Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities-State Technical Assistance Projects To Improve Services and Results for DeafBlind Children and National Technical Assistance and Dissemination Center for DeafBlind Children, 77575-77585 [2022-27457]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 87, Number 242 (Monday, December 19, 2022)]
[Notices]
[Pages 77575-77585]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-27457]


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DEPARTMENT OF EDUCATION


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

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

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2023 for 
Technical Assistance and Dissemination to Improve Services and Results 
for Children with Disabilities--State Technical Assistance Projects to 
Improve Services and Results for DeafBlind Children and National 
Technical Assistance and Dissemination Center for DeafBlind Children, 
Assistance Listing Number (ALN) 84.326T. This notice relates to the 
approved information collection under OMB control number 1820-0028.

DATES: 
    Applications Available: December 19, 2022.
    Deadline for Transmittal of Applications: February 17, 2023.
    Deadline for Intergovernmental Review: April 18, 2023.
    Pre-Application Webinar Information: No later than December 27, 
2022, 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.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 7, 2022 (87 FR 75045) and available at 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Susan Weigert, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5076, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6522. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: Two Department programs fund this competition: 
the Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities (TA&D) program and the Personnel 
Development to Improve Services and Results for Children with 
Disabilities (PD) program.
    The purpose of the TA&D program is to promote academic achievement 
and 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 purposes of the PD program are to 
(1) help address State-identified needs for personnel preparation in 
special education, early intervention, related services, and general 
education to work with children, including infants, toddlers, and youth 
with disabilities; and (2) ensure that those personnel have the 
necessary skills and knowledge, derived from practices that have been 
determined through scientifically based research, to be successful in 
serving those children.
    Priority: This competition includes one absolute priority. In 
accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable 
activities specified in the statute (see sections 662(c)(2), 
663(c)(8)(A) and (C), and 681(d) of the Individuals with Disabilities 
Education Act (IDEA) (20 U.S.C. 1462, 1463, and 1481)).
    Absolute Priority: For FY 2023 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    State Technical Assistance Projects to Improve Services and Results 
for DeafBlind Children and a National Technical Assistance and 
Dissemination Center for DeafBlind Children.
    Background:
    DeafBlind children \1\ have complex needs and are among the most 
diverse groups of learners served under IDEA. Approximately 85 percent 
of DeafBlind children also have additional physical, learning, or 
cognitive disabilities (National Center on Deaf-Blindness, 2022). As a 
result, DeafBlind children face a unique set of challenges not commonly 
faced by their peers with, and without, disabilities. Providing 
equitable educational opportunities for these students involves a range 
of expertise and resources to prepare and support diverse teams of 
families and personnel and to ensure accessible materials and 
environments. Teachers and early interventionists often require 
assistance developing strategies to instruct DeafBlind children in 
concept-development, communication, and early literacy. In addition, 
because 62 percent of DeafBlind children have additional orthopedic 
impairments limiting use of their hands for communication or for 
purposes of engaging in learning activities, families, caregivers, 
teachers, and service providers often require consultation on 
alternative and augmentative communication options to ensure such 
students can engage in instructional activities (Karvonen et al., 
2021). Transition planning for DeafBlind children should occur as an 
ongoing, person-centered process with family involvement and 
consideration

[[Page 77576]]

