Applications for New Awards; Disability Innovation Fund, Pathways to Partnerships Innovative Model Demonstration Project, 20150-20159 [2023-07204]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 65 (Wednesday, April 5, 2023)]
[Notices]
[Pages 20150-20159]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-07204]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Disability Innovation Fund, Pathways 
to Partnerships Innovative Model Demonstration Project

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

ACTION: Notice.

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SUMMARY: The U.S. Department of Education (Department) is issuing a 
notice inviting applications for Federal fiscal year (FFY) 2023 for the 
Disability Innovation Fund (DIF), Pathways to Partnerships Innovative 
Model Demonstration Project, Assistance Listing Number 84.421E. This 
notice relates to the approved information collection under OMB control 
number 1894-0006, Applications for New Grants under the Rehabilitation 
Services Administration (RSA).

DATES: 
    Applications Available: April 5, 2023.
    Deadline for Notice of Intent to Apply: April 19, 2023.
    Deadline for Transmittal of Applications: June 5, 2023.
    Date of Pre-Application Meeting: The Office of Special Education 
and Rehabilitative Services (OSERS) will post a PowerPoint presentation 
that provides general information about the Rehabilitation Services 
Administration's discretionary grants and a PowerPoint presentation 
specifically about the Disability Innovation Fund, Pathways to 
Partnerships Innovative Model Demonstration Project (84.421E) at 
https://ncrtm.ed.gov/grant-info. In addition to posting the PowerPoint, 
OSERS will conduct a pre-application meeting specific to this 
competition via conference call to respond to questions. Information 
about the pre-application meeting will be available at https://ncrtm.ed.gov/grant-info prior to the date of the call. OSERS invites 
interested applicants to send questions to [email protected] in advance of 
the pre-application meeting. The teleconference information, including 
a summary of the 84.421E pre-application meeting questions and answers, 
will be available at https://ncrtm.ed.gov/grant-info within 10 business 
days after the pre-application meeting.
    Deadline for Intergovernmental Review: August 3, 2023.

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: Cassandra P. Shoffler, U.S. Department 
of Education, 400 Maryland Avenue SW, Room 5065A, Potomac Center Plaza, 
Washington, DC 20202-2800. Telephone: (202) 245-7827. 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 Disability Innovation Fund 
(DIF) Program, as provided by the Consolidated Appropriations Act, 2022 
(Pub. L. 117-103), is to support innovative (as defined in this notice) 
activities aimed at increasing competitive integrated employment (CIE) 
as defined in section 7 of the Rehabilitation Act of 1973 
(Rehabilitation Act) (29 U.S.C. 705(5)),\1\ for youth and other 
individuals with disabilities.
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    \1\ This regulatory definition further clarifies the statutory 
definition of CIE found in the Rehabilitation Act. Competitive 
integrated employment means work that--
    (i) Is performed on a full-time or part-time basis (including 
self-employment) and for which an individual is compensated at a 
rate that--
    (A) Is not less than the higher of the rate specified in section 
6(a)(1) of the Fair Labor Standards Act of 1938 (29 U.S.C. 
206(a)(1)) or the rate required under the applicable State or local 
minimum wage law for the place of employment;
    (B) Is not less than the customary rate paid by the employer for 
the same or similar work performed by other employees who are not 
individuals with disabilities and who are similarly situated in 
similar occupations by the same employer and who have similar 
training, experience, and skills; and
    (C) In the case of an individual who is self-employed, yields an 
income that is comparable to the income received by other 
individuals who are not individuals with disabilities and who are 
self-employed in similar occupations or on similar tasks and who 
have similar training, experience, and skills; and
    (D) Is eligible for the level of benefits provided to other 
employees; and
    (ii) Is at a location--
    (A) Typically found in the community; and
    (B) Where the employee with a disability interacts for the 
purpose of performing the duties of the position with other 
employees within the particular work unit and the entire work site, 
and, as appropriate to the work performed, other persons (e.g., 
customers and vendors), who are not individuals with disabilities 
(not including supervisory personnel or individuals who are 
providing services to such employee) to the same extent that 
employees who are not individuals with disabilities and who are in 
comparable positions interact with these persons; and
    (iii) Presents, as appropriate, opportunities for advancement 
that are similar to those for other employees who are not 
individuals with disabilities and who have similar positions. (34 
CFR 361.5(c)(9))
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    For FFY 2023, the Department intends to fund multiple innovative 
model demonstration projects focused on the creation of systemic 
approaches to transition services for children and youth with 
disabilities (as defined in this notice). Ensuring that key agents of 
change and required partners (as defined in this notice)--State 
vocational rehabilitation agencies (SVRAs), State educational agencies 
(SEAs), local educational agencies (LEAs), and federally funded Centers 
for Independent Living (CILs)--are actively collaborating to support 
coordinated transition processes is critical to the success of children 
and youth with disabilities.
    Priority: We are establishing this priority for the FFY 2023 grant 
competition and any subsequent year in which we make awards from the 
list of unfunded applications from this competition, in accordance with 
section 437(d)(1) of the General Education Provision Act (GEPA), 20 
U.S.C. 1232(d)(1).
    Absolute Priority: For FFY 2023 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this is an absolute priority. Under 34 CFR 75.105(c)(3), 
we consider only applications that meet the absolute priority.
    The priority is:

[[Page 20151]]

    Pathways to Partnerships Innovative Model Demonstration Project.
    Background:
    The Americans with Disabilities Act (ADA) and the Rehabilitation 
Act of 1973, as amended (Rehabilitation Act) both describe the Nation's 
goals for people with disabilities to include achieving: equality of 
opportunity, full inclusion and integration in society and employment, 
independent living, and economic self-sufficiency (42 U.S.C. 
12101(a)(7); 29 U.S.C. 701(a)(6)). Securing an appropriate education, 
including transition services that lead to CIE, is one critical 
component that youth and adults with disabilities need to achieve the 
Nation's goals. As Congress found in the Rehabilitation Act, ``there is 
a substantial need to support such students [with disabilities] as they 
transition from school to postsecondary life.'' 29 U.S.C. 701(a)(7).
    Over the past several decades, States have implemented numerous 
federally mandated changes to improve post-school outcomes for youth 
with disabilities (Gingerich & Crane, 2021). For example, the changes 
have included greater access to the general education curriculum, which 
has increased the number of students with disabilities who leave high 
school with a standard high school diploma, and pre-employment 
transition services, including transition planning within the 
individualized education program (IEP) process beginning at age 16 (or 
age 14 in some States) for students with disabilities under the 
Individuals with Disabilities Education Act (IDEA).
    However, persons with disabilities are less likely to be employed 
than those without disabilities. According to the U.S. Department of 
Labor, Office of Disability Employment Policy, in 2022 the unemployment 
rate for persons with disabilities ages 16-64 was 5.4 percent compared 
to 3.2 percent for persons without disabilities. Similarly, the 
unemployment rate for youth with disabilities, ages 16-19, was 19.6 
percent compared to 10.4 percent for youth without a disability. An 
even larger disparity exists for youth with disabilities ages 20-24, 
with an unemployment rate of 14.5 percent compared to 6.7 percent for 
youth ages 20-24 without a disability. (United States Department of 
Labor, n.d.) \2\ The Department intends to begin building the evidence 
base regarding whether early exposure to employment and career 
possibilities for children and youth with disabilities will lead to 
successful secondary or postsecondary experiences, including 
employment. There are a significant number of factors contributing to 
disappointing transition outcomes for students with disabilities, such 
as limited exposure to career exploration, lack of preparation for 
postsecondary education, limited employment opportunities (e.g., paid 
internships, paid apprenticeships), and limited training for youth 
service professionals (as defined in this notice) (Frazier et al., 
2020; Biggs & Carter, 2016; Luft, 2015; Wehman et al., 2015).
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    \2\ See the Resources section of this notice for complete 
citations.
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    As children and youth with disabilities move through the school 
system, many do not have exposure to self-advocacy training, careers, 
and independent living opportunities until they transition from high 
school. It is important to support children and youth with disabilities 
and their support systems (as defined in this notice) to bridge the gap 
from school to adult life, independent living, and career. SVRAs, SEAs, 
LEAs, and CILs offer various transitional supports that could be more 
effective at achieving the Nation's goals for children and youth with 
disabilities expressed in the ADA and Rehabilitation Act if leveraged 
through innovative models. Oertle & Trach (2007) found that 
collaboration among educational professionals (as defined in this 
notice), VR professionals, youth service professionals, employers, and 
parents can improve interagency relationships and lead to successful 
outcomes for children and youth with disabilities, including increasing 
postsecondary education completion and securing CIE.
    Through this priority, the Department seeks to support projects 
that foster the establishment of close ties among agencies, 
transforming collaboration into partnership. Each applicant is required 
to ensure that project partnerships are comprised of, at a minimum, 
each of the following entities: SVRAs, SEAs, LEAs, CILs. Each 
partnership will demonstrate how services might be improved in the 
field, by developing and piloting a cohesive service delivery model 
that better manages its unique resources while coordinating efforts to 
improve outcomes for children and youth with disabilities and their 
support systems and facilitating successful transitions. In addition to 
required partners, applicants are strongly encouraged to include 
additional entities that may benefit the partnership, including State, 
local or regional employers, chambers of commerce, institutions of 
higher education and non-profit or private entities that promote 
improved transition outcomes for children and youth with disabilities.
    The required partners support transition services by providing 
employment services, training, career exploration, and independent 
living skills to children and youth with disabilities and their support 
systems. These entities are authorized by different laws that are 
administered by different Federal agencies, and each entity has an 
important role in supporting successful secondary or postsecondary 
experiences for children and youth with disabilities and their support 
systems.
    SVRAs are authorized by the title I of the Rehabilitation Act. 
SVRAs provide VR services for individuals with disabilities, consistent 
with their strengths, resources, priorities, concerns, abilities, 
capabilities, interests, and informed choice, so that they may prepare 
for and engage in CIE or supported employment and achieve economic 
self-sufficiency.
    The IDEA makes available a free appropriate public education to 
eligible children and youth with disabilities and ensures that special 
education and related services are available to those children and 
youth. SEAs, under 34 CFR 300.149, have responsibility for general 
supervision of LEAs under IDEA to ensure appropriate monitoring and 
oversight, technical assistance, and enforcement. LEAs, in turn, are 
responsible for the general supervision of schools within their 
jurisdictions. Under IDEA, LEAs must provide transition services to 
students at age 16 (or age 14 in some States).
    Title VII of the Rehabilitation Act of 1973 authorizes the 
Independent Living Services and CIL programs. Administered by the 
Administration for Community Living, CILs are required to provide 
independent living core services (as defined in this notice) to 
individuals with significant disabilities to maximize the leadership, 
empowerment, independence, and productivity of individuals with 
disabilities, and the integration and full inclusion of individuals 
with disabilities into the mainstream of American society.
    It is through partnerships (as defined in this notice) at the State 
and local levels that a seamless, comprehensive system of programs, 
projects, and supports can be provided in a manner that raises 
expectations, improves engagement, and provides empowerment 
opportunities for children and youth with disabilities and their 
support systems. Over the past three decades, research on the 
transition of students with significant disabilities has shown that 
post-school outcomes of students with disabilities increase when

