Applications for New Awards; Educational Technology, Media, and Materials for Individuals With Disabilities Program-Development of Innovative Technology Tools or Approaches To Improve Outcomes for Individuals With Disabilities, 9260-9268 [2023-02987]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 29 (Monday, February 13, 2023)]
[Notices]
[Pages 9260-9268]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-02987]


=======================================================================
-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Applications for New Awards; Educational Technology, Media, and 
Materials for Individuals With Disabilities Program--Development of 
Innovative Technology Tools or Approaches To Improve Outcomes for 
Individuals With Disabilities

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

ACTION: Notice.

-----------------------------------------------------------------------

SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2023 for 
Development of Innovative Technology Tools or Approaches to Improve 
Outcomes for Individuals with Disabilities, Assistance Listing Number 
84.327R. This notice relates to the approved information collection 
under OMB control number 1820-0028.

DATES: Applications Available: February 13, 2023.
    Deadline for Transmittal of Applications: April 14, 2023.
    Deadline for Intergovernmental Review: June 13, 2023.
    Pre-Application Webinar Information: No later than February 21, 
2023, the Office of Special Education and Rehabilitative Services will 
post details on pre-recorded informational webinars designed to provide 
technical assistance (TA) to interested applicants. Links to the 
webinars may be found at https://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: 
    For Absolute Priority 1: Rebecca Sheffield, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5040E, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6725. Email: 
[email protected].
    For Absolute Priority 2: Tina Diamond, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5076, Potomac Center Plaza, 
Washington, DC 20202-5076. Telephone: (202) 245-6723. Email: 
[email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the Educational Technology, 
Media, and Materials for Individuals with Disabilities program (ETechM2 
Program) is to improve results for children with disabilities by (1) 
promoting the development, demonstration, and use of technology; (2) 
supporting educational activities designed to be of educational value 
in the classroom for children with disabilities; (3) providing support 
for captioning and video description that is appropriate for use in the 
classroom; and (4) providing accessible educational materials to 
children with disabilities in a timely manner.
    Priorities: This competition includes two absolute priorities. In 
accordance with 34 CFR 75.105(b)(2)(v), the absolute priorities are 
from allowable activities specified in sections 674(b)(2) and 681(d) of 
the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 
1474(b)(2) and 1481(d).
    Absolute Priorities: For FY 2023 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet either Absolute 
Priority 1 or Absolute Priority 2. The Department intends to fund at 
least one project under each absolute priority. Applicants may apply 
under both absolute priorities but must submit separate applications. 
Applicants must clearly identify if the proposed project addresses 
Absolute Priority 1 or Absolute Priority 2.
    These priorities are:
    Absolute Priority 1: Supporting Technology-Based Approaches to 
Transition Experiences for Secondary Students with Sensory 
Disabilities.\1\
---------------------------------------------------------------------------

    \1\ Sensory disabilities include deafness, hearing impairment, 
visual impairment including blindness, or deaf-blindness, as defined 
in 34 CFR 300.8(b)(2).
---------------------------------------------------------------------------

    Background:
    Transition goals and objectives that address transition services 
requirements must be in effect as part of the individualized education 
program (IEP) required under IDEA when a student turns 16 years old, or 
younger if deemed appropriate by the IEP Team or if required by State 
law. Despite advances in technology, transition-related experiences for 
secondary students with disabilities have predominantly entailed in-
person, community experiences consisting of volunteer or paid work. 
This in-person approach can limit students' transition experiences to 
options only available in their local communities. Furthermore, in most 
educational settings, students with disabilities are instructed using 
strategies that rely on sensory inputs such as observation and 
listening. For example, information about career options, college 
expectations, social norms, occupation-specific vocabulary, 
interviewing strategies, and other transition skills are often taught 
through job site visits and presentations utilizing video/audio content 
that is not accessible to students with sensory disabilities. 
Transition planning that includes the use of technology-based 
approaches can help overcome these limitations, by creating accessible 
opportunities for students with sensory disabilities to receive 
mentoring and pre-employment and pre-college experiences, and to engage 
in vocational training programs beyond their community and still be 
supported by qualified teachers who employ accommodations, specialized 
instruction, and other services available under IDEA and the 
Rehabilitation Act of 1973, as amended by the Workforce Innovation and 
Opportunity Act