of a student's abilities, strengths, and preferences. Secondary 
transition planning for DeafBlind children should target multiple 
domains, including vocational education and planning, postsecondary 
educational planning, independent or supported living, and community 
participation (Nelson & Bruce, 2022; Zatta & McGinnty, 2016). 
Consequently, State educational agencies (SEAs), lead agencies(LAs) 
under Part C of IDEA, local educational agencies (LEAs), early 
intervention services (EIS) providers, teachers, service providers, 
State TA providers, and families need significant support to address 
the intensive and diverse educational, related services, transitional, 
and early intervention needs of DeafBlind children to ensure that these 
children are prepared for lifelong learning and successful transition 
to postsecondary settings.
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    \1\ For purposes of this notice, the term 'DeafBlind children' 
refers to infants, toddlers, children, youth, and young adults (ages 
birth through 21) who are deaf-blind.
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    The purpose of this priority is to establish and operate State 
Technical Assistance Projects to Improve Services and Results for 
DeafBlind Children and a National Technical Assistance and 
Dissemination Center for DeafBlind Children that will provide TA and 
support to the State projects.
    The State Technical Assistance Projects to Improve Services and 
Results for DeafBlind Children (State DeafBlind Projects) will help 
SEAs, Part C LAs, LEAs, including charter school LEAs, EIS providers, 
teachers, service providers, and families to address the educational, 
related services, transitional, and early intervention needs of 
DeafBlind children. For more than 30 years, the Office of Special 
Education Programs (OSEP) has supported State DeafBlind Projects to 
improve support to local schools and agencies within States that are 
serving DeafBlind children and their families. The State DeafBlind 
Projects are designed to increase access to, and progress in, the 
grade-level general education curriculum, including grade-level or 
alternate academic achievement standards, for DeafBlind children and 
improve their communication skills with a goal of supporting lifelong 
learning, including postsecondary education and employment readiness.
    The National Technical Assistance and Dissemination Center for 
DeafBlind Children (National Center) will provide TA and support to the 
State DeafBlind Projects in addressing these needs. This support 
includes providing specialized TA, training, centralized product 
development and dissemination, and informational services to agencies 
and organizations, professionals, families, and others involved in 
providing services to DeafBlind Children.
    For the purposes of this competition, the Department has separated 
the absolute priority into two focus areas: State DeafBlind Projects 
(Focus Area A) and a National Center (Focus Area B). Applicants must 
identify whether they are applying under Focus Area A, Focus Area B, or 
both.
    Note: Each focus area will be reviewed and scored separately if an 
applicant is applying under both focus areas. As the program and 
application requirements for the two focus areas are different, 
applicants must ensure that they have met all applicable requirements 
for each focus area.
    State Technical Assistance Projects to Improve Services and Results 
for DeafBlind Children (Focus Area A).
    This priority will fund discretionary grants to establish and 
operate State Technical Assistance Projects to Improve Services and 
Results for DeafBlind. The State DeafBlind Projects are expected to 
work closely with SEAs, LAs, LEAs, EIS providers, teachers, service 
providers, and families to address the intensive educational, related 
services, transitional, and early intervention needs of DeafBlind 
children, to ensure that these children have meaningful access to the 
general education curriculum and can successfully transition to 
postsecondary education or employment. In partnership with the National 
Center (Focus Area B), the provision of targeted and intensive TA by 
State DeafBlind Projects will ensure that family members and 
caregivers, EIS providers, special and general education teachers, and 
service providers have access to specialized training and tools needed 
to support the educational, communication, and socialization needs of 
DeafBlind children.
    To support the communication needs of DeafBlind children, 
specialized personnel called ``interveners'' \2\ are often employed to 
help these children gather information, develop concepts, establish 
relationships, and develop and expand upon their communication skills 
(National Center on Deaf-Blindness, 2022). State DeafBlind Projects are 
encouraged to support the training and certification of such personnel 
in both early intervention and classroom environments by collaborating 
with and implementing training resources developed by the National 
Center.
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    \2\ The term ``intervener'' is used in many States to refer to a 
specially trained communication partner who supports a DeafBlind 
child by providing access to information and communication and 
facilitating the development of social and emotional well-being for 
DeafBlind children. In educational environments, intervener services 
are provided by an individual, often a paraeducator, who has 
received specialized training in deaf-blindness and the process of 
intervention. An intervener provides consistent one-to-one support 
to a DeafBlind child (ages 3 through 21 or as mandated by State 
regulations) throughout the instructional day (National Center on 
Deaf-Blindness, 2022).
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    Under Focus Area A, the Department will fund discretionary grants 
to establish and operate State DeafBlind Technical Assistance Projects 
(State DeafBlind Projects) to improve services and results for 
DeafBlind children. Grants under Focus Area A are available to support 
projects in all States, including the District of Columbia, Puerto 
Rico, the outlying areas, and the freely associated States. A grant may 
be awarded to an entity to serve a single State or a multi-State 
consortium. Funds awarded under this priority may not be used to 
provide direct early intervention services under Part C of IDEA or 
direct special education and related services under Part B of IDEA.
    State DeafBlind Projects funded under this priority must achieve, 
at a minimum, the following expected outcomes:
    (a) Provide TA and training on improving outcomes to personnel who 
serve DeafBlind children;
    (b) Increase early identification and referral of DeafBlind 
children for appropriate services and supports;
    (c) Facilitate emerging and developing literacy and numeracy for 
DeafBlind children by promoting access to the grade level general 
education curriculum, including grade-level or alternate academic 
achievement standards, through the use of high-quality practices;
    (d) Expand support to DeafBlind children and their families during 
the transition to post-secondary education or employment.
    (e) Increase support to families of DeafBlind children to 
facilitate their involvement in early intervention, education, and 
transition opportunities;
    (f) In collaboration with the National Center, collect information 
to provide a State-by-State needs assessment; and
    (g) For States that use, or plan to use, certified interveners, 
projects in those States will collaborate with the National Center to 
increase the number of qualified interveners within the State who have 
demonstrated skills to support and improve the educational, social, and 
communication outcomes of DeafBlind children.
    In addition to these programmatic requirements, to be considered 
for funding under Focus Area A of this priority, applicants must meet 
the application and administrative requirements in this priority, which 
are:

[[Page 77577]]