[[Page 20152]]

educators, families, students, community members, and organizations 
work together in transition planning (Newman et al., 2016). These 
individuals each contribute a unique set of expertise to the collective 
group that, together, pave a clear and robust path as children and 
youth with disabilities transition from school to postsecondary 
endeavors, including CIE.
    The research is clear that collaboration from all stakeholders in 
the transition process improves outcomes, but currently, there is a 
deficit in policies and practices in place to serve as models (Frazier 
et al., 2020). The collaboration of all stakeholders will attempt to 
solve common challenges associated with cross-agency communication, 
alignment of vision and goals, resource coordination, and trust. 
Partnerships will reduce organizational silos and create opportunities 
for a unified vision; common goals; cross-partner education and 
training; communication; and the identification and utilization of 
innovative and new approaches to collaboration among partners focused 
on improving transition for children and youth with disabilities and 
their support systems.
    We encourage applicants to propose innovative models of 
collaboration and partnerships that coordinate funding from, and 
provide a seamless system of services by, required partners. Such 
collaboration and partnerships improve the transition for children and 
youth with disabilities from the education system to the vocational 
rehabilitation system with the goal of obtaining CIE. Innovative models 
have the potential to increase knowledge and access to opportunities 
and programs for children and youth with disabilities and their support 
systems, as well as to challenge the field to raise expectations and 
secure partnerships that result in desired employment, postsecondary 
education, and economic self-sufficiency outcomes for children and 
youth with disabilities.
    Priority:
    A project under this priority must develop an innovative model of 
collaboration and partnerships, with coordination of funding from, and 
a seamless system of services provided by, the required partners 
(SVRAs, SEAs, LEAs, and CILs). A project must include an innovative 
approach to the provision of seamless transition services focused on 
career exploration, CIE aspiration, and achievement of CIE for children 
and youth with disabilities, leveraging the expertise of the required 
partners to increase the success of the transition process. The project 
must include an evaluation of the training provided to--
    (a) youth service professionals who are implementing the innovative 
model, including but not limited to service providers, aides, and other 
professionals who provide, for example, skills training, professional 
development, and cross-agency training;
    (b) children and youth with disabilities (i.e., in soft skills 
training, career exploration training, and job readiness training); and
    (c) support systems of children and youth with disabilities (i.e., 
in advocacy, financial planning, and transition planning).
    The project must promote opportunities for career exposure for 
youth such as internships and apprenticeships. To promote transparency 
and provide tools for sharing best practices, the project also must 
establish a project-specific website geared toward actionable items, 
such as information for youth service professionals (i.e., program 
descriptions and information, resources, online training opportunities, 
etc.) or project participant resources for children and youth with 
disabilities (i.e., interest inventories, career exploration including 
virtual employer tours, job duties, educational courses that support 
specific careers, resources for transitioning from middle to high 
school or high school to post-secondary education or employment). It 
would also include resources, as they are being developed, that would 
allow for the replication of certain aspects of the project throughout 
the life of the project. The project must develop collaborations into 
partnerships that leverage resources to implement a cohesive service 
delivery model that supports successful postsecondary experiences for 
children and youth with disabilities and their support systems.
    Application Requirements:
    Under this priority, applicants must meet the following application 
requirements.
    (a) Proposed project. Describe, in a narrative section of the 
application, the proposed project including a description of the 
defined geographic area or areas to be served by the project; how the 
proposed project will develop, pilot, refine, and implement, and 
collect and analyze data for the collaborative model that leverages the 
expertise of the required partners, children and youth with 
disabilities and their support systems, policymakers, employers, 
educational professionals, and youth service professionals; and other 
agencies and entities to assist with the proposed project. To meet this 
requirement, in the application, applicants must--
    (1) Develop the proposed project (In Year One).
    (i) Demonstrate that the proposed project incorporates evidence, 
findings, or accompanying summary reports from experts in the field, 
where applicable, or an existing program that has been modified to be 
appropriate for the proposed project;
    (ii) Describe how the proposed project will develop a collaborative 
innovative systemic model, including ongoing professional and 
leadership development for youth service professionals across agencies, 
to assist children and youth with disabilities and their support 
systems;
    (iii) Identify stakeholders that have experience serving children 
and youth with disabilities that are diverse, such as with regard to 
socioeconomic status, race, ethnicity, culture, language, disability, 
and gender, and describe how the project will include such stakeholders 
in project activities;
    (iv) Describe how the proposed project will identify, conduct 
outreach to and serve children and youth with disabilities and their 
support systems, required partners, policy makers, employers, 
educational professionals, youth service professionals, and other 
agencies and entities that are critical to the development and 
implementation of the proposed project;
    (v) Describe how the proposed project will identify, conduct 
outreach to and serve children and youth with disabilities who have 
been underserved by SVRAs or SEAs, such as children and youth of color, 
from low-income families, from rural areas or with significant 
disabilities.
    (vi) Identify and describe the innovative services and supports 
that are relevant to the proposed project to promote smooth, 
coordinated transition services resulting in successful CIE outcomes 
for project participants;
    (vii) Describe how the proposed project will develop and pilot 
(years 1 and 2), and refine and implement (years 2-5), a project 
website that is a centralized location for maintaining age-appropriate 
materials for youth participants and resources for youth service 
professionals to include: project details, project results, and 
training/resources for project participants that will be incorporated 
into the required partner websites at the end of the project and that 
will raise awareness among and facilitate engagement with other 
interested public entities and the business community;
    (viii) Describe how the proposed project will create age-
appropriate, in-person and virtual career experiences such as 
internships and

