81 FR 11539 - Applications for New Awards; Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities; Personnel Development To Improve Services and Results for Children With Disabilities; and Educational Technology, Media, and Materials for Individuals With Disabilities Programs-Postsecondary Education Center for Individuals Who Are Deaf or Hard of Hearing

DEPARTMENT OF EDUCATION

Federal Register Volume 81, Issue 43 (March 4, 2016)

Page Range		11539-11549
FR Document		2016-04867
Federal Register, Volume 81 Issue 43 (Friday, March 4, 2016)
[Federal Register Volume 81, Number 43 (Friday, March 4, 2016)]
[Notices]
[Pages 11539-11549]
From the Federal Register Online  [www.thefederalregister.org]
[FR Doc No: 2016-04867]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Technical Assistance and 
Dissemination To Improve Services and Results for Children With 
Disabilities; Personnel Development To Improve Services and Results for 
Children With Disabilities; and Educational Technology, Media, and 
Materials for Individuals With Disabilities Programs--Postsecondary 
Education Center for Individuals Who Are Deaf or Hard of Hearing

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

ACTION: Notice.

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Overview Information

    Technical Assistance and Dissemination to Improve Services and 
Results for Children with Disabilities (TA&D); Personnel Development to 
Improve Services and Results for Children with Disabilities (Personnel 
Development); and Educational Technology, Media, and Materials for 
Individuals with Disabilities (ETechM2) Programs--Postsecondary 
Education Center for Individuals who are Deaf or Hard of Hearing
    Notice inviting applications for a new award for fiscal year (FY) 
2016.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.326D.

DATES: 
    Applications Available: March 4, 2016.
    Deadline for Transmittal of Applications: April 18, 2016.
    Deadline for Intergovernmental Review: June 17, 2016.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: Funding from three Department of Education 
(Department) programs supports this competition: The TA&D program, the 
Personnel Development program, and the ETechM2 program.
    The purpose of the TA&D program is to promote academic achievement 
and to improve results for children with disabilities by providing 
technical assistance (TA), supporting model demonstration projects, 
disseminating useful information, and implementing activities that are 
supported by scientifically based research.
    The purposes of the Personnel Development program are to: (1) Help 
address State-identified needs for personnel--in special education, 
related services, early intervention, and regular education--to work 
with children with disabilities; and (2) ensure that those personnel 
have the skills and knowledge--derived from practices that have been 
determined through research and experience to be successful--that are 
needed to serve those children.
    Finally, the purposes of the ETechM2 program are to: (1) Improve 
results for children with disabilities by promoting the development, 
demonstration, and use of technology; (2) support educational 
activities designed to be of educational value in the classroom for 
students with disabilities; (3) provide support for captioning and 
video description that is appropriate for use in the classroom; and (4) 
provide accessible educational materials to students with disabilities 
in a timely manner.

[[Page 11540]]

    Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority 
is from allowable activities specified in the statute (see sections 
662(c)(2), 663(c)(8)(C), 674(b) and (c), and 681(d) of the Individuals 
with Disabilities Education Act (IDEA) (20 U.S.C. 1462, 1463, 1474, and 
1481)).
    Absolute Priority: For FY 2016 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Postsecondary Education Center for Individuals who are Deaf or Hard 
of Hearing.
    Background:
    The purpose of this priority is to fund a cooperative agreement to 
establish and operate a Postsecondary Education Center for Individuals 
who are Deaf or Hard of Hearing (Center). The Center will support 
postsecondary education through its work with institutions, State 
educational agencies (SEAs), local educational agencies (LEAs), State 
vocational rehabilitation (VR) agencies, VR service providers, and 
other relevant organizations and public agencies, to more effectively 
address the postsecondary, vocational, technical, continuing, and adult 
education (postsecondary education and training) needs of individuals 
who are deaf or hard of hearing, including those who have co-occurring 
disabilities, such as learning and emotional disabilities, and those 
who are English learners. The Center will foster collaboration among 
postsecondary institutions, SEAs, LEAs, State VR agencies, VR service 
providers, and other relevant organizations and public agencies to 
support improved outcomes for deaf or hard of hearing transition-aged 
youth.
    Although an increasing number of individuals who are deaf or hard 
of hearing are attending postsecondary education and training programs, 
literature suggests they have poor rates of completion, as compared to 
their non-disabled peers, often due to inadequate postsecondary skill 
preparation (Convertino, Marschark, Sapere, Sarchet, & Zupan, 2009). 
Newman, Wagner, Cameto, and Knokey (2009) reported that, based on 
National Longitudinal Transition Study-2 (NLTS2) data, 72 percent of 
deaf or hard of hearing students enrolled in postsecondary school 
settings after leaving high school. Of these students, only 15 percent 
graduated or completed training within four years. However, these 
students' postsecondary completion rates rose to 53 percent with an 
additional four years' time (i.e., eight years after leaving high 
school) (Newman et al., 2011). Transition planning teams and adult 
agencies must therefore anticipate the likelihood that students who are 
deaf or hard of hearing will need an extended time period or long-term 
services and support to complete postsecondary education and training 
(Luft, 2014).
    Individuals who are deaf or hard of hearing have unique 
communication and language barriers that require a range of 
accommodations for success in postsecondary education and training 
settings. Research, policy, and practice suggest decisions about 
accommodations should be made on an individual basis (Cawthon & Leppo, 
2013; Marschark, 2001; U.S. Department of Education, 2005).
    For example, different accommodations are needed for a student who 
has hearing aids or a cochlear implant and uses oral-auditory 
strategies, a student with a cochlear implant who uses sign language in 
addition to oral-auditory strategies, and a student who uses sign 
language only (Ferrell, Bruce, & Luckner, 2014; Marschark, 2001). 
Postsecondary institutions must be well-informed about relevant 
requirements and the various accommodations that may be appropriate for 
students who are deaf or hard of hearing (e.g., oral transliteration 
services, sign language transliteration, and sign language interpreting 
and transcription services).
    In addition, deaf or hard of hearing students who may not pursue 
traditional postsecondary education may need access to appropriate job 
training or other postsecondary education opportunities. Luft and Huff 
(2011) examined the transition strengths and needs of middle and high 
school students who were deaf or hard of hearing and found substantial 
deficits in their employment and independent living skills. To ensure 
students successfully transition to postsecondary settings, 
postsecondary institutions--along with public agencies such as 
secondary schools, vocational rehabilitation agencies, community 
service agencies, centers for independent living, and one-stop centers 
funded under the Workforce Innovation and Opportunity Act--must provide 
appropriate supports and access to relevant resources.
    Section 682(d)(1)(B) of IDEA requires the Secretary to ensure that, 
for each fiscal year, not less than $4,000,000 is provided to address 
the postsecondary, vocational, technical, continuing, and adult 
education needs of individuals who are deaf or hard of hearing. 
Pursuant to this requirement, in FY 2011, the Department's Office of 
Special Education Programs (OSEP) funded a national center to support 
the efforts of postsecondary institutions, working with other relevant 
organizations and public agencies, to more effectively address the 
postsecondary, vocational, technical, continuing, and adult education 
needs of students who are deaf or hard of hearing, so that a greater 
number of these students persist in, and complete, college or other 
postsecondary education and training programs. The center's project 
period is scheduled to end on September 30, 2016. OSEP believes 
postsecondary institutions and other relevant organizations and public 
agencies continue to need technical assistance and training on how to 
best support students who are deaf or hard of hearing. For more 
information about the current center, see www.pepnet.org.
    Section 504 of the Rehabilitation Act of 1973, as amended, and the 
Americans with Disabilities Act of 1990, as amended (ADA), outline 
postsecondary institutions' obligations to ensure that they do not 
discriminate on the basis of disability. These obligations include 
providing academic adjustments and auxiliary aids and services for 
students with disabilities (28 CFR 35.160-164; 28 CFR 36.303; 34 CFR 
104.44).
    Given that statistics show many individuals who are deaf or hard of 
hearing are enrolling in mainstream postsecondary institutions (Raue & 
Lewis, 2011), and considering the wide range of accommodations that may 
be necessary to serve this low-incidence population, it is paramount 
that personnel at postsecondary institutions and training programs have 
the knowledge and skills needed to provide fully accessible learning 
experiences (Cawthon et al., 2014; Lang, 2002).
    For example, personnel must be skilled at helping to determine 
appropriate accommodations for students' communication needs. Personnel 
must be knowledgeable about a variety of interpreting, transcription, 
and note-taking services and remote or onsite captioning technologies 
(e.g., C-Print or Communication Access Real-time Translation (CART)), 
as well as assistive listening devices that may serve as effective 
accommodations for some students who are deaf or hard of hearing 
(Cawthon, Nichols, & Collier, 2009). With the rapid pace of 
technological advancement and the increasing sophistication of 
technology, it is important for personnel at postsecondary institutions 
and other relevant organizations and public agencies to stay current on 
available