    (a) Demonstrate, in the narrative section of the application under 
``Significance of the project,'' how the proposed project will--
    (1) Provide EIS providers, special education teachers, general 
education teachers, related services personnel, and SEA, LEA, LA, and 
EIS administrators with the training and information needed to develop 
and implement individualized supports to ensure that DeafBlind children 
have equitable access to, and make progress in, the grade level general 
education curriculum, including grade-level or alternate academic 
achievement standards, and have equitable access to high-quality 
educational opportunities that lead to successful transitions to 
postsecondary education or employment; and
    (2) In conjunction with OSEP-funded State Parent Training and 
Information Centers (PTIs), ensure that a diverse group of family 
members and caregivers of DeafBlind children have the training and 
information needed to establish, maintain, and improve productive 
partnerships with teachers, school administrators, and service 
providers.
    To address the requirements of paragraphs (1) and (2) of this 
section, the applicant must--
    (i) Present applicable State, regional, or local data (and, in the 
case of an application for a consortium, data for each State that the 
consortium will serve) demonstrating training and information needs of 
EIS providers, special and general education teachers, related services 
personnel, and family members and caregivers identified in paragraphs 
(1) and (2) of this section, taking into account the needs of a diverse 
population and geographical distribution of DeafBlind children;
    (ii) Demonstrate knowledge of current educational issues and policy 
initiatives in educating DeafBlind children, including any State-
specific policy initiatives, and explain how the applicant will support 
their implementation; and
    (iii) Describe the applicant's approach to improving educational, 
social, and communication outcomes for DeafBlind children, and indicate 
the likely magnitude or importance of these outcomes.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of under-
represented populations;
    (2) Identify the needs of the intended recipients for TA and 
information;
    (3) Ensure that services meet the needs of the intended recipients 
of the grant and that any proposed products are first approved by the 
OSEP project officer and then developed in coordination with the 
National Center;
    (4) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide measurable intended 
project outcomes;
    (5) Be based on current research and make use of high-quality 
practices. To meet this requirement, the applicant must describe--
    (i) The current research and high-quality practices that ensure 
access to the grade-level general education curriculum, including 
grade-level or alternate academic achievement standards, and high-
quality educational opportunities that lead to successful transitions 
to postsecondary education or employment;
    (ii) How the proposed project will provide culturally and 
linguistically responsive, high-quality training and TA to the family 
members and caregivers of DeafBlind children and TA and professional 
development to practitioners identified in paragraph (a) of the 
application and administrative requirements in this section; and
    (iii) The process the proposed project will use to incorporate 
current research and high-quality practices in the development and 
delivery of its products and services.
    (6) Provide services that are of sufficient quality, intensity, and 
duration to achieve the intended outcomes of the proposed project. To 
address this requirement, the applicant must describe--
    (i) Its proposed approach to universal, general TA,\3\ including 
the intended recipients of products and services;
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    \3\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA 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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    (ii) Its proposed approach to targeted, specialized TA,\4\ 
including the intended recipients of products and services; and
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    \4\ ``Targeted, specialized TA'' means TA services based on 
needs common to multiple recipients and not extensively 
individualized. A relationship is established between the TA 
recipient and one or more TA 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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    (iii) Its proposed approach to intensive, sustained TA,\5\ 
including the intended recipients of products and services. To address 
this requirement, the applicant must describe--
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    \5\ ``Intensive, sustained TA'' means TA services often provided 
on-site and requiring a stable, ongoing relationship between the TA 
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) Its proposed approach to collaboration with SEAs, LEAs, LAs, 
EIS providers, PTIs, and other relevant entities, as appropriate, to 
support project initiatives, to leverage their available resources, and 
to develop supports for families, and to provide TA and training to 
teachers, EIS providers, and other service providers;
    (B) Its proposed plan for assisting LEAs and EIS providers to 
address the needs of the diverse population of DeafBlind children based 
on best practices and current research on effective training and 
professional development; and
    (C) Its proposed plan for working with individuals and entities at 
each level of the education system (e.g., SEAs, LEAs, LAs, EIS 
providers, schools, and families) to promote communication among the 
different groups and ensure that systems are in place to support the 
equitable use of high-quality practices for educating DeafBlind 
children.
    (7) Implement services in collaboration with the National Center to 
meet the TA objectives within the State(s) served. To address this 
requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration;
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes; and
    (iv) How the applicant will facilitate States' ability to use and 
benefit from the National Center's initiatives, products, and TA, 
including those initiatives that cross State boundaries.
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the evaluation plan,'' how
    the proposed project will collect and analyze data on specific and 
measurable goals, objectives, and outcomes of the project. To address 
this requirement, the applicant must describe--

[[Page 77578]]