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apprenticeships, which may include standalone models, training modules, 
and customized modules to meet the unique learning needs of project 
participants, and which may be incorporated into the proposed project 
website;
    (ix) Describe how the proposed project will develop, refine, and 
implement a program that trains project participants in economic 
independence, including financial literacy training (as defined in this 
notice), and may include a standalone model or modules that may be 
incorporated into the proposed project website;
    (x) Describe how the proposed project's required partners will 
collaborate on a product for use by personnel supporting the project 
participants and the project participants themselves, that supports and 
encourages career exploration and career assessment results and 
interests;
    (xi) Describe how the proposed project will identify, and conduct 
outreach and information dissemination to, stakeholders, including 
youth and children with disabilities and their support systems, 
partners, and project participants;
    (xii) Describe the proposed project plan to conduct local resource 
mapping (as defined in this notice); and
    (xiii) Describe how the proposed project will identify and develop 
mechanisms to collect data from partners, improve data sharing among 
partners and stakeholders, and maintain outcome data;
    (2) Pilot the proposed project (No later than Quarter 1 of Year 
Two). Describe how the proposed project will pilot the proposed project 
no later than the first quarter of the second year of the proposed 
project period (October 1, 2024--December 30, 2024), including what 
services will be offered; the expected number of children and youth 
with disabilities served; the expected number of trainings conducted 
with youth service professionals, children and youth with disabilities, 
support systems, and other key partners and stakeholders (i.e., 
Workforce Boards, Businesses); and data collected and evaluated during 
the pilot phase; and
    (3) Refine and implement the proposed project (Year Two to Five).
    (i) Describe how the proposed project will assess the results of 
the pilot, including through data collection and evaluation, to 
determine whether components of the pilot produced the expected results 
as planned or will need to be altered prior to the implementation of 
the proposed project;
    (ii) Describe how the proposed project will include a process of 
continuous assessment and improvement to ensure that the proposed 
project activities are reviewed against the proposed project goals and 
objectives and are refined throughout the project period; and
    (iii) Describe the plan to refine the proposed project through a 
process for securing feedback, through various methods (e.g., in-
person, phone, virtual) from project participants, partners, and 
stakeholders, to ensure continuous improvement and refinement of the 
proposed project throughout the project period; and
    (4) Collect and analyze project data (Year One to Five).
    (i) Describe how the full implementation of the proposed project 
will include finalization of baseline data (first quarter of year 1); 
including collecting the following data elements in each year of the 
grant and setting appropriate targets:
    (A) The number of children with disabilities who are contacted 
about the proposed project.
    (B) The number of youth with disabilities who are contacted about 
the proposed project.
    (C) The number of children with disabilities who are enrolled in 
the proposed project.
    (D) The number of youth with disabilities who are enrolled in the 
proposed project.
    (E) The number of youth with disabilities who secure competitive 
integrated employment.
    (F) The number of youth enrolled in post-secondary education.
    (G) The number of youth service professionals, broken down by 
program/agency (i.e., SVRAs, SEAs, LEAs, CILs, and other entities) who 
participate in professional development training (i.e., cross training) 
to support the development of the proposed project, increasing 
successful pathways to partnerships;
    (ii) Describe how the assessment of baseline data will be conducted 
prior to the start of the proposed pilot project activities (year 1); 
and
    (iii) Describe how data collection and assessment of feedback on 
the proposed project and its impact on project participants, including 
strengths and challenges, will be collected and analyzed during the 
proposed project pilot (years 1-2) and refinement (years 2-5).
    (b) Memorandum of understanding (MOU)
    (1) Submit with the application letters of intent from an 
authorized representative to sign a formal MOU from all required 
partners, identifying the general responsibilities of each partner in 
the proposed project.
    (2) Provide an assurance in the application that if the applicant 
receives an award, it will, within 180 days of award date, submit to 
the Department a formal signed MOU between the applicant and all 
required partners. The MOU must include, for each required partner, a 
scope of work describing the portions of the application that the 
partner will implement. These scopes of work must contain detailed work 
plans and budgets that are consistent with the application, and must 
include--
    (i) The applicant's and each partner's specific goals, activities, 
timelines, budgets, key personnel, and annual performance targets;
    (ii) Description of a process for decision-making;
    (iii) Description of a process for amending the MOU;
    (iv) Identification of the fiscal agent; and
    (v) Description of how the applicant and partners will communicate 
and exchange information.
    (vi) Describe how the proposed project will establish an advisory 
work group or steering committee that meets at least quarterly, and 
includes but is not limited to, key project personnel (as defined in 
this notice) from the partners, with at least 10 percent of the 
committee members or workgroup to include children and youth with 
disabilities and their support systems. The advisory work group or 
steering committee will provide input on the development, 
implementation, and operationalization of partner activities that 
contribute to the success of project participants (as defined in this 
notice);
    (c) Logic model
    (1) Provide a logic model (as defined in this notice) that 
communicates how the proposed project will achieve its intended 
outcomes that depicts, at a minimum, the goals, activities, outputs, 
and intended outcomes of the proposed project.
    (2) Demonstrate how the proposed project components (as defined in 
this notice) are intended to affect the proposed project outcomes. 
Applicants must specifically note the proposed project activities that 
are supported by evidence that demonstrates a rationale and are 
depicted in the logic model.
    Note: The following website provides more information on logic 
models: ``Logic models: ``Logic models: A tool for designing and 
monitoring program evaluations'' https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/rel_2014007.pdf.
    (d) Proposed project management plan. In the narrative section of 
the application under ``Quality of the management plan,'' describe 
how--

