local affiliates to increase their efficiency and 
effectiveness in disseminating their products and delivering their 
services within SEA systems for the development, maintenance, 
distribution, procurement, and curation of AEM and related

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technologies in early learning programs, schools, IHEs, and workplaces;
    (B) Its proposed plan to work with SEAs and State assessment 
developers and vendors to ensure interoperability with AT devices and 
accessibility for eligible individuals; and
    (C) Its proposed plan to facilitate communication and increased 
collaboration among multiple stakeholders, including publishers, OER 
producers, and vendors, to solve problems, share information and 
materials, and deliver a consistent message on the importance of 
implementing this priority to ensure full benefits, services, and 
supports to intended audiences, as appropriate, in early learning 
programs, schools, IHEs, and workplaces; and
    (ix) Its approach to intensive, sustained TA,\11\ including the 
intended recipients of the products and services under this approach. 
To address this requirement, the applicant must describe--
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    \11\ ``Intensive, sustained TA'' means TA services often 
provided on-site and requiring a stable, ongoing relationship 
between the TA center staff and the TA recipient. ``TA services'' 
are defined as negotiated series of activities designed to reach a 
valued outcome. This category of TA should result in changes to 
policy, program, practice, or operations that support increased 
recipient capacity or improved outcomes at one or more systems 
levels.
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    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of State- and 
local-level personnel to work with the project, including their 
commitment to the initiative, alignment of the initiative to their 
needs, current infrastructure, available resources, and ability to 
build capacity at the local level;
    (C) Its proposed plan for assisting SEAs, LEAs, charter management 
organizations, and private school organizations to build or enhance 
training systems that include professional development based on adult 
learning principles and coaching and ensure their timely delivery; and
    (D) Its proposed plan for working with appropriate levels of the 
education system (e.g., Part C, SEAs, regional TA providers, IHEs, 
districts, schools, families, and workforce) to ensure that there is 
communication between each level and that efficient, effective, and 
unified procurement, curation, and distribution systems are sustained 
to ensure the timely delivery of AEM;
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration;
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (iv) How the proposed project will improve the likelihood that the 
products and services will be used in a variety of settings;
    (7) Ensure effective communication and collaboration between 
project staff, stakeholders, OSEP, and other OSEP-funded projects. To 
address this requirement, the applicant must--
    (i) Describe how the proposed project will communicate and 
collaborate on an ongoing basis with other OSEP-funded projects, 
including OSEP-funded Parent Training and Information Centers (PTIs) 
and Community Parent Resource Centers (CPRCs), to provide training and 
informational resources for parents and families;
    (ii) Describe how the proposed project will collaborate with 
publishers, accessible media producers, technology developers, vendors, 
distributors, and others with expertise in AEM production; and
    (iii) Describe how the proposed project will communicate using a 
wide variety of media methods (presentations, publication, conference 
attendance, demonstrations) to reach a broad range of technology 
developers, publishers, and end users, such as educators, individuals 
with disabilities, and parents and families of individuals with 
disabilities.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe: measures of progress in implementation, including the 
criteria for determining the extent to which the project's products and 
services have met the goals for reaching the project's target 
population; measures of intended outcomes or results of the project's 
activities in order to evaluate those activities; and how well the 
goals or objectives of the proposed project, as described in its logic 
model, have been met.
    The applicant must provide an assurance that, in designing the 
evaluation plan, it will--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison staff person with sufficient dedicated time, experience 
in evaluation, and knowledge of the project to work in collaboration 
with the Center to Improve Program and Project Performance (CIP3), the 
project director, and the OSEP project officer on the following tasks:
    (i) Revise, as needed, 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 grant application consistent with the logic model (e.g., prepare 
evaluation questions about significant program processes and outcomes; 
develop quantitative or qualitative data collections that permit both 
the collection of progress data, including fidelity of implementation, 
as appropriate, and the assessment of project outcomes; and identify 
analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completion of the plan;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's evaluation (3+2 
review) for continued funding described under the heading Fourth and 
Fifth Years of the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIP3, as needed, to specify the 
performance measures to be addressed in the project's annual 
performance report;
    (2) Cooperate with CIP3 staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (1) and (2) of 
this section and implementing the evaluation plan.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;

[[Page 37638]]

    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
that will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality, relevant, and useful to 
recipients; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of families, educators, TA providers, 
researchers, and policy makers, among others, in its development and 
operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative.
    (2) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC, 
after receipt of the award, and an annual planning meeting in 
Washington, DC, with the OSEP project officer and other relevant staff 
during each subsequent year of the project period.

    Note:  Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;


    (ii) A 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 intensive 3+2 review meeting in Washington, DC, 
during the last half of the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
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;
    (4) Maintain a website, with an easy-to-navigate design, that meets 
government or industry-recognized standards for accessibility;
    (5) Ensure that annual progress toward meeting project goals is 
posted on the project website; and
    (6) Include, in Appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to this new 
award period and at the end of this award period, as appropriate.
    Fourth and Fifth Years of the Project: In deciding whether to 
continue funding the project for the fourth and fifth years, the 
Secretary will consider the requirements of 34 CFR 75.253(a), as well 
as--
    (a) The recommendation of a 3+2 review team consisting of experts 
selected by the Secretary. This review will be conducted during a one-
day intensive meeting that will be held during the last half of the 
second year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    Under 34 CFR 75.253, the Secretary may reduce continuation awards 
or discontinue awards in any year of the project period for excessive 
carryover balances or a failure to make substantial progress. The 
Department intends to closely monitor unobligated balances and 
substantial progress under this program and may reduce or discontinue 
funding accordingly.
    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 and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.
    Program Authority: 20 U.S.C. 1474 and 1481.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.