    (1) The proposed evaluation methodologies, including instruments, 
data collection methods, and possible analyses;
    (2) The proposed standards or targets for determining interim and 
final outcomes;
    (3) The proposed methods for collecting data on implementation 
supports and fidelity of implementation;
    (4) How the proposed project will apply evaluation results to 
examine and improve the project's implementation strategies and the 
progress toward achieving the project's intended outcomes; and
    (5) How the methods of evaluation will produce quantitative and 
qualitative data that demonstrate whether the project has achieved its 
intended outcomes.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of project resources,'' how the proposed project will--
    (1) Encourage applications for employment from persons who are 
members of groups that have traditionally been underrepresented based 
on race, color, national origin, gender, age, or disability, as 
appropriate;
    (2) Ensure that 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) Ensure that the applicant and any key partners have adequate 
resources to carry out the proposed activities; and
    (4) Ensure that 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 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--
    (1) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as appropriate;
    (2) Timelines and milestones for accomplishing the project tasks;
    (3) How key project personnel and any consultants and 
subcontractors will be allocated and how these allocations are 
appropriate and adequate to achieve the project's intended outcomes;
    (4) How the proposed management plan will ensure that the products 
and services provided are of high quality, relevant, and useful to 
recipients;
    (5) How the proposed project will benefit from a diversity of 
perspectives, including families, educators, TA providers, researchers, 
and policy makers, among others, in its development and operation;
    (6) If applicable, how the States within a consortium will receive 
appropriate services; and
    (7) If applicable, how the proposed project will ensure that the 
distribution of resources is equitable within a consortium.
    (f) In the narrative under ``Required project assurances'' or 
appendices as directed, meet the following application requirements--
    (1) Include, in appendix A, charts and timelines, as applicable, to 
illustrate the management plan described in the narrative;
    (2) Include, in the budget, attendance at the following:
    (i) A one-day planning meeting preceding each OSEP-hosted project 
directors' conference held in Washington, DC, or virtually, in 
coordination with the National Center;
    (ii) A three- and one-half-day project directors' conference in 
Washington, DC, or virtually, during each year of the project period; 
and
    (3) If the project maintains a website, ensure that it will be of 
high quality, with an easy-to-navigate design, that meets government or 
industry- recognized standards for accessibility.
    Note: States are invited to form consortia to apply for funding 
under Focus Area A of this priority in accordance with the Education 
Department General Administrative Regulations (EDGAR) in 34 CFR 75.127 
to 75.129. A consortium may be comprised of any group of States.
    National Technical Assistance and Dissemination Center for 
DeafBlind Children (Focus Area B).
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a National Technical Assistance and Dissemination 
Center for DeafBlind Children. The National Center will work with the 
State DeafBlind Projects to ensure that family members and caregivers, 
EIS providers, special and general education teachers, interveners, and 
related services personnel have access to the specialized training and 
tools needed to support the educational, communication, and 
socialization needs of DeafBlind children.
    The Center must achieve, at a minimum, the following expected 
outcomes:
    (a) Expand communication and coordination across the State 
DeafBlind Project TA network to improve outcomes for DeafBlind 
children;
    (b) Expand the development and use of training modules to support 
personnel development of teachers, related service providers, and 
interveners;
    (c) Expand the body of knowledge and use of high-quality practices 
to facilitate emerging and developing literacy and numeracy for 
DeafBlind children;
    (d) Facilitate increased family involvement in the early 
intervention, education, and transition opportunities for the diverse 
population of DeafBlind children by disseminating culturally and 
linguistically responsive information, and providing equitable 
opportunities for networking and engagement with DeafBlind family 
organizations;
    (e) Collaborate with the State DeafBlind Projects to facilitate the 
early identification of children with dual-sensory impairment in the 
State, to ensure that their families, teachers, and other service 
providers can receive appropriate services provided by the State 
DeafBlind Projects; and
    (f) Collaborate with the State DeafBlind Projects to provide a 
State-by-State needs assessment that includes disability and 
demographic information and trends, to ensure that the State DeafBlind 
Projects and those they serve receive high-quality, appropriate 
resources and services.
    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 current and emerging needs of State DeafBlind 
Projects, SEAs, LEAs, LAs, EIS providers, and organizations serving 
DeafBlind children to ensure they have the training and information 
needed to implement and sustain high-quality, equitable, effective, and 
efficient systems that have the implementation supports in place to 
ensure DeafBlind children have access to and progress in the grade-
level general education curriculum, including grade-level or alternate 
academic achievement standards, and have access to high-quality 
educational and early intervention and developmental opportunities that 
lead to successful transitions to postsecondary education or 
employment. To meet this requirement the applicant must--
    (i) Present applicable data demonstrating current State capacity to 
deliver high-quality IDEA services for DeafBlind children, and ensure 
they have access to and progress in the grade-level general education 
curriculum,