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    (1) The proposed management plan will ensure that the intended 
project outcomes will be achieved on time and within budget. To address 
this requirement, the applicant must include--
    (i) Clearly defined responsibilities for key project personnel, 
including level of effort, consultants, and subcontractors, as 
applicable;
    (ii) Identification of required and additional partners involved in 
completing the proposed project, including roles;
    (iii) Timelines, milestones, and deliverables for accomplishing the 
project tasks;
    (iv) A description of how time commitments of key project personnel 
and any consultants and subcontractors will be allocated and how these 
allocations are appropriate and adequate to achieve the intended 
project outcomes;
    (v) The proposed management plan that ensures that the products and 
services provided are of high quality, relevant, and useful to 
recipients;
    (vi) A description of how the proposed project will include a 
diversity of perspectives, including those of children and youth with 
disabilities and their support systems; the required partners; 
policymakers, employers, educational professionals, and youth service 
professionals; and other agencies and entities in its development and 
operation; and
    (vii) A detailed description of how activities will continue to be 
sustained once the grant performance period is over.
    (e) Proposed project evaluation. In the narrative section of the 
application under ``Quality of the project evaluation,'' include an 
evaluation plan for the proposed 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 proposed project's products and services have met the goals 
for reaching its target population; measures of intended outcomes or 
results of the proposed project activities to evaluate those 
activities; and how well the goals or objectives of the proposed 
project, as described in its logic model, have been met. Grantees must 
dedicate sufficient funds throughout the project period to cover the 
costs of developing, refining, and implementing the project evaluation 
plan, as well as the costs associated with collaborating throughout the 
period of performance with an independent evaluator identified by RSA. 
The evaluation plan and process must--
    (1) Identify formative and summative evaluation questions that 
align to the logic model;
    (2) Describe how progress in and fidelity of implementation, as 
well as project outcomes, will be measured to answer the evaluation 
questions;
    (3) 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;
    (4) Describe strategies for analyzing data and how data collected 
as part of this proposed project will be used to inform and refine the 
logic model and evaluation plan, including subsequent data collection;
    (5) Include a timeline for conducting the evaluation and include 
staff assignments for completing the plan. The timeline must indicate 
that data will be available bi-annually, for the annual performance 
report (October 1-March 31) and end of year performance report (October 
1-September 30);
    (6) Describe how the proposed project will collect data regarding 
the project participants, including but not limited to, demographics 
(e.g., gender, race, ethnic group) and regional information;
    (7) Describe how the proposed project will identify and evaluate 
the innovative strategies that were effective for systemic change in 
partnerships (e.g., relationship building, resource sharing, funding 
mechanism for services);
    (8) Describe how the proposed project will evaluate the 
relationship between project participants' engagement with or use of 
specific practices and strategies implemented by the proposed project 
and key outcomes;
    (9) Describe how the proposed project will make broadly available 
the results of any evaluations conducted of funded activities, 
digitally and free of charge, through formal (e.g., peer reviewed 
journals) or informal (e.g., newsletters) mechanisms;
    (10) Describe how the proposed project will ensure that data from 
the grantee's evaluation are made available to an independent evaluator 
identified by RSA consistent with applicable privacy requirements;
    (11) Describe how the proposed project will leverage data 
collection, analysis, and research methodologies to result in an 
evaluation that can build evidence at least at the level of promising 
evidence (as defined in this notice); and
    (12) Include an assurance that the project will cooperate on an 
ongoing basis with any technical assistance provided by the Department 
or its contractors and comply with the requirements of any other 
evaluation of the program conducted by the Department, including the 
need to share project data.