[[Page 11541]]

technology and policies to ensure communication access for their deaf 
or hard of hearing students.
    To address the diverse and complex needs of individuals with 
disabilities, including individuals who are deaf or hard of hearing and 
their families, policymakers and other professionals have stressed the 
importance of ensuring individuals with disabilities have access to a 
comprehensive set of services and supports to help them develop the 
skills they will need to access and succeed in postsecondary education 
and training settings (Federal Partners in Transition, 2015; National 
Agenda Steering Committee, 2005). Research suggests that better post-
school outcomes for individuals with disabilities may be linked to 
strong and effective partnerships between agencies responsible for 
programs that play a key role in providing services to individuals with 
disabilities and their families (Federal Partners in Transition, 2015; 
Landmark, Ju, & Zhang, 2010; National Council on Disability, 2008; Test 
et al., 2009; U.S. Government Accountability Office, 2011). Currently 
no single system or agency is responsible for providing all the 
necessary supports to help individuals with disabilities develop 
essential skills. Individuals with disabilities, including those who 
are deaf or hard of hearing, often need to simultaneously access 
services from several different agencies to successfully meet their 
needs. Providing support for improved interagency collaboration at 
State and local levels may produce better outcomes in postsecondary 
education and training for individuals who are deaf or hard of hearing. 
The Department intends to build on current efforts to improve outcomes 
in postsecondary education and training for individuals who are deaf or 
hard hearing. The Department will fund a TA center dedicated to 
improving the collaboration among postsecondary institutions, SEAs, 
LEAs, State VR agencies, VR service providers, and other relevant 
organizations and public agencies.
    In addition, OSEP has developed a Results-Driven Accountability 
(RDA) system that requires all States to develop a State Systemic 
Improvement Plan (SSIP) \1\ that will incorporate strategies to produce 
improved outcomes for students with disabilities. A number of States 
have identified improving post-school outcomes as the focus of their 
SSIP work. For success in this area, States will need access to a 
center that provides TA to support the implementation of their SSIP 
strategies to improve postsecondary education and training outcomes for 
students who are deaf or hard of hearing.
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    \1\ For more information about the SSIP, see page 18 of the Part 
B Measurement Table under ``Forms and Instructions'' at 
www.regulations.gov/#!docket Detail; D=ED-2013-ICCD-0047. For more 
information about RDA, see http://www2.ed.gov/about/offices/list/osers/osep/rda/index.html.
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    Priority:
    The purpose of this priority is to fund a Center that will support 
the efforts of postsecondary institutions, SEAs, LEAs, State VR 
Agencies, VR service providers, and other relevant organizations and 
public agencies, to more effectively address the postsecondary, 
vocational, technical, continuing, and adult education (postsecondary 
education and training) needs of individuals who are deaf or hard of 
hearing, including those who have co-occurring disabilities, such as 
learning and emotional disabilities, and those who are English 
learners.
    The Center must achieve, at a minimum, the following outcomes:
    (a) Increased numbers of individuals who are deaf or hard of 
hearing who, without requiring remedial coursework, are admitted to, 
persist in, and complete college or other postsecondary education and 
training programs, including adult basic education and developmental 
education programs;
    (b) Improved collaboration among postsecondary institutions, SEAs, 
LEAs, State VR agencies, VR service providers, and other relevant 
organizations and public agencies so they are more effective at the 
following:
    (1) Identifying roles, responsibilities, and procedures for 
outreach to individuals who are deaf or hard of hearing and who are 
interested in pursuing postsecondary education and training, including 
outreach to secondary school students who have identified postsecondary 
education and training goals as part of an individualized education 
program or individualized plan for employment;
    (2) Identifying education and employment training opportunities for 
individuals who are deaf or hard of hearing and who are not college 
bound;
    (3) Improving the ability of individuals who are deaf or hard of 
hearing to be effective self-advocates in postsecondary education and 
training settings; and
    (4) Providing TA and services to individuals who are deaf or hard 
of hearing and their families;
    (c) Improved capacity of postsecondary institutions, SEAs, LEAs, 
State VR agencies, VR service providers, and other relevant 
organizations and public agencies to implement evidence-based (as 
defined in this notice) practices and strategies designed to increase 
the number of individuals who are deaf or hard of hearing who, without 
requiring remedial coursework, are admitted to, persist in, and 
complete college or other postsecondary education and training;
    (d) An increased body of knowledge on how to effectively utilize 
technology to promote access and provide accommodations (e.g., high-
quality captioning, note-taking, and interpreting services) for 
individuals who are deaf or hard of hearing in postsecondary education 
and training settings; and
    (e) Expanded dissemination of lessons learned from implementing 
evidence-based practices and strategies to inform national, State, and 
local efforts to improve postsecondary education and training outcomes 
for individuals who are deaf or hard of hearing.
    In addition to these programmatic requirements, to be considered 
for funding under this priority, applicants must meet the application 
and administrative requirements in this priority. OSEP encourages 
innovative approaches to meet the following requirements:
    (a) Demonstrate, in the narrative section of the application under 
``Significance of the Project,'' how the proposed project will--
    (1) Address the training and information needs of postsecondary 
institutions, SEAs, LEAs, State VR agencies, VR service providers, and 
other relevant organizations and public agencies for better 
implementing evidence-based practices and strategies that will increase 
the number of individuals who are deaf or hard of hearing who, without 
remedial coursework, are admitted to, persist in, and complete college 
or other postsecondary education and training, including adult basic 
education and developmental education programs. To meet this 
requirement, the applicant must--
    (i) Include a project design that is evidence-based;
    (ii) Present applicable national and State data demonstrating the 
training needs of postsecondary institutions, SEAs, LEAs, State VR 
agencies, VR service providers, and other relevant organizations and 
public agencies for better implementing evidence-based practices and 
strategies that will increase the success of students who are deaf or 
hard of hearing in postsecondary education and training; and
    (iii) Identify current issues and policy initiatives in secondary 
transition, postsecondary education, career preparation, and employment 
for students who are deaf or hard of hearing; and

[[Page 11542]]

    (2) Address the current and emerging needs of postsecondary 
institutions, SEAs, LEAs, State VR agencies, VR service providers, and 
other relevant organizations and public agencies for better 
implementing SSIP strategies to improve postsecondary education and 
training outcomes for students who are deaf or hard of hearing.
    (b) Demonstrate, in the narrative section of the application under 
``Quality of the Project Services,'' how the proposed project will--
    (1) Ensure equal access and treatment for members of groups that 
have historically been underrepresented based on race, color, national 
origin, gender, age, or disability in accessing postsecondary education 
and training. To meet this requirement, the applicant must describe how 
it will--
    (i) Identify the needs of intended recipients for TA and 
information; and
    (ii) Ensure that services and products meet the needs of the 
intended recipients (e.g., by creating materials in formats and 
languages accessible to the stakeholders served by the intended 
recipients);
    (2) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes;
    (ii) A logic model that depicts, at a minimum, the goals, 
activities, outputs, and outcomes of the proposed project. A logic 
model communicates how a project will achieve its outcomes and provides 
a framework for both the formative and summative evaluations of the 
project; and
    (iii) A conceptual framework to develop project plans and 
activities, describing any underlying concepts, assumptions, 
expectations, beliefs, or theories, as well as the presumed 
relationships or linkages among these variables, and any empirical 
support for this framework;