[[Page 77579]]

including grade-level or alternate academic achievement standards, and 
have access to high-quality educational opportunities that lead to 
successful transitions to postsecondary education or employment; and
    (ii) Demonstrate knowledge of current issues and ongoing challenges 
in ensuring DeafBlind children have equitable access to and progress in 
the grade-level general education curriculum, including grade-level or 
alternate academic achievement standards, and that they have access to 
high-quality early-intervention and educational opportunities that lead 
to successful transitions to postsecondary education or employment; and
    (2) Improve educational outcomes for DeafBlind children, including 
those from under-represented populations, and indicate the likely 
magnitude or importance of these outcomes.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. To meet this requirement, the 
applicant must describe how it will--
    (i) Identify the needs of the intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients of the grant;
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes; and
    (ii) In appendix A, the logic model (as defined in 34 CFR 77.1) by 
which the proposed project will achieve its intended outcomes that 
depicts, at a minimum, the goals, activities, outputs, and intended 
outcomes of the proposed project.
    (3) Use a conceptual framework (and provide a copy in appendix A) 
to develop project plans and activities, describing any underlying 
concepts, assumptions, expectations, beliefs, or theories, as well as 
the presumed relationships or linkages among these variables, and any 
empirical support for this framework;
    Note: The following websites provide more information on logic 
models and conceptual frameworks: https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf and 
www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.
    (4) Be based on current research and make use of evidence-based \6\ 
practices (EBPs). To meet this requirement, the applicant must 
describe--
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    \6\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component included in the 
project's logic model is informed by research or evaluation findings 
that suggest the project component is likely to improve relevant 
outcomes.
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    (i) The current research and high-quality practices on ensuring 
access to the grade-level general education curriculum, including 
grade-level or alternate academic achievement standards, and high-
quality early intervention and educational opportunities that lead to 
successful transitions to postsecondary education or employment;
    (ii) How the project will provide high-quality TA products designed 
to address the needs of the diverse population of family members and 
caregivers of DeafBlind children and TA and professional development 
products designed for diverse practitioners identified in paragraph (a) 
of the application and administrative requirements in this section;
    (iii) The process the proposed project will use to incorporate 
current research and high-quality practices in the development and 
delivery of its products and services;
    (iv) The current research about adult learning principles and 
implementation science that will inform the proposed TA; and
    (v) How the proposed project will incorporate current research and 
practices in the development and delivery of its products and services.
    (5) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this requirement, the applicant 
must describe--
    (i) How it proposes to identify or develop and expand the knowledge 
base pertaining to the development of communicative competence in 
DeafBlind children;
    (ii) How the proposed project will collaborate with higher-
education institutions to incorporate information on best practices to 
develop products and services which promote high-quality instructional 
interventions designed to improve access to the general education 
curriculum by DeafBlind children;
    (iii) How the proposed project will collaborate with the OSEP-
funded National Center on Educational Outcomes to incorporate 
information on including DeafBlind children who have significant 
cognitive disabilities in State- and district-wide assessment systems;
    (iv) Its proposed approach to universal, general TA,\7\ which must 
identify the intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach;
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    \7\ ``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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    (v) Its proposed approach to targeted, specialized TA,\8\ which 
must identify--
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    \8\ ``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.
---------------------------------------------------------------------------

    (A) The intended recipients, including the type and number of 
recipients, that will receive the products and services, a description 
of the products and services that the Center proposes to make 
available, and the expected impact of those products and services under 
this approach; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients (i.e., State Technical Assistance Project staff) to work 
with the project, assessing, at a minimum, their commitment to the 
initiative, alignment of the initiative to their needs, current 
infrastructure, available resources, and ability to build capacity at 
the local district and EIS program level; and
    (vi) Its proposed approach to intensive, sustained TA,\9\ which 
must

[[Page 77580]]

identify the intended recipients (i.e., State Technical Assistance 
Project staff), including the type and number of recipients from a 
variety of settings and geographic distribution, that will receive the 
products and services designed to impact educational, functional, and 
social outcomes of the diverse population of DeafBlind children.
---------------------------------------------------------------------------

    \9\ ``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.
---------------------------------------------------------------------------

    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (7) Develop a dissemination plan that describes how the applicant 
will systematically distribute information, products, and services to 
varied intended audiences, using a variety of dissemination strategies, 
to promote awareness and use of the Center's products and services.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project as 
described in the following paragraphs. The evaluation plan must 
describe-- measures of progress in implementation, including the 
criteria for determining the extent to which the project's products and 
services have met the goals for reaching its target population; 
measures of intended outcomes or results of the project's activities in 
order to evaluate those activities; and how well the goals or 
objectives of the proposed project, as described in its logic model, 
have been met. The applicant must provide an assurance that, in 
designing the evaluation plan, it will--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison with sufficient dedicated time, experience in 
evaluation, and knowledge of the project to work in collaboration with 
the Center to Improve Program and Project Performance (CIPP),\10\ the 
project director, and the OSEP project officer on the following tasks:
---------------------------------------------------------------------------

    \10\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIPP does not function as a third-party 
evaluator.
---------------------------------------------------------------------------