References

Biggs, E.E., & Carter, E.W. (2016). Quality of life for transition-
age youth with autism or intellectual disability. Journal of Autism 
and Developmental Disorders, 46(1), 190-204 https://doi.org/10.1007/s10803-015-2563-x.
Federal Joint Communication to State and Local Government: Resource 
Leveraging & Service Coordination to Increase Competitive Integrated 
Employment for Individuals with Disabilities. (2022, August 3). 
Retrieved January 26, 2023, from www.dol.gov/sites/dolgov/files/ODEP/pdf/ResourceLeveragingServiceCoordinationToIncreaseCIE8-12-22.pdf.
Frazier, K.F., Perryman, K., & Kucharczyk, S. (2020). Transition 
Services: Building Successful Collaborations among School 
Professionals. Journal of School-Based Counseling Policy and 
Evaluation, 2(2), 131-141. https://doi.org/10.25774/80b3-kc43.
Gingerich, J.A., & Crane, K. (2021). Transition Linkage Tool: A 
System Approach to Enhance Post-School Employment Outcomes (pp. 1-
23). College Park, MD: University of Maryland.
Luft, P. (2015). Transition services for DHH adolescents and young 
adults with disabilities: Challenges and theoretical frameworks. 
American Annals of the Deaf, 160(4), 395-414. https://doi.org/10.1353/aad.2015.0028.
Newman, L.A., Madaus, J.W., & Javitz, H.S. (2016). Effect of 
transition planning on postsecondary support receipt by students 
with disabilities. Exceptional Children, 82(4), 497-514. https://doi.org/10.1177/0014402915615884.
Oertle, K.M., & Trach, J.S. (2007). Interagency collaboration: The 
importance of rehabilitation professionals' involvement in 
transition. Journal of Rehabilitation, 73(3).
Disability employment statistics. United States Department of Labor. 
(n.d.). Disability employment statistics. Retrieved January 3, 2023, 
from www.dol.gov/agencies/odep/research-evaluation/statistics.
Wehman, P., Sima, A., Ketchum, J., West, M., Chan, F., & Luecking, 
R. (2015). Predictors of successful transition from school to 
employment for youth with disabilities. Journal of Occupational 
Rehabilitation, 25(2), 323-334. https://doi.org/10.1007/s10926-014-9541-6.

Definitions

    For the FFY 2023 grant competition and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, in accordance with section 437(d)(1) of GEPA, we establish 
definitions of

[[Page 20155]]