[[Page 9261]]

(WIOA), 29 U.S.C. 3101 et seq. (Low, 2020).
    Research supports the use of technology for virtual and in-person 
instruction to increase accessibility and enable greater independence 
for all students with disabilities. The Education Access Board reported 
evidence that virtual internships in areas individualized to students' 
career interests improved career readiness for all students, especially 
students in rural and remote areas who may have limited access to 
transportation, professional networks, and high-demand career fields 
(Richards, 2020). Technology can be leveraged to extend the range of 
college and career opportunities open to students with sensory 
disabilities by providing the platform for these students to engage in 
virtual mentoring, virtual pre-employment and pre-college experiences, 
and virtual vocational training. These virtual transition experiences 
can decrease the reliance on in-person, community-based opportunities, 
remove transportation barriers experienced by students with sensory 
disabilities who are unable to drive or who lack access to public 
transportation and open a range of innovative, virtual experiences 
individualized to their career or college interests (Richards, 2020; 
Maurer, 2021).
    Unfortunately, students with sensory disabilities, particularly 
those living in rural and remote areas, often face transportation, 
accessibility, networking, and communication barriers to career 
awareness and pre-employment experiences. Many adjustments to in-person 
activities and after-school and summer programs that were made in 
response to the COVID-19 pandemic have continued to reshape school 
programs and culture (e.g., hybrid learning opportunities, remote 
service delivery, computer-based textbooks and instructional 
materials). At times, these changes have resulted in additional 
barriers and fewer or delayed opportunities for hands-on engagement in 
transition experiences (Iowa's Area Education Agencies, 2020; Michigan 
Bureau of Services for Blind Persons, 2020; Vermont Agency of 
Education, 2020). Simultaneously, schools and programs are increasingly 
implementing digitally enhanced, virtual, and hybrid alternatives and 
additions to in-person programming, which may or may not be accessible 
to students with disabilities (Greenhow et. al, 2022).
    Projects funded under this priority will incorporate innovative 
approaches for delivering technology-based transition services 
including instruction, mentoring, pre-employment transition services, 
and the continuum of work-based learning opportunities, from ``career 
exposure'' to ``career experience'' for secondary students with sensory 
disabilities (Altstadt et al., 2020).
    Priority:
    The purpose of this priority is to fund projects to establish and 
operate evidence-based \2\ transition experience programs that 
integrate accessible technology-based tools and approaches to support 
secondary students with sensory disabilities.\3\
---------------------------------------------------------------------------

    \2\ For the purposes of this priority, ``evidence-based'' means, 
at a minimum, evidence that demonstrates a rationale (as defined in 
34 CFR 77.1), where a key project component included in the 
project's logic model is informed by research or evaluation findings 
that suggest the project component is likely to improve relevant 
outcomes.
    \3\ For the purposes of this priority, ``secondary students with 
sensory disabilities'' means students in schools and school-
sponsored programs offering curriculum for grades 6, 7, 8, 9, 10, 
11, or 12, and youth in extended transition programs beyond 12th 
grade served under IDEA, who have one or more of the following 
disabilities: deafness, hearing impairment, visual impairment 
including blindness, or deaf-blindness, as defined in 34 CFR 
300.8(b)(2).
---------------------------------------------------------------------------

    The projects must achieve, at a minimum, the following expected 
outcomes:
    (a) Increased accessibility and participation for secondary 
students with sensory disabilities in pre-vocational experiences (e.g., 
internships, early work experiences, apprenticeships) and early college 
experiences, especially in rural and remote \4\ areas.
---------------------------------------------------------------------------