    Note:  Section 77.1(c) of the Education Department General 
Administrative Regulations (EDGAR) contains a definition for ``logic 
model'' that incorporates the term ``conceptual framework'' into 
that definition. In the TA&D Technical Assistance and Dissemination 
program priorities, OSEP has chosen to keep the two concepts 
separate in an effort to promote a fuller description of both the 
theory behind the proposed project and how that theory is 
operationalized in a logic model that depicts how the project will 
work. The following Web sites provide examples for constructing 
logic models: www.researchutilization.org/matrix/logicmodel_resource3c.html and www.osepideasthatwork.org/logicModel/index.asp.

    (3) Be based on current research and make use of evidence-based 
practices and strategies. To meet this requirement, the applicant must 
describe--
    (i) The current research on the most effective ways to support 
students who are deaf or hard of hearing in postsecondary education and 
training;
    (ii) The current research on the use of adult learning principles 
and implementation science to inform the proposed TA; and
    (iii) How the proposed project will incorporate both current 
research identified in paragraphs (3)(i) and (ii) and evidence-based 
practices and strategies to facilitate the development and delivery of 
its products and services;
    (4) Develop products, create training modules, and hold meetings to 
encourage collaborative activities between service providers;
    (5) Provide TA that is of high quality and sufficient intensity and 
duration to achieve the intended outcomes of the proposed project. To 
address this requirement, the applicant must describe--
    (i) How it proposes to identify and increase the number of students 
who are deaf or hard of hearing who, without requiring remedial 
coursework, are admitted to, persist in, and complete college or other 
postsecondary education and training;
    (ii) Its proposed approach to universal, general TA,\2\ which must 
identify the intended recipients of the products and services under 
this approach;
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    \2\ ``Universal, general TA'' means TA and information provided 
to independent users through their own initiative, resulting in 
minimal interaction with TA center staff and including one-time, 
invited or offered conference presentations by TA center staff. This 
category of TA also includes information or products, such as 
newsletters, guidebooks, or research syntheses, downloaded from the 
TA center's Web site by independent users. Brief communications by 
TA center staff with recipients, either by telephone or email, are 
also considered universal, general TA.
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    (iii) Its proposed approach to targeted, specialized TA,\3\ which 
must identify--
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    \3\ ``Targeted, specialized TA'' means TA based on needs common 
to multiple recipients and not extensively individualized. A 
relationship is established between the TA recipient and one or more 
TA center staff. This category of TA includes one-time, labor-
intensive events, such as facilitating strategic planning or hosting 
regional or national conferences. It can also include episodic, less 
labor-intensive events that extend over a period of time, such as 
facilitating a series of conference calls on single or multiple 
topics that are designed around the needs of the recipients. 
Facilitating communities of practice can also be considered 
targeted, specialized TA.
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    (A) The intended recipients of the products and services under this 
approach; and
    (B) Its proposed approach to measure the readiness of potential TA 
recipients to work with the project, assessing, at a minimum, their 
current infrastructure, available resources, and ability to build 
capacity at a local level; and
    (iv) Its proposed approach to intensive, sustained TA,\4\ which 
must identify--
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    \4\ ``Intensive, sustained TA'' means TA services often provided 
onsite and requiring a stable, ongoing relationship between the TA 
center staff and the TA recipient. ``TA services'' are defined as a 
negotiated series of activities designed to reach a valued outcome. 
This category of TA should result in changes to policy, program, 
practice, or operations that support increased recipient capacity or 
improved outcomes at one or more systems levels.
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    (A) The intended recipients of the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of postsecondary 
institutions, SEAs, LEAs, State VR Agencies, VR service providers, and 
other relevant organizations and public agencies to work with the 
project, including their commitment to the initiative, alignment of the 
initiative to their needs, current infrastructure, available resources, 
and ability to build capacity at the local, district, or State level;
    (C) Its proposed plan for assisting postsecondary institutions, 
SEAs, LEAs, State VR Agencies, VR service providers, and other relevant 
organizations and public agencies to build training systems that 
include professional development based on adult learning principles and 
coaching; and
    (D) Its proposed plan for working with students, families, 
postsecondary institutions, SEAs, LEAs, State VR agencies, VR service 
providers, and other relevant organizations and public agencies at the 
State and local levels (e.g., TA providers, schools, transition 
coordinators, guidance counselors, career and technical education 
educators, Department of Labor personnel, private industry, 
postsecondary education professional(s)) to ensure there is 
communication between each level and there are systems in place to 
effectively address the postsecondary education and training needs of 
individuals who are deaf or hard of hearing, including those who have 
co-occurring disabilities, such as learning and emotional disabilities, 
and those who are English learners; and
    (6) Develop products and implement services that maximize 
efficiency. To address this requirement, the applicant must describe--

[[Page 11543]]

    (i) How the proposed project will use technology to achieve the 
intended project outcomes;
    (ii) With whom the proposed project will collaborate and the 
intended outcome of this collaboration; and
    (iii) How the proposed project will use non-project resources to 
achieve the intended project outcomes.
    (c) In the narrative section of the application under ``Quality of 
the Evaluation Plan,'' include an evaluation plan for the project as 
described in the following paragraphs.
    The evaluation plan must describe measures of: Progress in 
implementation, including the extent to which the project's products 
and services have reached their target population; intended outcomes or 
results of the project's activities in order to evaluate those 
activities; and how well the goals or objectives of the proposed 
project, as described in its logic model, have been met.
    In designing the evaluation plan, the project must--
    (1) Designate, with the approval of the OSEP project officer, a 
project liaison staff person with sufficient dedicated time, experience 
in evaluation, and knowledge of the project to work in collaboration 
with the Center to Improve Project Performance (CIPP),\5\ the Center's 
project director, and the OSEP project officer on the following tasks:
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    \5\ The major tasks of CIPP are to guide, coordinate, and 
oversee the design of formative evaluations for every large 
discretionary investment (i.e., those awarded $500,000 or more per 
year and required to participate in the 3+2 process) in OSEP's 
Technical Assistance and Dissemination; Personnel Development; 
Parent Training and Information Centers; and Educational Technology, 
Media, and Materials programs. The efforts of CIPP are expected to 
enhance individual project evaluation plans by providing expert and 
unbiased TA in designing the evaluations with due consideration of 
the project's budget. CIPP does not function as a third-party 
evaluator.
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    (i) Revise, as needed, the logic model submitted in the grant 
application to provide for a more comprehensive measurement of 
implementation and outcomes and to reflect any changes or 
clarifications to the model discussed at the kick-off meeting;
    (ii) Refine the evaluation design and instrumentation proposed in 
the grant application consistent with the logic model (e.g., preparing 
evaluation questions about significant program processes and outcomes; 
developing quantitative or qualitative data collections that permit 
both the collection of progress data, including fidelity of 
implementation, as appropriate, and the assessment of project outcomes; 
selecting respondent samples if appropriate; designing instruments or 
identifying data sources; and identifying analytic strategies); and
    (iii) Revise, as needed, the evaluation plan submitted in the grant 
application such that it clearly--
    (A) Specifies the measures and associated instruments or sources 
for data appropriate to the evaluation questions, suggests analytic 
strategies for those data, provides a timeline for conducting the 
evaluation, and includes staff assignments for completing the plan;
    (B) Delineates the data expected to be available by the end of the 
second project year for use during the project's intensive review for 
continued funding described under the heading Fourth and Fifth Years of 
the Project; and
    (C) Can be used to assist the project director and the OSEP project 
officer, with the assistance of CIPP, as needed, to specify the 
performance measures to be addressed in the project's Annual 
Performance Report;
    (2) Cooperate with CIPP staff in order to accomplish the tasks 
described in paragraph (1) of this section; and
    (3) Dedicate sufficient funds in each budget year to cover the 
costs of carrying out the tasks described in paragraphs (1) and (2) of 
this section and implementing the evaluation plan.
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have historically been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to carry out the 
proposed activities and achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits.
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as appropriate; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
will be allocated to the project 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; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including students, families, transition specialists, 
career and technical education professionals, school guidance 
counselors, postsecondary education professionals, VR counselors, 
private industry, TA providers, researchers, and policy makers, among 
others, in its development and operation.
    (f) Address the following application requirements. The applicant 
must--
    (1) Include, in Appendix A, a logic model as described in paragraph 
(b)(2)(ii) of these requirements.
    (2) Include, in Appendix A, a conceptual framework for the project 
as described in paragraph (b)(2)(iii) of these requirements;
    (3) Include, in Appendix A, person-loading charts and timelines as 
applicable, to illustrate the management plan described in the 
narrative;
    (4) Include, in the budget, attendance at the following:
    (i) A one and one-half day kick-off meeting in Washington, DC after 
receipt of the award, and an annual planning meeting in Washington, DC, 
with the OSEP project officer and other relevant staff during each 
subsequent year of the project period.
    Note: Within 30 days of receipt of the award, a post-award 
teleconference must be held between the OSEP project officer and the 
grantee's project director or other authorized representative;
    (ii) A two and one-half day project directors' conference in 
Washington, DC during each year of the project period;
    (iii) Two annual two-day trips to attend Department briefings, 
Department-sponsored conferences, and other meetings, as requested by 
OSEP; and
    (iv) A one-day intensive review meeting in Washington, DC, during 
the last half of the second year of the project period;
    (5) Include, in the budget, a line item for an annual set-aside of 
five percent of the grant amount to support emerging needs that are 
consistent with the