    Note:  The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.


    Note:  The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Cooperative agreement.
    Estimated Available Funds: $1,200,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2020 from the list of 
unfunded applications from this competition.
    Maximum Award: We will not make an award exceeding $1,200,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 1.

    Note:  The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project

[[Page 37639]]

activities described in its application. Under 34 CFR 75.708(e), a 
grantee may contract for supplies, equipment, and other services in 
accordance with 2 CFR part 200.
    4. Other General Requirements: (a) Recipients of funding under this 
competition must make positive efforts to employ and advance in 
employment qualified individuals with disabilities (see section 606 of 
the IDEA).
    (b) Applicants for, and recipients of, funding must, with respect 
to the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on February 13, 2019 (84 FR 3768), and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which 
contain requirements and information on how to submit an application.
    2. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. However, 
under 34 CFR 79.8(a), we waive intergovernmental review in order to 
make an award by the end of FY 2019.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative (Part III of 
the application) is where you, the applicant, address the selection 
criteria that reviewers use to evaluate your application. We recommend 
that you (1) limit the application narrative to no more than 70 pages, 
and (2) use the following standards:
     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 Part I, the cover 
sheet; Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the 
abstract (follow the guidance provided in the application package for 
completing the abstract), the table of contents, the list of priority 
requirements, the resumes, the reference list, the letters of support, 
or the appendices. However, the recommended page limit does apply to 
all of the application narrative, including all text in charts, tables, 
figures, graphs, and screen shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance of and need for project (15 points).
    (1) The Secretary considers the significance of and need for the 
proposed project.
    (2) In determining the significance of and need for the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses;
    (ii) The potential contribution of the proposed project to 
increased knowledge or understanding of educational problems, issues, 
or effective strategies;
    (iii) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population; and
    (iv) The potential replicability of the proposed project or 
strategies, including, as appropriate, the potential for implementation 
in a variety of settings.
    (b) Quality of project design and services (30 points).
    (1) The Secretary considers the quality of the design of, and the 
services to be provided by, the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (ii) The extent to which 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 is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs;
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services;
    (v) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services; and
    (vi) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project;
    (ii) The extent to which the methods of evaluation 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 toward 
achieving intended outcomes; and
    (iv) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings.
    (d) Adequacy of resources and quality of project personnel (15 
points).

[[Page 37640]]

    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator;
    (ii) The qualifications, including relevant training and 
experience, of key project personnel;
    (iii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors;
    (iv) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization;
    (v) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project; 
and
    (vi) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks;
    (ii) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project;
    (iii) 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; and
    (iv) How the applicant will ensure that a diversity of perspectives 
is brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.205(a)(2), we must make a judgment about 
your integrity, business ethics, and record of performance under 
Federal awards--that is, the risk posed by you as an applicant--before 
we make an award. In doing so, we must consider any information about 
you that is in the integrity and performance system (currently referred 
to as the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition,

[[Page 37641]]

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: Under the Government Performance and 
Results Act of 1993, the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the effectiveness and 
quality of the Educational Technology, Media, and Materials for 
Individuals with Disabilities program. These measures are:
     Program Performance Measure #1: The percentage of 
Educational Technology, Media, and Materials Program products and 
services judged to be of high quality by an independent review panel of 
experts qualified to review the substantial content of the products and 
services.
     Program Performance Measure #2: The percentage of 
Educational Technology, Media, and Materials Program products and 
services judged to be of high relevance to improving outcomes for 
infants, toddlers, children, and youth with disabilities.
     Program Performance Measure #3: The percentage of 
Educational Technology, Media, and Materials Program products and 
services judged to be useful in improving results for infants, 
toddlers, children, and youth with disabilities.
     Program Performance Measure #4.1: The Federal cost per 
unit of accessible educational materials funded by the Educational 
Technology, Media, and Materials Program.
     Program Performance Measure #4.2: The Federal cost per 
unit of accessible educational materials from the National 
Instructional Materials Accessibility Center funded by the Educational 
Technology, Media, and Materials Program.
     Program Performance Measure #4.3: The Federal cost per 
unit of video description funded by the Educational Technology, Media, 
and Materials Program (long-term measure).
    These measures apply to projects funded under this competition, and 
grantees are required to submit data on these measures as directed by 
OSEP.
    Grantees will be required to report information on their project's 
performance in annual and final performance reports to the Department 
(34 CFR 75.590).
    The Department will also closely monitor the extent to which the 
products and services provided by the Center meet needs identified by 
stakeholders and may require the Center to report on such alignment in 
their annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) by contacting 
the Management Support Services Team, U.S. Department of Education, 400 
Maryland Avenue SW, Room 5081A, Potomac Center Plaza, Washington, DC 
20202-5076. Telephone: (202) 245-7363. If you use a TDD or a TTY, call 
the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations 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.

Johnny W. Collett,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2019-16354 Filed 7-31-19; 8:45 am]
 BILLING CODE 4000-01-P