    \4\ For the purposes of this priority, ``rural and remote'' 
areas are school districts and service delivery areas within one of 
the U.S. territories, freely associated States, or outlying areas or 
within a reservation, or which are school districts whose locale 
type is classified as rural according to 2019 or 2020 data from the 
National Center for Education Statistics locale classifications. See 
https://nces.ed.gov/programs/maped/LocaleLookup/.
---------------------------------------------------------------------------

    (b) Increased capacity of schools and State vocational 
rehabilitation agencies to provide transition services (e.g., career 
awareness programming, transition programming, skills training, 
benefits counseling) for secondary students with sensory disabilities.
    (c) Increased collaboration among families, schools, employers, 
vocational rehabilitation agencies, and community colleges and 
universities to support successful implementation of transition goals 
and objectives for secondary students with disabilities.
    (d) Increased inclusion of students in grades 6 through 9 with 
sensory disabilities in accessible, impactful early career awareness 
and job skill-building experiences.
    (e) Increased acquisition of college and career-related self-
determination, social and emotional, and assistive technology 
competencies by secondary students with sensory disabilities.
    (f) Increased numbers of secondary students with sensory 
disabilities earning college credits or completing vocational training 
courses while still in high school.
    In addition to these programmatic requirements, to be considered 
for funding under this absolute priority, applicants must meet the 
application and administrative requirements in this priority.
    Application Requirements:
    (a) Describe, in the narrative section of the application under 
``Significance,'' how the proposed project will address the need in the 
field for transition programs that support technology-based connections 
to pre-vocational learning experiences, mentoring, and pre-college 
experiences for secondary students with sensory disabilities. To meet 
this requirement the applicant must--
    (i) Demonstrate knowledge of current educational and policy issues 
and national initiatives relating to post-secondary transition for 
students with sensory disabilities, including issues relevant to 
transition for secondary students in rural and remote areas;
    (ii) Demonstrate knowledge of existing and emerging evidence-based 
practices (EBPs) in technology-based approaches to transition for 
secondary students with disabilities, including practices to promote 
college and career-related self-determination, social and emotional, 
and assistive technology competencies;
    (iii) Demonstrate knowledge of the supports that are needed to 
build State educational agency (SEA) and local educational agency (LEA) 
capacity to provide technology-based connections to engage secondary 
students with sensory disabilities in pre-vocational learning 
experiences, mentoring, and pre-college experiences (e.g., professional 
development, coaching, interagency and family collaboration);
    (iv) Demonstrate knowledge of strategies that can be implemented 
with students in grades 6 through 9 to promote early engagement in 
transition activities;
    (v) Demonstrate knowledge of EBPs for transition programming that 
leads to college credit and vocational training qualifications for 
students still in high school; and
    (vi) Address each of the selection criteria for this section.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project design and services,'' how the proposed project 
will--
    (1) Ensure equal access and treatment for members of groups that 
have

[[Page 9262]]

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 transition-related needs of the target population 
(students with sensory disabilities or a subpopulation thereof); and
    (ii) Ensure that the technology-based connections to pre-vocational 
experiences, mentoring, and pre-college experiences meet the needs of 
the target population;
    (2) Utilize and refine a design process that moves the proposed 
technology-based connections to pre-vocational experiences, mentoring, 
and pre-college experiences from idea to implementation;
    (3) Develop and refine the vision, plan, and program incorporating 
technology-based connections to pre-vocational experiences, mentoring, 
and pre-college experiences to achieve the intended project 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;

    Note: The following websites provide more information on logic 
models: 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.

    (iii) Criteria and strategies for selecting and recruiting 
implementation sites. Applicants are encouraged to choose sites from a 
variety of settings (e.g., urban, Tribal, rural, suburban) and 
populations (e.g., communities with high concentrations of students 
receiving free or reduced-price lunch), recognizing that due to the low 
incidence of sensory disabilities, a ``site'' may need to incorporate 
multiple school campuses, LEAs, or regions, within one State or across 
multiple States. Each project must include at least three sites, with 
at least one of the three sites having at least 50 percent of students 
living in rural or remote settings;

    Note:  Applicants are encouraged to identify, to the extent 
possible, the sites willing to participate in the applicant's 
project. Final site selection will be determined in consultation 
with the Office of Special Education Programs (OSEP) project 
officer.