[[Page 11544]]

proposed project's intended outcomes, as those needs are identified in 
consultation with OSEP.
    Note: With approval from the OSEP project officer, the project must 
reallocate any remaining funds from this annual set-aside no later than 
the end of the third quarter of each budget period; and
    (6) Maintain a Web site that meets government or industry-
recognized standards for accessibility.
    Fourth and Fifth Years of the Project:
    In deciding whether to continue funding the project for the fourth 
and fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), as well as--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. This review will be conducted by OSEP during 
a one-day intensive meeting that will be held during the last half of 
the second year of the project period;
    (b) The timeliness with which, and how well, the requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) Whether the quality, relevance, and usefulness of the project's 
products and services are aligned with the project's objectives and 
likely to result in the project achieving its intended outcomes.

References

Cawthon, S.W., Garberoglio, C., Caemmerer, J.M., Bond, M.P., Leppo, 
R.H., Schoffstall, S.J., Rainey, J.C., & Hamilton, G.A. (2014). 
Professional preparedness and perspectives on transition for 
individuals who are deaf or hard of hearing. Career Development and 
Transition for Exceptional Individuals. Retrieved from http://cde.sagepub.com/content/early/2014/10/16/2165143414553025.full.pdf+html.
Cawthon, S.W., & Leppo, R. (2013). Accommodations quality for 
students who are deaf or hard of hearing. American Annals of the 
Deaf, 158, 438-452.
Cawthon, S.W., Nichols, S.K., & Collier, M. (2009). Facilitating 
access: What information do Texas postsecondary institutions provide 
on accommodations and services for students who are deaf or hard of 
hearing? American Annals of the Deaf, 155(5), 450-460.
Convertino, C.M., Marschark, M., Sapere, P., Sarchet, T., & Zupan, 
M. (2009). Predicting academic success among deaf college students. 
Journal of Deaf Studies and Deaf Education, 14(3), 324-343.
Federal Partners in Transition Strategic Planning Committee. (2015). 
The 2020 Federal youth transition plan: A Federal interagency 
strategy. Washington, DC: U.S. Department of Labor, Office of 
Disability Employment Policy.
Ferrell, K.A., Bruce, S., & Luckner, J. L. (2014). Evidence-based 
practices for students with sensory impairments (Document No. IC-4). 
Retrieved from University of Florida, Collaboration for Effective 
Educator, Development, Accountability, and Reform Center.
Landmark, L.J., Ju, S., & Zhang, D. (2010). Substantiated best 
practices in transition: Fifteen plus years later. Career 
Development for Exceptional Individuals, 33, 165-176.
Lang, H.G. (2002). Higher education for deaf students: Research 
priorities in the new millennium. Journal of Deaf Studies and Deaf 
Education, 7(4), 267-280.
Luft, P. (2014). A national survey of transition services for deaf 
and hard of hearing. Career Development and Transition for 
Exceptional Individuals, 37(3) 177-192.
Luft, P., & Huff, K. (2011). How prepared are transition-age deaf 
and hard of hearing students for adult living? Results of the 
Transition Competence Battery. American Annals of the Deaf, 155(5), 
569-579.
Marschark, M. (2001). Language development in children who are deaf: 
A research synthesis. Alexandria, VA: National Association of State 
Directors of Special Education. Retrieved from www.nasdse.org.
National Agenda Steering Committee. (2005). National agenda: Moving 
forward on achieving educational equality for deaf and hard of 
hearing students. Retrieved from www.ndepnow.org/pdfs/national_agenda.pdf.
National Council on Disability. (2008). The Rehabilitation Act: 
Outcomes for transition-age youth. Washington, DC: Author.
Newman, L., Wagner, M., Cameto, R., & Knokey, A. M. (2009). The 
post-high school outcomes of youth with disabilities up to 4 years 
after high school: A report from the National Longitudinal 
Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. 
Retrieved from www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf.
Newman, L., Wagner, M., Knokey, A.M., Marder, C., Nagle, K., Shaver, 
D., Wei, X., with Cameto, R., Contreras, E., Ferguson, K., Greene, 
S., & Schwarting, M. (2011). The post-high school outcomes of young 
adults with disabilities up to 8 years after high school. A report 
from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 
2011-3005). Menlo Park, CA: SRI International. Retrieved from http://nlts2.org/reports/2011_09_02/nlts2_report_2011_09_02_complete.pdf.
Raue, K., & Lewis, L. (2011). Students with disabilities at degree-
granting postsecondary institutions (NCES 2011-018). Washington, DC: 
National Center for Education Statistics, Institute of Education 
Sciences, U.S. Department of Education.
Test, D.W., Mazzotti, V.L., Mustian, A.L., Fowler, C.H., Kortering, 
L.J., & Kohler, P.H. (2009). Evidence-based secondary transition 
predictors for improving post-school outcomes for students with 
disabilities. Career Development for Exceptional Individuals, 32, 
160-181.
U.S. Department of Education, Office for Civil Rights. (2005). Deaf 
students education services. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/hq9806.html.
U.S. Government Accountability Office. (2011). Deaf and hard of 
hearing children: Federal support for developing language and 
literacy. Retrieved from www.gao.gov/assets/320/318707.pdf.

Definitions

    For the purposes of this priority:
    Evidence-based means supported by strong theory.
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (APA) (5 U.S.C. 553) the Department generally offers interested 
parties the opportunity to comment on proposed priorities and 
requirements. Section 681(d) of IDEA, however, makes the public comment 
requirements of the APA inapplicable to the priority in this notice.