``children and youth with disabilities,'' ``educational professional,'' 
``financial literacy training,'' ``independent living core services,'' 
``innovative,'' ``key project personnel,'' ``local resource mapping,'' 
``partnership,'' ``project participants,'' ``promising evidence,'' 
``required partners,'' ``support systems,'' and ``youth service 
professionals.'' The remaining definitions are from 34 CFR 77.1. The 
authority for each definition is noted following the text of the 
definition.
    ``Children and youth with disabilities'' means children (ages 10-
13) and youth (ages 14-24) with disabilities who meets the definition 
of ``child with a disability'' in 34 CFR 300.8 or a person who (i) has 
a physical or mental impairment that substantially limits one or more 
major life activities, (ii) has a record of such an impairment, or 
(iii) is regarded as having such an impairment. (Section 437(d)(1) of 
GEPA.)
    ``Educational professional'' means a professional providing 
educational services either at a school, academy, or other educational 
facility, or at a private facility or residence, as a teacher, 
professor, tutor, aide, administrator, or other education professional. 
(Section 437(d)(1) of GEPA.)
    ``Financial literacy training'' means the education and 
understanding of knowing how money is made, spent, and saved as well as 
the skills and ability to use financial resources to make decisions. 
(Section 437(d)(1) of GEPA.)
    ``Independent living core services'' means (i) information and 
referral services; (ii) independent living skills training; (iii) peer 
counseling (including cross-disability peer counseling); (iv) 
individual and systems advocacy; and (v) services that--(A) facilitate 
the transition of individuals with significant disabilities from 
nursing homes and other institutions to home and community-based 
residences, with the requisite supports and services; (B) provide 
assistance to individuals with significant disabilities who are at risk 
of entering institutions so that the individuals may remain in the 
community; and (C) facilitate the transition of youth who are 
individuals with significant disabilities, who were eligible for 
individualized education programs under section 614(d) of the IDEA (20 
U.S.C. 1414(d)), and who have completed their secondary education or 
otherwise left school, to postsecondary life. (Section 437(d)(1) of 
GEPA.)
    ``Innovative'' means featuring new methods, ideas, or approaches. 
(Section 437(d)(1) of GEPA.)
    ``Key project personnel'' means, at a minimum, the project director 
or principal investigator with the grantee responsible for defining and 
identifying all other key personnel positions in their applications. 
(Section 437(d)(1) of GEPA.)
    ``Local resource mapping'' means a strategy for identifying and 
analyzing the programs, people, services, and other resources that 
currently exist. (Section 437(d)(1) of GEPA.)
    ``Logic model'' (also referred to as a theory of action) means a 
framework that identifies key proposed project components (as defined 
in 34 CFR 77.1) of the proposed project (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes (as defined in 34 CFR 77.1)) and describes the 
theoretical and operational relationships among the key proposed 
project components and relevant outcomes. (34 CFR 77.1.)
    ``Partnership'' means an entity in which two or more co-owners 
contribute resources, share in success and loss, and are individually 
liable for the entity's actions. (Section 437(d)(1) of GEPA.)
    ``Project component'' means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers). (34 
CFR 77.1.)
    ``Project participants'' means individuals participating in the 
project, including but not limited to children and youth with 
disabilities and their support system and youth service professionals. 
(Section 437(d)(1) of GEPA.)
    ``Promising evidence'' means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding that includes at least one 
statistically significant and positive (i.e., favorable) effect on a 
relevant outcome. (Section 437(d)(1) of GEPA.)
    ``Required partners'' mean SVRAs, SEAs, LEAs, and CILs. (Section 
437(d)(1) of GEPA.)
    ``Support systems'' means a network of people, including family 
members, guardians, advocates, friends, and peers, who provide an 
individual with practical or emotional support. (Section 437(d)(1) of 
GEPA.)
    ``Youth service professionals'' means adults, who have competencies 
in many fields (youth development, education, workforce development, 
disability, etc.) and work directly with children and youth with 
disabilities, ages 10-24, in order to effectively guide youth in 
transition and maximize their potential. (Section 437(d)(1) of GEPA.)
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities, selection criteria, 
requirements, and definitions. Section 437(d)(1) of GEPA, however, 
allows the Secretary to exempt from rulemaking requirements regulations 
governing the first grant competition under a new or substantially 
revised program authority. This is the first grant competition for this 
program under the authority given in the Consolidated Appropriations 
Act, 2022, and, therefore, qualifies for this exemption. In order to 
ensure timely grant awards, the Secretary has decided to forego public 
comment on the priority, requirements, definitions, and selection 
criteria under section 437(d)(1) of GEPA. The priority, requirements, 
definitions, and selection criteria will apply to the FFY 2023 grant 
competition and any subsequent year in which we make awards from the 
list of unfunded applications for this competition.
    Program Authority: Consolidated Appropriations Act, 2022 (Pub. L. 
117-103), 136 Stat. 49.
    Note: Proposed 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 (Uniform 
Guidance) in 2 CFR part 200, as adopted and amended as regulations of 
the Department in 2 CFR part 3474.

II. Award Information

    Type of Award: Discretionary grants negotiated as cooperative 
agreements.
    Estimated Available Funds: $224,023,590.00.
    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.

[[Page 20156]]

    Estimated Range of Awards: $4,000,000-$10,000,000 (frontloaded for 
the 60-month project period).
    Estimated Average Size: $7,000,000.
    Estimated Number of Awards: 22-32.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.
    Note: The Final Performance Report must be completed and submitted 
by the end of the project period, September 30, 2028. Therefore, the 
project must complete core project activities to allow sufficient time 
for the evaluation and final performance report to be completed and 
submitted by the end of the project period on September 30, 2028.
    Note: Applicants under this competition are required to provide 
detailed budget information for the total grant period, including 
detailed budget information for each of the five years of the proposed 
project. Applicants may not set aside more than 5 percent of the total 
budget to evaluate the overall effectiveness of the proposed project. 
Applicants are encouraged to consider the impact of implementation of 
the proposed project when creating a year 1 budget. Applicants are also 
encouraged to consider the impact of the period of performance end 
date, September 30, 2028, when creating the year 5 budget.
    Note: Grantees are expected to complete at least monthly drawdowns 
of expenditures.
    Note: Subgrantees are expected to report monthly invoices of 
expenditures to the grantee.

III. Eligibility Information

    1. Eligible Applicants: SVRAs and SEAs.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see 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.
    d. Administrative Expenses:
    (i) All administrative expenses incurred under the DIF program must 
be reasonable and necessary for the administration of the DIF program 
and must conform to the requirements of the Federal Cost Principles 
described in 2 CFR 200.403 through 200.405.
    (ii) Although, in certain circumstances, proposed project 
participants served and services provided are the same under both the 
DIF programs and the SVRA programs, these programs are separate and 
distinct programs with separate and distinct funding streams and 
requirements. As such, when allocating administrative costs between the 
DIF programs and SVRA programs, grantees must allocate the costs in 
accordance with the requirements of 2 CFR 200.405. This means that both 
DIF program and SVRA program funds could be used to pay administrative 
costs associated with staff time providing services; however, with 
respect to those administrative activities limited to the DIF program, 
such as submitting progress reports, grantees must use only DIF program 
funds (or other allowable funds) to pay these costs. This applies to 
grantees and subgrantees.
    (iii) SVRA program funds and non-Federal funds used for match under 
the VR program can only pay for allowable costs under the VR program, 
including administrative costs, in accordance with 2 CFR 200.403 
through 200.405.
    3. Subgrantees: Under the Consolidated Appropriations Act, 2022, a 
grantee under this competition may award subgrants. Under this 
competition, subgrants may not exceed 75 percent of the funds. 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: public and private, 
nonprofit entities, SVRAs, SEAs, LEAs, and CILs. The grantee may only 
award subgrants to entities it has identified in an approved 
application. Subrecipients may not further subgrant funds received 
under this award.