    (4) Be based on current research and make use of EBPs. To meet this 
requirement, the applicant must describe how the proposed project will 
incorporate current research and practices in the development of the 
technology-based connections to pre-vocational experiences, mentoring, 
and pre-college experiences;
    (5) 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 broader use of the technology-based 
connections to pre-vocational experiences, mentoring, and pre-college 
experiences. This plan must include:
    (i) Strategies for the grantee to develop a manual, toolkit, and 
other resources for disseminating information on the program by the end 
of the grant period; and
    (ii) Strategies for the grantee to assist State and local agencies 
(e.g., SEAs, LEAs, and vocational rehabilitation agencies), schools and 
other partners within or across States to scale up the program and its 
components; and
    (6) Address each of the selection criteria for this section.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project. 
The evaluation plan must--
    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(3) of this notice;
    (2) Describe how project outcomes will be measured to answer the 
evaluation questions. Specify the measures and associated instruments 
or sources for data appropriate to the evaluation questions. Include 
information regarding reliability and validity of measures where 
appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve the project and 
to refine the proposed logic model and evaluation plan, including 
subsequent data collection;
    (4) Provide a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that the data will be available annually for the annual performance 
report (APR);
    (5) Dedicate sufficient funds in each budget year to cover the 
costs of developing or refining the evaluation plan, as well as the 
costs associated with the implementation of the evaluation; and
    (6) Address each of the selection criteria for this section.
    (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;
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits; and
    (5) The proposed project will address each of the selection 
criteria for this section.
    (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;
    (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; and
    (5) The proposed project will address each of the selection 
criteria for this section.
    (f) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (g) Include, in the budget, attendance at the following:

[[Page 9263]]

    (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;

    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 three-day project directors' conference in Washington, DC, 
or virtually, occurring twice during the project period; and

    Note: The project must reallocate unused travel funds no later 
than the end of the third quarter of each budget period if the 
three-day project director's conference is conducted virtually.

    (iii) Four travel days spread across years two through four of the 
project period to attend planning meetings, Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP;
    (h) If proposed, maintain a high-quality website, with an easy-to-
navigate design, that meets government or industry-recognized standards 
for accessibility and includes relevant information about the project's 
annual progress toward meeting project outcomes; and
    (i) Include, in Appendix A, an assurance to assist OSEP with the 
transfer and dissemination of pertinent resources and products at the 
end of this award period, as appropriate.

    Note: 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:
Altstadt, D., Barrett, L., Cahill, C., Cuevas, E., & Maag, T. 
(2020). Expanding high-quality work-based learning. Education 
Commission of the States. www.ecs.org/expanding-high-quality-work-based-learning/.
Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of 
online learning: Challenges and opportunities. Educational 
Psychologist, 57(3), 131-147. https://doi.org/10.1080/00461520.2022.2090364.
Iowa's Area Education Agencies. (2020). R2L support for secondary 
transition considerations. https://aea8transition.files.wordpress.com/2020/08/r2l-support-for-secondary-transition-3.pdf.
Low, C. (2020, December 23). Accessibility in tech improved in 2020, 
but more must be done. How did the industry's biggest companies 
perform? Engadget. https://www.engadget.com/accessibility-in-tech-2020-150002855.html.
Maurer, R. (2021, July 13). Virtual summer internships 2.0: How can 
employers improve from last year? Society for Human Resource 
Management. https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/virtual-summer-internships-how-can-employers-improve-last-year.aspx.
Michigan Bureau of Services for Blind Persons (BSBP). (2020). BSBP 
COVID-19 operational impact. Workforce Innovation Technical 
Assistance Center. www.wintac.org/content/resources-distance-service-delivery.
Richards, R. (2020, May 14). How virtual internships can improve 
career readiness for all students: Lessons from a rural school 
district. EAB. https://eab.com/insights/blogs/district-leadership/virtual-internships-career-readiness/.
Vermont Agency of Education. (2020). Implementing transition 
services during remote learning. https://education.vermont.gov/sites/aoe/files/documents/edu-implementing-transition-services-during-remote-learning.pdf.