    Program Authority:  20 U.S.C. 1462, 1463, 1474, 1481, and 1482.
    Applicable Regulations: (a) EDGAR 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 agreement.
    Estimated Available Funds: Three programs plan to make available a 
total of $4,000,000 for this competition: $1,300,000 from the TA&D 
program; $1,700,000 from the Personnel Development program; and 
$1,000,000 from the ETechM2 program.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in FY

[[Page 11545]]

2017 from the list of unfunded applications from this competition.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $4,000,000 or the individual program budget amounts 
described in the note below for a single budget period of 12 months.

    Note:  In each budget period of 12 months, $1,300,000 must be 
budgeted under the TA&D program (consistent with section 
663(c)(8)(C) of IDEA); $1,700,000 must be budgeted under the 
Personnel Development program (consistent with section 662(c)(2) of 
IDEA); and $1,000,000 must be budgeted under the ETechM2 program 
(consistent with section 674(b) of IDEA).

    Estimated Number of Awards: 1.

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

    Project Period: Up to 36 months with an optional additional 24 
months based on performance. Applications must include plans for both 
the 36-month award and the 24-month extension.

III. Eligibility Information

    1. Eligible Applicants: SEAs; LEAs, including public charter 
schools that are considered LEAs under State law; IHEs; other public 
agencies; private nonprofit organizations; freely associated States and 
outlying areas; Indian tribes or tribal organizations; and for-profit 
organizations.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    3. Eligible Subgrantees: (a) Under 34 CFR 75.708(b) and (c) a 
grantee may award subgrants--to directly carry out project activities 
described in its application--to the following types of entities: SEAs; 
LEAs, including public charter schools that are considered LEAs under 
State law; IHEs; other public agencies; private nonprofit 
organizations; freely associated States and outlying areas; Indian 
tribes or tribal organizations; and for-profit organizations.
    (b) The grantee may award subgrants to entities it has identified 
in an approved application.
    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) Each applicant for, and recipient of, funding under this 
program must 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. Address to Request Application Package: You can obtain an 
application package via the Internet or from the Education Publications 
Center (ED Pubs). To obtain a copy via the Internet, use the following 
address: www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a 
copy from ED Pubs, write, fax, or call: ED Pubs, U.S. Department of 
Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 
1-877-433-7827. FAX: (703) 605-6794. If you use a telecommunications 
device for the deaf (TDD) or a text telephone (TTY), call, toll free: 
1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: [email protected].
    If you request an application package from ED Pubs, be sure to 
identify this competition as follows: CFDA number 84.326D.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit Part III to 
no more than 70 pages, using 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. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit and double-spacing requirements do not apply to Part 
I, the cover sheet; Part II, the budget section, including the 
narrative budget justification; Part IV, the assurances and 
certifications; or the abstract (follow the guidance provided in the 
application package for completing the abstract), the table of 
contents, the list of priority requirements, the resumes, the reference 
list, the letters of support, or the appendices. However, the page 
limit and double-spacing requirements do apply to all of Part III, the 
application narrative, including all text in charts, tables, figures, 
graphs, and screen shots.
    We will reject your application if you exceed the page limit in the 
application narrative section or if you apply standards other than 
those specified in this notice and the application package.
    3. Submission Dates and Times:
    Applications Available: March 4, 2016.
    Deadline for Transmittal of Applications: April 18, 2016.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to Other Submission Requirements in section 
IV of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: June 17, 2016.
    4. 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 program.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--

[[Page 11546]]

    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet at the 
following Web site: http://fedgov.dnb.com/webform. A DUNS number can be 
created within one to two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow two to five weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data you enter into the SAM database. 
Thus, if you think you might want to apply for Federal financial 
assistance under a program administered by the Department, please allow 
sufficient time to obtain and register your DUNS number and TIN. We 
strongly recommend that you register early.

    Note: Once your SAM registration is active, it may be 24 to 48 
hours before you can access the information in, and submit an 
application through, Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this competition must be submitted electronically unless you qualify 
for an exception to this requirement in accordance with the 
instructions in this section.
    a. Electronic Submission of Applications.
    Applications for grants under the Postsecondary Education Center 
for Individuals who are Deaf or Hard of Hearing competition, CFDA 
number 84.326D, must be submitted electronically using the 
Governmentwide Grants.gov Apply site at www.Grants.gov. Through this 
site, you will be able to download a copy of the application package, 
complete it offline, and then upload and submit your application. You 
may not email an electronic copy of a grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for the 
Postsecondary Education Center for Individuals who are Deaf or Hard of 
Hearing competition at www.Grants.gov. You must search for the 
downloadable application package for this competition by the CFDA 
number. Do not include the CFDA number's alpha suffix in your search 
(e.g., search for 84.326, not 84.326D).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov. In addition, for specific guidance and 
procedures for submitting an application through Grants.gov, please 
refer to the Grants.gov Web site at: www.grants.gov/web/grants/applicants/apply-for-grants.html.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: The 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a read-only, non-modifiable 
Portable Document Format (PDF). Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF (e.g., Word, Excel, WordPerfect, etc.) or submit a 
password-protected file, we will not review that material. Please note 
that this could result in your application not being considered for 
funding because

[[Page 11547]]

the material in question--for example, the project narrative--is 
critical to a meaningful review of your proposal. For that reason it is 
important to allow yourself adequate time to upload all material as PDF 
files. The Department will not convert material from other formats to 
PDF. Additional, detailed information on how to attach files is in the 
application instructions.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. This notification indicates 
receipt by Grants.gov only, not receipt by the Department. Grants.gov 
will also notify you automatically by email if your application met all 
the Grants.gov validation requirements or if there were any errors 
(such as submission of your application by someone other than a 
registered Authorized Organization Representative, or inclusion of an 
attachment with a file name that contains special characters). You will 
be given an opportunity to correct any errors and resubmit, but you 
must still meet the deadline for submission of applications.
    Once your application is successfully validated by Grants.gov, the 
Department will retrieve your application from Grants.gov and send you 
an email with a unique PR/Award number for your application.
    These emails do not mean that your application is without any 
disqualifying errors. While your application may have been successfully 
validated by Grants.gov, it must also meet the Department's application 
requirements as specified in this notice and in the application 
instructions. Disqualifying errors could include, for instance, failure 
to upload attachments in a read-only, non-modifiable PDF; failure to 
submit a required part of the application; or failure to meet applicant 
eligibility requirements. It is your responsibility to ensure that your 
submitted application has met all of the Department's requirements.
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that the 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. We will 
contact you after we determine whether your application will be 
accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system; and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevents you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Louise Tripoli, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 5132, Potomac 
Center Plaza, Washington, DC 20202-5108. FAX: (202) 245-7590.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail.
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.326D), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.

    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.

    We will not consider applications postmarked after the application 
deadline date.
    c. Submission of Paper Applications by Hand Delivery.
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.326D), 550 12th

[[Page 11548]]

Street SW., Room 7039, Potomac Center Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications:  If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210 and are listed in the application package.
    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 of Education 
(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. However, if the Department decides to 
select an equal number of applications in each group for funding, this 
may result in different cut-off points for fundable applications in 
each group.
    4. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.

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. 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.
    4. Performance Measures: Under the Government Performance and 
Results Act of 1993 (GPRA), the Department has established a set of 
performance measures, including long-term measures, that are designed 
to yield information on various aspects of the Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities program. These measures focus on the extent to which 
projects provide high-quality products and services, the relevance of 
project products and services to educational and early intervention 
policy and practice, and the use of products and services to improve 
educational and early intervention policy and practice.
    Grantees will be required to report information on their project's 
performance in annual performance reports and additional performance 
data to the Department (34 CFR 75.590 and 75.591).
    5. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities

[[Page 11549]]

receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Louise Tripoli, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5132, Potomac Center Plaza, 
Washington, DC 20202-5108. Telephone: (202) 245-7554.
    If you use a TDD or a TTY, call the Federal Relay Service (FRS), 
toll free, at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) by contacting 
the Grants and Contracts Services Team, U.S. Department of Education, 
400 Maryland Avenue SW., Room 5037, Potomac Center Plaza, Washington, 
DC 20202-2550. Telephone: (202) 245-7363. If you use a TDD or a TTY, 
call the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. Free 
Internet access to the official edition of the Federal Register and the 
Code of Federal Regulations is available via the Federal Digital System 
at: www.thefederalregister.org/fdsys. 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 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.