    (i) Revise the logic model submitted in the application to provide 
for a more comprehensive measurement of implementation and outcomes and 
to reflect any changes or clarifications to the model discussed at the 
kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the application consistent with the revised logic model and using the 
most rigorous design suitable (e.g., prepare evaluation questions about 
significant program processes and outcomes; develop quantitative or 
qualitative data collections that permit both the collection of 
progress data, including fidelity of implementation, as appropriate, 
and the assessment of project outcomes; and identify analytic 
strategies); and
    (iii) Revise the evaluation plan submitted in the application such 
that it clearly--
    (A) Specifies the evaluation questions, measures, and associated 
instruments or sources for data appropriate to answer these questions, 
suggests analytic strategies for those data, provides a timeline for 
conducting the evaluation, and includes staff assignments for 
completing the evaluation activities;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's evaluation (3+2 
review) for continued funding described under the heading Fourth and 
Fifth Years of the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify data 
collection processes to support performance measures developed in 
common by the State Deafblind Projects, and to be addressed in the 
project's annual performance report.
    (2) Dedicate sufficient staff time and other resources during the 
first six months of the project to collaborate with CIPP staff, 
including regular meetings (e.g., weekly, biweekly, or monthly) with 
CIPP and the OSEP project officer, in order to accomplish the tasks 
described in paragraph (C)(1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (C)(1) and (2) 
of this section and revising and implementing the evaluation plan. 
Please note in your budget narrative the funds dedicated for this 
activity.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of resources and quality of project personnel,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the management plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated and how these allocations are appropriate and 
adequate to achieve the project's intended outcomes;
    (3) The proposed management plan 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, or 
virtually, after receipt of the award, and an annual planning meeting 
in Washington, DC, or virtually, with the OSEP project officer and 
other relevant staff during each subsequent year of the project period.

[[Page 77581]]

    Note: Within 30 days of receipt of the award, a post-award video or 
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, or virtually, during each year of the project period;
    (iii) An annual two-day trip, or virtually, 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, or 
virtually, during the second year of the project period;
    (3) Include, in the budget, a line item for an annual set-aside of 
5 percent of the grant amount to support emerging needs that are 
consistent with the proposed project's intended outcomes, as those 
needs are identified in consultation with, and approved by, the OSEP 
project officer. With approval from the OSEP project officer, the 
project must reallocate any remaining funds from this annual set-aside 
no later than the end of the third quarter of each budget period; and
    (4) Maintain a high-quality website, with an easy-to-navigate 
design, that meets government or industry- recognized standards for 
accessibility;
    (5) Ensure that annual project progress toward meeting project 
goals is posted on the project website; and
    (6) Include, in appendix A, an assurance to assist OSEP with the 
transfer of pertinent resources and products and to maintain the 
continuity of services to States during the transition to 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), including--
    (a) The recommendations of a 3+2 review team consisting of experts 
who have experience and knowledge in providing services to DeafBlind 
children. This review will be conducted during a one-day intensive 
meeting that will be held during the last half of the second year of 
the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The quality, relevance, and usefulness of the project's 
products and services and the extent to which the project's products 
and services are aligned with the project's objectives and likely to 
result in the project achieving its intended outcomes.
    Under 34 CFR 75.253, the Secretary may reduce continuation awards 
or discontinue awards in any year of the project period for excessive 
carryover balances or a failure to make substantial progress. The 
Department intends to closely monitor unobligated balances and 
substantial progress under this program and may reduce or discontinue 
funding accordingly.

References:

Karvonen, M., Beitling, B., Erickson, K., Morgan, S., & Bull, R. 
(2021). Students with significant cognitive disabilities and dual 
sensory loss. University of Kansas, Accessible Teaching, Learning, 
and Assessment Systems; National Center on Deaf-Blindness. 
www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/.
National Center on Deaf-Blindness (2022). 2020 National Deaf-Blind 
Child Count Report. www.nationaldb.org/media/doc/2020_National_Deaf-Blind_Child_Count_Report_FINALEDITED_a.pdf.
Nelson, C., & Bruce, S. M. (2022). Future directions in the field of 
deaf-blindness. In C. Guardino, J. Cannon, & P. Paul (Eds.), Deaf 
and hard of hearing learners with disabilities: Foundations, 
strategies and resources (pp. 162-192). Routledge.
Zatta, M., & McGinnity, B. (2016). An overview of transition 
planning for students who are deafblind. American Annals of the 
Deaf, 161(4), 474-485.

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

II. Award Information

    Type of Award: Discretionary grants (Focus Area A) and cooperative 
agreement (Focus Area B).
    Estimated Available Funds: The Administration requested $49,345,000 
for the Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities program for FY 2023, of which we 
intend to use an estimated $11,100,000 for this competition; and 
$250,000,000 for the Personnel Development to Improve Services and 
Results for Children with Disabilities program, of which we intend to 
use an estimated $500,000 for this competition. The actual level of 
funding, if any, depends on final congressional action. However, we are 
inviting applications to allow enough time to complete the grant 
process if Congress appropriates funds for this program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY 2024 from the list of 
unfunded applications from this competition.
    Estimated Range of Awards: Focus Area A: See chart. Focus Area B: 
$2,100,000.
    Estimated Average Size of Awards: Focus Area A: $176,000. Focus 
Area B: $2,100,000.
    Maximum Award: Focus Area A: The following chart lists the maximum 
amount of funds for individual States and for a single budget period of 
12 months. We will not make an award exceeding funding levels listed in 
this notice for individual States, or the combined funding levels 
listed in this notice for each State member of a consortium, for any 
single budget period of 12 months. A State may be served by only one 
supported project. In determining the maximum funding levels for each 
State, the Secretary considered, among other things, the following 
factors: (1) The total number of children from birth through age 21 in 
the State. (2) The number of children in poverty in the State. (3) The 
previous funding levels. (4) The minimum funding amounts. (5) The 
travel costs associated with serving the geographic location of the 
State.