    Absolute Priority 2: Field-Initiated Projects to Develop Innovative 
Technology for Individuals with Disabilities.
    Background:
    The IDEA emphasizes the importance of linking research and practice 
to improve educational results for individuals with disabilities. Over 
the past 45 years, OSEP has supported technology development, 
demonstration, and utilization within special education to (1) improve 
transfer of technology from research to practice; (2) increase 
accessibility of technology to the broadest range of individuals with 
disabilities; (3) demonstrate the use of technology to parents and 
educators; and (4) expand the use of technology to support 
communication and educational engagement for students with the most 
significant cognitive disabilities. Projects implemented over the years 
have addressed a variety of topics and target audiences but have all 
focused on the use of technology to maximize the academic, social, and 
functional skills of individuals with disabilities and improve their 
access to evidence-based \5\ learning experiences.
---------------------------------------------------------------------------

    \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.
---------------------------------------------------------------------------

    The rapid pace of technology innovation coupled with increased 
understanding of best practices in instructional design, cognitive 
science, and brain research has resulted in a need for continuous 
development of innovative technology to support all learners, including 
those with disabilities. The design and development of innovative 
technology must be accessible to and usable by the full range of 
learners, including by children and students with disabilities and 
their families, and grounded in effective learning principles 
(Bransford et al., 2000; Pashler et al., 2007; Graesser et al., 2011). 
For example, there is promising evidence that supports the use of 
gaming, simulation, and additional technologies to heighten learning 
experiences, increase opportunity to respond or practice, and support 
student exploration; however, these innovations are frequently not 
accessible to individuals with disabilities (Kaplan, 2022). To increase 
equity in access to technology and solve persistent problems 
experienced by individuals with disabilities, OSEP will fund field-
initiated projects to develop innovative technology for individuals 
with disabilities that are consistent with the Secretary's Supplemental 
Priorities, which were published in the Federal Register on December 
10, 2021 (86 FR 70612).
    Priority:
    The purpose of this priority is to fund field-initiated projects to 
develop accessible innovative technology to increase outcomes for 
individuals with disabilities receiving early intervention under Part C 
of IDEA or special education under Part B of IDEA, including those with 
the highest support needs. The purpose of field-initiated projects is 
to develop innovative technology (e.g., devices, programs, tools, 
applications, systems, approaches, or intervention protocols) based on 
evidence that the technology would be beneficial to the target 
population.
    To be considered for this grant opportunity, applicants must 
propose projects to develop innovative technology to accomplish at 
least one of the following outcomes:
    (a) Increased student-centered learning approaches that leverage 
technology to address learner variability (e.g., universal design for 
learning, K-12 competency-based education, project-based learning, or 
hybrid/blended learning) and increased provision of high-quality 
learning content, applications, or tools that take into account race, 
ethnicity, culture, language, and disability to address students' 
social, emotional, mental health, or academic needs.
    (b) Increased engagement for individuals with disabilities and, 
where appropriate, families of individuals with

[[Page 9264]]

disabilities in educational, functional, or supplemental activities 
that extend learning time or increase independence.
    (c) Increased use of technology to enable evidence-based approaches 
to personalized learning for students with disabilities in the 
classroom or support supplemental activities that extend learning time 
and increase student and, where appropriate, parent engagement.
    (d) Increased use of technology to expand the number and proportion 
of underserved students with disabilities who enroll in postsecondary 
readiness education programs, which may include strategies related to 
college or technical school preparation, awareness, application, 
selection, advising, counseling, and enrollment.
    To be considered for funding under this absolute priority, 
applicants must meet the requirements contained in this priority.
    Application Requirements:
    (a) Describe, in the narrative section of the application under 
``Significance,'' how the innovative technology proposed for 
development by the project will--
    (1) Accomplish at least one of the required outcomes;
    (2) Maximize the academic, social, and functional skills of 
individuals with disabilities and improve their access to evidence-
based learning experiences; and
    (3) Address each of the selection criteria for this section.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of project design and 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 target population; and
    (ii) Ensure that the innovative technology proposed for development 
will meet the needs of the target population;
    (2) Utilize and refine a design process that moves the innovative 
technology from idea to implementation;
    (3) Develop and refine the vision, plan, and innovation to achieve 
the intended project 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;