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. Submission of Proprietary Information: Given the types of 
proposed projects that may be proposed in applications for the DIF, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. 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.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. 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 45 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget

[[Page 20157]]

section, including the narrative budget justification; the assurances 
and certifications; or the one-page abstract, the resumes, the 
bibliography, or the letters of support. However, the recommended page 
limit does apply to the application narrative.
    6. Notice of Intent To Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent To 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do submit a notice 
of intent to apply are not bound to apply or bound by the information 
provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 or are established for the FFY 2023 grant 
competition and any subsequent year in which we make awards from the 
list of unfunded applications from this competition, in accordance with 
section 437(d)(1) of GEPA, and are as follows:
    (a) Need for project and significance of the project (10 points)
    (1) The Secretary considers the need for the proposed project and 
the significance of the proposed project.
    (2) In determining the need for the proposed project and the 
significance of the proposed project, the Secretary considers the 
following factors:
    (i) The magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project.
    (ii) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population.
    (b) Quality of the project design (20 points)
    (1) The Secretary considers the quality of the design of the 
proposed project.
    (2) In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) The extent to which the design of the proposed project 
reflects up-to-date knowledge from research and effective practice.
    (iii) The extent to which the results of the proposed project are 
to be disseminated in ways that will enable others to use the 
information or strategies. (Section 437(d)(1) of GEPA.)
    (iv) The extent to which the proposed project represents an 
exceptional innovative approach to the priority established for the 
competition.
    (v) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project.
    (c) Quality of project services (20 points)
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project.
    (2) In determining the quality of 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 
proposed project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (3) In addition, the Secretary considers the following factors:
    (i) The extent to which the services to be provided by the proposed 
project involve the collaboration of appropriate partners for 
maximizing the effectiveness and seamlessness of proposed project 
services. (Section 437(d)(1) of GEPA.)
    (ii) The extent to which the services to be provided by the 
proposed project are appropriate to the needs of the intended 
recipients or beneficiaries of those services.
    (iii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services.
    (d) 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 evaluation will provide performance 
feedback and permit periodic assessment of progress toward achieving 
intended outcomes.
    (e) Quality of project personnel (15 points)
    (1) The Secretary considers the quality of the personnel who will 
carry out the proposed project.
    (2) In determining the quality of proposed 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 extent to which the time commitments of the project 
director and principal investigator and other key personnel are 
appropriate and adequate to meet the objectives of the proposed 
project. (Section 437(d)(1) of GEPA.)
    (f) Adequacy of resources (15 points)
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project.
    (ii) The extent to which the costs are reasonable in relation to 
the number of persons to be served and to the anticipated results and 
benefits.
    (iii) The potential for the incorporation of proposed project 
purposes, activities, or benefits into the ongoing program of the 
agency or organization at the end of the Federal funding.
    (iv) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization.
    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 proposed 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

[[Page 20158]]

or activities receiving Federal financial assistance from the 
Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    For the FFY 2023 grant competition and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, in accordance with section 437(d)(1) of GEPA, in selecting 
an application for an award under this program, we also consider the 
geographical distribution of projects in the DIF program throughout the 
country. This factor will be applied after non-Federal reviewers score 
the applications. The geographical distribution of projects factor will 
be applied to fund applications out of rank order if the top-ranked 
applications do not represent a geographical distribution throughout 
the country.
    3. 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.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the proposed 
project period may exceed the simplified acquisition threshold 
(currently $250,000), under 2 CFR 200.206(a)(2) we must make a judgment 
about your integrity, business ethics, and record of performance under 
Federal awards--that is, the risk posed by you as an applicant--before 
we make an award. In doing so, we must consider any information about 
you that is in the integrity and performance system (currently referred 
to as the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with:
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216).
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We also may notify you 
informally.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee 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 the project period, September 30, 2028, you must 
submit a final performance report, including financial information, as 
directed by the Secretary. If you receive a multiyear award, you must 
submit annual performance reports and end of year performance reports 
that provide 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: Under the absolute priority, grant 
recipients must develop and implement a plan to measure the innovative 
model demonstration project's performance and outcomes, including an 
evaluation of the practices and strategies implemented by the project. 
The performance measures will be developed in collaboration with the 
Department or its contracted independent evaluators during the first 
three months of the awards. Performance measures may, for example, 
assess the impact of project activities on effective collaboration and 
child and youth outcomes, access to resources, sustainability, and the 
replicability of project. The cooperative agreement, for year 1, will 
specify the

[[Page 20159]]

program measures that will be used to assess the grantees' performance 
in achieving the goals and objectives of the competition.

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. 2023-07204 Filed 4-3-23; 4:15 pm]
BILLING CODE 4000-01-P