[[Page 77582]]



             FY 2023 Funding Levels by State for Focus Area A
------------------------------------------------------------------------
 
------------------------------------------------------------------------
Alabama....................................................     $149,504
Alaska.....................................................      120,529
Arizona....................................................      182,611
Arkansas...................................................       99,325
California.................................................      963,563
Colorado...................................................      141,970
Connecticut................................................       87,872
Delaware...................................................       58,500
District of Columbia.......................................       58,500
Florida....................................................      476,464
Georgia....................................................      287,224
Hawaii.....................................................       68,500
Idaho......................................................       79,127
Illinois...................................................      309,454
Indiana....................................................      188,348
Iowa.......................................................       88,704
Kansas.....................................................      105,874
Kentucky...................................................      135,323
Louisiana..................................................      137,517
Maine......................................................       58,500
Maryland...................................................      145,875
Massachusetts..............................................      152,912
Michigan...................................................      249,646
Minnesota..................................................      148,342
Mississippi................................................      108,574
Missouri...................................................      168,080
Montana....................................................      109,225
Nebraska...................................................       74,786
Nevada.....................................................      101,620
New Hampshire..............................................       58,500
New Jersey.................................................      223,499
New Mexico.................................................       97,125
New York...................................................      491,063
North Carolina.............................................      279,910
North Dakota...............................................       70,200
Ohio.......................................................      292,774
Oklahoma...................................................      122,361
Oregon.....................................................      109,947
Pennsylvania...............................................      315,812
Rhode Island...............................................       58,500
South Carolina.............................................      133,322
South Dakota...............................................       89,429
Tennessee..................................................      197,514
Texas......................................................      839,939
Utah.......................................................       99,402
Vermont....................................................       64,306
Virginia...................................................      212,607
Washington.................................................      177,082
West Virginia..............................................       82,788
Wisconsin..................................................      151,195
Wyoming....................................................       70,200
Puerto Rico................................................       84,056
Pacific **.................................................       92,000
Virgin Islands.............................................       30,000
                                                            ------------
  Total....................................................    9,500,000
------------------------------------------------------------------------
** The areas to be served by this award are the outlying areas of
  American Samoa, Guam, and the Commonwealth of the Northern Mariana
  Islands, as well as the freely associated States of the Republic of
  the Marshall Islands, the Federated States of Micronesia, and the
  Republic of Palau. An applicant for this award must propose to serve
  all of these areas.

    Focus Area B: We will not make an award exceeding $2,100,000 for 
any single budget period of 12 months.
    Note: The Assistant Secretary for Special Education and 
Rehabilitative Services may change the maximum award through a notice 
published in the Federal Register.
    Estimated Number of Awards: Focus Area A: 54. Focus Area B: 1.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: SEAs; State LAs under Part C of IDEA; LEAs, 
including public charter schools that are considered LEAs under State 
law; IHEs; other public agencies; private nonprofit organizations; 
freely associated States and outlying areas; Indian Tribes or Tribal 
organizations; and for-profit organizations.
    Note: Non-SEA applicants must include a letter of support from the 
SEA indicating that the SEA will work with the applicant if the 
applicant is awarded the grant.
    With respect to Focus Area A of the priority, in order to provide 
SEAs with greater flexibility in how TA is delivered and ensure high-
quality TA, and in accordance with 34 CFR 75.127, individual States 
have the following options: (1) Participating as a member of a multi-
State consortium; or (2) applying directly for funds as a single State. 
Therefore, eligible applicants for funds awarded under Focus Area A of 
the priority may be an entity serving a multi-State consortium or a 
single State.
    Note: For additional information regarding group applications, 
refer to 34 CFR 75.127, 75.128, and 75.129.
    Eligible applicants under Focus Area A are invited to submit 
single-State applications or be a member of a consortium application to 
provide DeafBlind TA services to individual States. If a State is 
included in more than one application as a member of a consortium or 
submits an individual State application, and more than one application 
is determined to be fundable for the State, the State will be given the 
option to choose the award (individual State or consortium) under which 
it will receive funding. A State may not be funded under multiple 
awards. The maximum level of funding for a consortium will reflect the 
combined total that the eligible entities comprising the consortium 
would have received if they had applied separately. For States within a 
consortium, each State must receive services consistent with its 
identified funding level.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: A grantee under Focus Area A may 
recover the lesser of (a) its actual indirect costs as determined by 
the grantee's negotiated indirect cost rate agreement and (b) 10 
percent of its modified total direct costs. If a grantee's allocable 
indirect costs exceed 10 percent of its modified total direct costs, 
the grantee may not recoup the excess by shifting the cost to other 
grants or contracts with the U.S. Government, unless specifically 
authorized by legislation. The grantee must use non-Federal revenue 
sources to pay for such unrecovered costs.\11\
---------------------------------------------------------------------------