    Note: The following websites provide more information on logic 
models: 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 EBPs. To meet this 
requirement, the applicant must describe how the proposed project will 
incorporate current research and practices in the development of the 
innovative technology;
    (5) 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 innovative technology; and
    (6) Address each of the selection criteria for this section.
    (c) In the narrative section of the application under ``Quality of 
the project evaluation,'' include an evaluation plan for the project. 
The evaluation plan must--
    (1) Articulate formative and summative evaluation questions, 
including important process and outcome evaluation questions. These 
questions should be related to the project's proposed logic model 
required in paragraph (b)(3) of this notice;
    (2) Describe how project outcomes will be measured to answer the 
evaluation questions. Specify the measures and associated instruments 
or sources for data appropriate to the evaluation questions. Include 
information regarding reliability and validity of measures where 
appropriate;
    (3) Describe strategies for analyzing data and how data collected 
as part of this plan will be used to inform and improve the project and 
to refine the proposed logic model and evaluation plan, including 
subsequent data collection;
    (4) Provide a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that the data will be available annually for the annual performance 
report (APR);
    (5) Dedicate sufficient funds in each budget year to cover the 
costs of developing or refining the evaluation plan, as well as the 
costs associated with the implementation of the evaluation; and
    (6) Address each of the selection criteria for this section.
    (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;
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits; and
    (5) The proposed project will address each of the selection 
criteria for this section.
    (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;
    (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; and
    (5) The proposed project will address each of the selection 
criteria for this section.
    (f) Include, in Appendix A, personnel-loading charts and timelines, 
as applicable, to illustrate the management plan described in the 
narrative;
    (g) 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

[[Page 9265]]

virtually, 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 three-day project directors' conference in Washington, DC, 
or virtually, occurring twice during the project period; and

    Note: The project must reallocate unused travel funds no later 
than the end of the third quarter of each budget period if the 
conference is conducted virtually.

    (iii) Four travel days spread across years two through four of the 
project period to attend planning meetings, Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP;
    (h) If proposed, maintain a high-quality website, with an easy-to-
navigate design, that meets government or industry-recognized standards 
for accessibility and includes relevant information about the project's 
annual progress toward meeting project outcomes; and
    (i) Include, in Appendix A, an assurance to assist OSEP with the 
transfer and dissemination of pertinent resources and products at the 
end of this award period, as appropriate.

    Note: 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:

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How 
people learn: Brain, mind, experience, and school. National Academy 
Press.
Graesser, A. (2011, July/August). Improving learning: Cognitive 
science has taught us about how humans learn. Now computer-based 
learning programs are putting those principles into action and 
improving student gains. American Psychological Association, 42 (7). 
www.apa.org/monitor/2011/07-08/ce-learning.
Kaplan, D. E. (2022). Simulation, gaming, and programming in 
education. Creative Education, 13(1), 30-37. https://doi.org/10.4236/ce.2022.131002.
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., 
McDaniel, M., and Metcalfe, J. (2007). Organizing instruction and 
study to improve student learning (NCER 2007-2004). National Center 
for Education Research, Institute of Education Sciences, U.S. 
Department of Education. https://files.eric.ed.gov/fulltext/ED498555.pdf.

    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 priorities in this notice.
    Program Authority: 20 U.S.C. 1474 and 1481.

    Note: Projects will be awarded and must be operated in a manner 
consistent with 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: Cooperative agreements.
    Estimated Available Funds: $2,000,000.
    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: $450,000 to $500,000 per year.
    Estimated Average Size of Awards: $475,000 per year.
    Maximum Award: We will not make an award exceeding $500,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 4.