    Dated: February 29, 2016.
Michael K. Yudin,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2016-04867 Filed 3-3-16; 8:45 am]
 BILLING CODE 4000-01-P
11540 Federal Register / Vol. 81, No. 43 / Friday, March 4, 2016 / Notices

Priority: In accordance with 34 CFR an additional four years’ time (i.e., eight Pursuant to this requirement, in FY
75.105(b)(2)(v), this priority is from years after leaving high school) 2011, the Department’s Office of Special
allowable activities specified in the (Newman et al., 2011). Transition Education Programs (OSEP) funded a
statute (see sections 662(c)(2), planning teams and adult agencies must national center to support the efforts of
663(c)(8)(C), 674(b) and (c), and 681(d) therefore anticipate the likelihood that postsecondary institutions, working
of the Individuals with Disabilities students who are deaf or hard of hearing with other relevant organizations and
Education Act (IDEA) (20 U.S.C. 1462, will need an extended time period or public agencies, to more effectively
1463, 1474, and 1481)). long-term services and support to address the postsecondary, vocational,
Absolute Priority: For FY 2016 and complete postsecondary education and technical, continuing, and adult
any subsequent year in which we make training (Luft, 2014). education needs of students who are
awards from the list of unfunded Individuals who are deaf or hard of deaf or hard of hearing, so that a greater
applications from this competition, this hearing have unique communication number of these students persist in, and
priority is an absolute priority. Under 34 and language barriers that require a complete, college or other
CFR 75.105(c)(3), we consider only range of accommodations for success in postsecondary education and training
applications that meet this priority. postsecondary education and training programs. The center’s project period is
This priority is: settings. Research, policy, and practice scheduled to end on September 30,
Postsecondary Education Center for suggest decisions about 2016. OSEP believes postsecondary
Individuals who are Deaf or Hard of accommodations should be made on an institutions and other relevant
Hearing. individual basis (Cawthon & Leppo, organizations and public agencies
Background: 2013; Marschark, 2001; U.S. Department continue to need technical assistance
The purpose of this priority is to fund of Education, 2005). and training on how to best support
a cooperative agreement to establish and For example, different students who are deaf or hard of
operate a Postsecondary Education accommodations are needed for a hearing. For more information about the
Center for Individuals who are Deaf or student who has hearing aids or a current center, see www.pepnet.org.
Hard of Hearing (Center). The Center cochlear implant and uses oral-auditory Section 504 of the Rehabilitation Act
will support postsecondary education strategies, a student with a cochlear of 1973, as amended, and the Americans
through its work with institutions, State implant who uses sign language in with Disabilities Act of 1990, as
educational agencies (SEAs), local addition to oral-auditory strategies, and amended (ADA), outline postsecondary
educational agencies (LEAs), State a student who uses sign language only institutions’ obligations to ensure that
vocational rehabilitation (VR) agencies, (Ferrell, Bruce, & Luckner, 2014; they do not discriminate on the basis of
VR service providers, and other relevant Marschark, 2001). Postsecondary disability. These obligations include
organizations and public agencies, to institutions must be well-informed providing academic adjustments and
more effectively address the about relevant requirements and the auxiliary aids and services for students
postsecondary, vocational, technical, various accommodations that may be with disabilities (28 CFR 35.160–164; 28
continuing, and adult education appropriate for students who are deaf or CFR 36.303; 34 CFR 104.44).
(postsecondary education and training) hard of hearing (e.g., oral transliteration Given that statistics show many
needs of individuals who are deaf or services, sign language transliteration, individuals who are deaf or hard of
hard of hearing, including those who and sign language interpreting and hearing are enrolling in mainstream
have co-occurring disabilities, such as transcription services). postsecondary institutions (Raue &
learning and emotional disabilities, and In addition, deaf or hard of hearing Lewis, 2011), and considering the wide
those who are English learners. The students who may not pursue range of accommodations that may be
Center will foster collaboration among traditional postsecondary education necessary to serve this low-incidence
postsecondary institutions, SEAs, LEAs, may need access to appropriate job population, it is paramount that
State VR agencies, VR service providers, training or other postsecondary personnel at postsecondary institutions
and other relevant organizations and education opportunities. Luft and Huff and training programs have the
public agencies to support improved (2011) examined the transition strengths knowledge and skills needed to provide
outcomes for deaf or hard of hearing and needs of middle and high school fully accessible learning experiences
transition-aged youth. students who were deaf or hard of (Cawthon et al., 2014; Lang, 2002).
Although an increasing number of hearing and found substantial deficits in For example, personnel must be
individuals who are deaf or hard of their employment and independent skilled at helping to determine
hearing are attending postsecondary living skills. To ensure students appropriate accommodations for
education and training programs, successfully transition to postsecondary students’ communication needs.
literature suggests they have poor rates settings, postsecondary institutions— Personnel must be knowledgeable about
of completion, as compared to their along with public agencies such as a variety of interpreting, transcription,
non-disabled peers, often due to secondary schools, vocational and note-taking services and remote or
inadequate postsecondary skill rehabilitation agencies, community onsite captioning technologies (e.g., C-
preparation (Convertino, Marschark, service agencies, centers for Print or Communication Access Real-
Sapere, Sarchet, & Zupan, 2009). independent living, and one-stop time Translation (CART)), as well as
Newman, Wagner, Cameto, and Knokey centers funded under the Workforce assistive listening devices that may
(2009) reported that, based on National Innovation and Opportunity Act—must serve as effective accommodations for
Longitudinal Transition Study–2 provide appropriate supports and access some students who are deaf or hard of
(NLTS2) data, 72 percent of deaf or hard hearing (Cawthon, Nichols, & Collier,
jstallworth on DSK7TPTVN1PROD with NOTICES

to relevant resources.
of hearing students enrolled in Section 682(d)(1)(B) of IDEA requires 2009). With the rapid pace of
postsecondary school settings after the Secretary to ensure that, for each technological advancement and the
leaving high school. Of these students, fiscal year, not less than $4,000,000 is increasing sophistication of technology,
only 15 percent graduated or completed provided to address the postsecondary, it is important for personnel at
training within four years. However, vocational, technical, continuing, and postsecondary institutions and other
these students’ postsecondary adult education needs of individuals relevant organizations and public
completion rates rose to 53 percent with who are deaf or hard of hearing. agencies to stay current on available