    \11\ The National Technical Assistance and Dissemination Center 
for DeafBlind Children (ALN 84.326T) (National Center) is not 
subject to this limitation on recovery of indirect costs.
---------------------------------------------------------------------------

    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application. Under 34 CFR 75.708(e), a grantee may 
contract for supplies, equipment, and other services in accordance with 
2 CFR part 200.
    4. Other General Requirements:
    a. Recipients of funding under this competition must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities (see section 606 of IDEA).
    b. Applicants for, and recipients of, funding must, with respect to 
the aspects of their proposed project relating to the absolute 
priority, involve individuals with disabilities, or parents of 
individuals with disabilities ages birth through 26, in planning, 
implementing, and evaluating the project (see section 682(a)(1)(A) of 
IDEA).

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Intergovernmental Review: This competition is subject to 
Executive

[[Page 77583]]

Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this competition.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 70 pages for the Technical 
Assistance Center and 50 pages for State projects, and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1''; 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, reference citations, and captions, as well as 
all text in charts, tables, figures, graphs, and screen shots.
     Use a font that is 12 point or larger.
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the abstract (follow the guidance 
provided in the application package for completing the abstract), the 
table of contents, the list of priority requirements, the resumes, the 
reference list, the letters of support, or the appendices. However, the 
recommended page limit does apply to all of the application narrative, 
including all text in charts, tables, figures, graphs, and screen 
shots.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are as follows:
    (a) Significance (10 points).
    (1) The Secretary considers the significance of the proposed 
project.
    (2) In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses.
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (b) Quality of project services (35 points).
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework.
    (iii) The extent to which the services to be provided by the 
proposed project reflect up-to-date knowledge from research and 
effective practice.
    (iv) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services.
    (v) The extent to which the TA services to be provided by the 
proposed project involve the use of efficient strategies, including the 
use of technology, as appropriate, and the leveraging of non-project 
resources.
    (c) Quality of the project evaluation (20 points).
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies.
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.
    (iv) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible.
    (d) Adequacy of resources and quality of project personnel (15 
points).
    (1) The Secretary considers the adequacy of resources for the 
proposed project and the quality of the personnel who will carry out 
the proposed project.
    (2) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of key project personnel.
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    (iv) The extent to which the budget is adequate to support the 
proposed project.
    (e) Quality of the management plan (20 points).
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks.
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project.
    (iv) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or

[[Page 77584]]

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 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions, and under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    5. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    6. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) 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).

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

[[Page 77585]]

under 34 CFR 75.118. The Secretary may also require more frequent 
performance reports under 34 CFR 75.720(c). For specific requirements 
on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, we have established a set of performance measures, 
including long-term measures, that are designed to yield information on 
various aspects of the effectiveness and quality of the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities program. These measures are:
     Program Performance Measure #1: The percentage of 
Technical Assistance and Dissemination products and services deemed to 
be of high quality by an independent review panel of experts qualified 
to review the substantive content of the products and services.
     Program Performance Measure #2: The percentage of Special 
Education Technical Assistance and Dissemination products and services 
deemed by an independent review panel of qualified experts to be of 
high relevance to educational and early intervention policy or 
practice.
     Program Performance Measure #3: The percentage of all 
Special Education Technical Assistance and Dissemination products and 
services deemed by an independent review panel of qualified experts to 
be useful in improving educational or early intervention policy or 
practice.
     Program Performance Measure #4: The cost efficiency of the 
Technical Assistance and Dissemination Program includes the percentage 
of milestones achieved in the current annual performance report period 
and the percentage of funds spent during the current fiscal year.
     Long-Term Program Performance Measure: The percentage of 
States receiving Special Education Technical Assistance and 
Dissemination services regarding scientifically or evidence-based 
practices for infants, toddlers, children, and youth with disabilities 
that successfully promote the implementation of those practices in 
school districts and service agencies.
    Additional project measures developed by and common to all State 
DeafBlind projects funded under Focus Area A are designed to address 
expected project outcomes and must also be reported on annually.
    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 
its annual and final performance reports.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

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

Katherine Neas,
Deputy Assistant Secretary. Delegated the authority to perform the 
functions and duties of the Assistant Secretary for the Office of 
Special Education and Rehabilitative Services.
[FR Doc. 2022-27457 Filed 12-16-22; 8:45 am]
BILLING CODE 4000-01-P