    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 operate as LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian Tribes or Tribal organizations; and for-profit 
organizations.
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    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 
the Cost Principles described in 2 CFR part 200 subpart E of the 
Uniform Guidance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: institutions of higher education, nonprofit organizations 
suitable to carry out the activities proposed in the application, and 
other public agencies. The grantee may award subgrants to entities it 
has identified in an approved application or that it selects through a 
competition under procedures established by the grantee, consistent 
with 34 CFR 75.708(b)(2).
    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 
addressed by their project, 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-

[[Page 9266]]

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 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 50 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, 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 (15 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 potential contribution of the proposed project to increased 
knowledge or understanding of educational problems, issues, or 
effective strategies;
    (ii) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses;
    (iii) The extent to which the proposed project involves the 
development or demonstration of promising new strategies that build on, 
or are alternatives to, existing strategies; 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 and services 
to be provided by the proposed project.
    (2) In determining the quality of the design and 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 design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs;
    (ii) The extent to which the design of the proposed project 
includes a thorough, high-quality review of the relevant literature, a 
high-quality plan for project implementation, and the use of 
appropriate methodological tools to ensure successful achievement of 
project objectives;
    (iii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services;
    (iv) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services; and
    (v) The extent to which the services to be provided by the proposed 
project are focused on those with greatest needs.
    (c) Quality of the project evaluation (15 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 provide for 
examining the effectiveness of project implementation strategies;
    (iv) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes; and
    (v) The extent to which the evaluation plan clearly articulates the 
key project components, mediators, and outcomes, as well as a 
measurable threshold for acceptable implementation.
    (d) Adequacy of resources and quality of project personnel (20 
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 key project personnel;
    (ii) The qualifications, including relevant training and 
experience, of project consultants or subcontractors;
    (iii) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization;
    (iv) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project; 
and
    (v) 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.

[[Page 9267]]

    (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) 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 
beneficiaries of services, or others, as appropriate; and
    (iv) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Additional Review and Selection Process Factors: In the past, 
the Department has had difficulty finding peer reviewers for certain 
competitions because so many individuals who are eligible to serve as 
peer reviewers have conflicts of interest. The standing panel 
requirements under section 682(b) of IDEA also have placed additional 
constraints on the availability of reviewers. Therefore, the Department 
has determined that for some discretionary grant competitions, 
applications may be separated into two or more groups and ranked and 
selected for funding within specific groups. This procedure will make 
it easier for the Department to find peer reviewers by ensuring that 
greater numbers of individuals who are eligible to serve as reviewers 
for any particular group of applicants will not have conflicts of 
interest. It also will increase the quality, independence, and fairness 
of the review process, while permitting panel members to review 
applications under discretionary grant competitions for which they also 
have submitted applications.
    4. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, 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

[[Page 9268]]

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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    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 ETechM2 
Program. These measures are:
     Program Performance Measure 1: The percentage of ETechM2 
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 ETechM2 
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 ETechM2 
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 ETechM2 Program.
     Program Performance Measure 4.2: The Federal cost per unit 
of accessible educational materials from the National Instructional 
Materials Access Center funded by the ETechM2 Program.
     Program Performance Measure 4.3: The Federal cost per unit 
of video description funded by the ETechM2 Program.
    Program Performance Measures 1, 2, and 3 apply to projects funded 
under this competition, and grantees are required to submit data on 
Program Performance Measures 1, 2, and 3 as directed by OSEP.
    Grantees will be required to report information on their project's 
performance in annual performance reports and will be required upon 
request to report additional performance data to the Department (34 CFR 
75.590 and 75.591).
    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 one of the program contact persons 
listed under FOR FURTHER INFORMATION CONTACT, individuals with 
disabilities can obtain this document and a copy of the application 
package in an accessible format. The Department will provide the 
requestor with an accessible format that may include Rich Text Format 
(RTF) or text format (txt), a thumb drive, an MP3 file, braille, large 
print, audiotape, 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. 2023-02987 Filed 2-10-23; 8:45 am]
BILLING CODE 4000-01-P