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technology and policies to ensure focus of their SSIP work. For success in increase the number of individuals who
communication access for their deaf or this area, States will need access to a are deaf or hard of hearing who, without
hard of hearing students. center that provides TA to support the requiring remedial coursework, are
To address the diverse and complex implementation of their SSIP strategies admitted to, persist in, and complete
needs of individuals with disabilities, to improve postsecondary education college or other postsecondary
including individuals who are deaf or and training outcomes for students who education and training;
hard of hearing and their families, are deaf or hard of hearing. (d) An increased body of knowledge
policymakers and other professionals Priority: on how to effectively utilize technology
have stressed the importance of The purpose of this priority is to fund to promote access and provide
ensuring individuals with disabilities a Center that will support the efforts of accommodations (e.g., high-quality
have access to a comprehensive set of postsecondary institutions, SEAs, LEAs, captioning, note-taking, and interpreting
services and supports to help them State VR Agencies, VR service services) for individuals who are deaf or
develop the skills they will need to providers, and other relevant hard of hearing in postsecondary
access and succeed in postsecondary organizations and public agencies, to education and training settings; and
education and training settings (Federal more effectively address the (e) Expanded dissemination of lessons
Partners in Transition, 2015; National postsecondary, vocational, technical, learned from implementing evidence-
Agenda Steering Committee, 2005). continuing, and adult education based practices and strategies to inform
Research suggests that better post-school (postsecondary education and training) national, State, and local efforts to
outcomes for individuals with needs of individuals who are deaf or improve postsecondary education and
disabilities may be linked to strong and hard of hearing, including those who training outcomes for individuals who
effective partnerships between agencies have co-occurring disabilities, such as are deaf or hard of hearing.
responsible for programs that play a key learning and emotional disabilities, and In addition to these programmatic
role in providing services to individuals those who are English learners. requirements, to be considered for
with disabilities and their families The Center must achieve, at a funding under this priority, applicants
(Federal Partners in Transition, 2015; minimum, the following outcomes: must meet the application and
Landmark, Ju, & Zhang, 2010; National (a) Increased numbers of individuals administrative requirements in this
Council on Disability, 2008; Test et al., who are deaf or hard of hearing who, priority. OSEP encourages innovative
2009; U.S. Government Accountability without requiring remedial coursework, approaches to meet the following
Office, 2011). Currently no single are admitted to, persist in, and complete requirements:
system or agency is responsible for college or other postsecondary (a) Demonstrate, in the narrative
providing all the necessary supports to education and training programs, section of the application under
help individuals with disabilities including adult basic education and ‘‘Significance of the Project,’’ how the
develop essential skills. Individuals developmental education programs; proposed project will—
with disabilities, including those who (b) Improved collaboration among (1) Address the training and
are deaf or hard of hearing, often need postsecondary institutions, SEAs, LEAs, information needs of postsecondary
to simultaneously access services from State VR agencies, VR service providers, institutions, SEAs, LEAs, State VR
several different agencies to successfully and other relevant organizations and agencies, VR service providers, and
meet their needs. Providing support for public agencies so they are more other relevant organizations and public
improved interagency collaboration at effective at the following: agencies for better implementing
State and local levels may produce (1) Identifying roles, responsibilities, evidence-based practices and strategies
better outcomes in postsecondary and procedures for outreach to that will increase the number of
education and training for individuals individuals who are deaf or hard of individuals who are deaf or hard of
who are deaf or hard of hearing. The hearing and who are interested in hearing who, without remedial
Department intends to build on current pursuing postsecondary education and coursework, are admitted to, persist in,
efforts to improve outcomes in training, including outreach to and complete college or other
postsecondary education and training secondary school students who have postsecondary education and training,
for individuals who are deaf or hard identified postsecondary education and including adult basic education and
hearing. The Department will fund a TA training goals as part of an developmental education programs. To
center dedicated to improving the individualized education program or meet this requirement, the applicant
collaboration among postsecondary individualized plan for employment; must—
institutions, SEAs, LEAs, State VR (2) Identifying education and (i) Include a project design that is
agencies, VR service providers, and employment training opportunities for evidence-based;
other relevant organizations and public individuals who are deaf or hard of (ii) Present applicable national and
agencies. hearing and who are not college bound; State data demonstrating the training
In addition, OSEP has developed a (3) Improving the ability of needs of postsecondary institutions,
Results-Driven Accountability (RDA) individuals who are deaf or hard of SEAs, LEAs, State VR agencies, VR
system that requires all States to hearing to be effective self-advocates in service providers, and other relevant
develop a State Systemic Improvement postsecondary education and training organizations and public agencies for
Plan (SSIP) 1 that will incorporate settings; and better implementing evidence-based
strategies to produce improved (4) Providing TA and services to practices and strategies that will
outcomes for students with disabilities. individuals who are deaf or hard of increase the success of students who are
A number of States have identified
jstallworth on DSK7TPTVN1PROD with NOTICES

hearing and their families; deaf or hard of hearing in postsecondary
improving post-school outcomes as the (c) Improved capacity of education and training; and
postsecondary institutions, SEAs, LEAs, (iii) Identify current issues and policy
1 For more information about the SSIP, see page State VR agencies, VR service providers, initiatives in secondary transition,
18 of the Part B Measurement Table under ‘‘Forms and other relevant organizations and postsecondary education, career
and Instructions’’ at www.regulations.gov/#!docket
Detail; D=ED-2013-ICCD-0047. For more
public agencies to implement evidence- preparation, and employment for
information about RDA, see http://www2.ed.gov/ based (as defined in this notice) students who are deaf or hard of
about/offices/list/osers/osep/rda/index.html. practices and strategies designed to hearing; and

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11544 Federal Register / Vol. 81, No. 43 / Friday, March 4, 2016 / Notices

proposed project’s intended outcomes, (2014). Evidence-based practices for transition predictors for improving post-
as those needs are identified in students with sensory impairments school outcomes for students with
consultation with OSEP. (Document No. IC–4). Retrieved from disabilities. Career Development for
Note: With approval from the OSEP University of Florida, Collaboration for Exceptional Individuals, 32, 160–181.
Effective Educator, Development, U.S. Department of Education, Office for
project officer, the project must Accountability, and Reform Center. Civil Rights. (2005). Deaf students
reallocate any remaining funds from this Landmark, L.J., Ju, S., & Zhang, D. (2010). education services. Retrieved from
annual set-aside no later than the end of Substantiated best practices in transition: http://www2.ed.gov/about/offices/list/
the third quarter of each budget period; Fifteen plus years later. Career ocr/docs/hq9806.html.
and Development for Exceptional U.S. Government Accountability Office.
(6) Maintain a Web site that meets Individuals, 33, 165–176. (2011). Deaf and hard of hearing
government or industry-recognized Lang, H.G. (2002). Higher education for deaf children: Federal support for developing
standards for accessibility. students: Research priorities in the new language and literacy. Retrieved from
Fourth and Fifth Years of the Project: millennium. Journal of Deaf Studies and www.gao.gov/assets/320/318707.pdf.
Deaf Education, 7(4), 267–280.
In deciding whether to continue Luft, P. (2014). A national survey of Definitions
funding the project for the fourth and transition services for deaf and hard of
fifth years, the Secretary will consider For the purposes of this priority:
hearing. Career Development and Evidence-based means supported by
the requirements of 34 CFR 75.253(a), as Transition for Exceptional Individuals,
well as— 37(3) 177–192.
strong theory.
(a) The recommendation of a review Luft, P., & Huff, K. (2011). How prepared are Strong theory means a rationale for
team consisting of experts selected by transition-age deaf and hard of hearing the proposed process, product, strategy,
the Secretary. This review will be students for adult living? Results of the or practice that includes a logic model.
Transition Competence Battery. Waiver of Proposed Rulemaking:
conducted by OSEP during a one-day
American Annals of the Deaf, 155(5), Under the Administrative Procedure Act
intensive meeting that will be held 569–579. (APA) (5 U.S.C. 553) the Department
during the last half of the second year Marschark, M. (2001). Language development generally offers interested parties the
of the project period; in children who are deaf: A research
(b) The timeliness with which, and opportunity to comment on proposed
synthesis. Alexandria, VA: National
how well, the requirements of the priorities and requirements. Section
Association of State Directors of Special
negotiated cooperative agreement have Education. Retrieved from 681(d) of IDEA, however, makes the
been or are being met by the project; and www.nasdse.org. public comment requirements of the
(c) Whether the quality, relevance, National Agenda Steering Committee. (2005). APA inapplicable to the priority in this
and usefulness of the project’s products National agenda: Moving forward on notice.
achieving educational equality for deaf Program Authority: 20 U.S.C. 1462, 1463,
and services are aligned with the
and hard of hearing students. Retrieved 1474, 1481, and 1482.
project’s objectives and likely to result from www.ndepnow.org/pdfs/national_
in the project achieving its intended Applicable Regulations: (a) EDGAR in
agenda.pdf.
outcomes. National Council on Disability. (2008). The
34 CFR parts 75, 77, 79, 81, 82, 84, 86,
Rehabilitation Act: Outcomes for 97, 98, and 99. (b) The Office of
References Management and Budget Guidelines to
transition-age youth. Washington, DC:
Cawthon, S.W., Garberoglio, C., Caemmerer, Author. Agencies on Governmentwide
J.M., Bond, M.P., Leppo, R.H., Newman, L., Wagner, M., Cameto, R., & Debarment and Suspension
Schoffstall, S.J., Rainey, J.C., & Hamilton, Knokey, A. M. (2009). The post-high (Nonprocurement) in 2 CFR part 180, as
G.A. (2014). Professional preparedness school outcomes of youth with adopted and amended as regulations of
and perspectives on transition for disabilities up to 4 years after high the Department in 2 CFR part 3485. (c)
individuals who are deaf or hard of school: A report from the National The Uniform Administrative
hearing. Career Development and Longitudinal Transition Study-2
(NLTS2). Menlo Park, CA: SRI
Requirements, Cost Principles, and
Transition for Exceptional Individuals.
Retrieved from http://cde.sagepub.com/ International. Retrieved from Audit Requirements for Federal Awards
content/early/2014/10/16/ www.nlts2.org/reports/2009_04/nlts2_ in 2 CFR part 200, as adopted and
2165143414553025.full.pdf+html. report_2009_04_complete.pdf. amended as regulations of the
Cawthon, S.W., & Leppo, R. (2013). Newman, L., Wagner, M., Knokey, A.M., Department in 2 CFR part 3474.
Accommodations quality for students Marder, C., Nagle, K., Shaver, D., Wei, Note: The regulations in 34 CFR part 79
who are deaf or hard of hearing. X., with Cameto, R., Contreras, E., apply to all applicants except federally
American Annals of the Deaf, 158, 438– Ferguson, K., Greene, S., & Schwarting, recognized Indian tribes.
452. M. (2011). The post-high school
Cawthon, S.W., Nichols, S.K., & Collier, M. outcomes of young adults with Note: The regulations in 34 CFR part 86
(2009). Facilitating access: What disabilities up to 8 years after high apply to institutions of higher education
information do Texas postsecondary school. A report from the National (IHEs) only.
institutions provide on accommodations Longitudinal Transition Study-2
and services for students who are deaf or (NLTS2) (NCSER 2011–3005). Menlo II. Award Information
hard of hearing? American Annals of the Park, CA: SRI International. Retrieved
Deaf, 155(5), 450–460. from http://nlts2.org/reports/2011_09_ Type of Award: Cooperative
Convertino, C.M., Marschark, M., Sapere, P., 02/nlts2_report_2011_09_02_ agreement.
Sarchet, T., & Zupan, M. (2009). complete.pdf. Estimated Available Funds: Three
Predicting academic success among deaf Raue, K., & Lewis, L. (2011). Students with programs plan to make available a total
college students. Journal of Deaf Studies disabilities at degree-granting of $4,000,000 for this competition:
jstallworth on DSK7TPTVN1PROD with NOTICES

and Deaf Education, 14(3), 324–343. postsecondary institutions (NCES 2011– $1,300,000 from the TA&D program;
Federal Partners in Transition Strategic 018). Washington, DC: National Center
for Education Statistics, Institute of
$1,700,000 from the Personnel
Planning Committee. (2015). The 2020
Federal youth transition plan: A Federal Education Sciences, U.S. Department of Development program; and $1,000,000
interagency strategy. Washington, DC: Education. from the ETechM2 program.
U.S. Department of Labor, Office of Test, D.W., Mazzotti, V.L., Mustian, A.L., Contingent upon the availability of
Disability Employment Policy. Fowler, C.H., Kortering, L.J., & Kohler, funds and the quality of applications,
Ferrell, K.A., Bruce, S., & Luckner, J. L. P.H. (2009). Evidence-based secondary we may make additional awards in FY

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Federal Register / Vol. 81, No. 43 / Friday, March 4, 2016 / Notices 11545

2017 from the list of unfunded IV. Application and Submission guidance provided in the application
applications from this competition. Information package for completing the abstract), the
Maximum Award: We will reject any 1. Address to Request Application table of contents, the list of priority
application that proposes a budget Package: You can obtain an application requirements, the resumes, the reference
exceeding $4,000,000 or the individual package via the Internet or from the list, the letters of support, or the
program budget amounts described in Education Publications Center (ED appendices. However, the page limit
the note below for a single budget Pubs). To obtain a copy via the Internet, and double-spacing requirements do
period of 12 months. use the following address: www.ed.gov/ apply to all of Part III, the application
Note: In each budget period of 12 months, fund/grant/apply/grantapps/index.html. narrative, including all text in charts,
$1,300,000 must be budgeted under the To obtain a copy from ED Pubs, write, tables, figures, graphs, and screen shots.
TA&D program (consistent with section fax, or call: ED Pubs, U.S. Department We will reject your application if you
663(c)(8)(C) of IDEA); $1,700,000 must be
of Education, P.O. Box 22207, exceed the page limit in the application
budgeted under the Personnel Development narrative section or if you apply
program (consistent with section 662(c)(2) of Alexandria, VA 22304. Telephone, toll
free: 1–877–433–7827. FAX: (703) 605– standards other than those specified in
IDEA); and $1,000,000 must be budgeted this notice and the application package.
under the ETechM2 program (consistent with 6794. If you use a telecommunications
section 674(b) of IDEA). device for the deaf (TDD) or a text 3. Submission Dates and Times:
telephone (TTY), call, toll free: 1–877– Applications Available: March 4,
Estimated Number of Awards: 1. 2016.
576–7734.
Note: The Department is not bound by any You can contact ED Pubs at its Web Deadline for Transmittal of
estimates in this notice. site, also: www.EDPubs.gov or at its Applications: April 18, 2016.
Project Period: Up to 36 months with email address: edpubs@inet.ed.gov. Applications for grants under this
an optional additional 24 months based If you request an application package competition must be submitted
on performance. Applications must from ED Pubs, be sure to identify this electronically using the Grants.gov
include plans for both the 36-month competition as follows: CFDA number Apply site (Grants.gov). For information
award and the 24-month extension. 84.326D. (including dates and times) about how
Individuals with disabilities can to submit your application
III. Eligibility Information obtain a copy of the application package electronically, or in paper format by
1. Eligible Applicants: SEAs; LEAs, in an accessible format (e.g., braille, mail or hand delivery if you qualify for
including public charter schools that are large print, audiotape, or compact disc) an exception to the electronic
considered LEAs under State law; IHEs; by contacting the person or team listed submission requirement, please refer to
other public agencies; private nonprofit under Accessible Format in section VIII Other Submission Requirements in
organizations; freely associated States of this notice. section IV of this notice.
and outlying areas; Indian tribes or 2. Content and Form of Application We do not consider an application
tribal organizations; and for-profit Submission: Requirements concerning that does not comply with the deadline
organizations. the content of an application, together requirements.
2. Cost Sharing or Matching: This with the forms you must submit, are in Individuals with disabilities who
program does not require cost sharing or the application package for this need an accommodation or auxiliary aid
matching. competition. in connection with the application
3. Eligible Subgrantees: (a) Under 34 Page Limit: The application narrative process should contact the person listed
CFR 75.708(b) and (c) a grantee may (Part III of the application) is where you, under FOR FURTHER INFORMATION
award subgrants—to directly carry out the applicant, address the selection CONTACT in section VII of this notice. If
project activities described in its criteria that reviewers use to evaluate the Department provides an
application—to the following types of your application. You must limit Part III accommodation or auxiliary aid to an
entities: SEAs; LEAs, including public to no more than 70 pages, using the individual with a disability in
charter schools that are considered following standards: connection with the application
LEAs under State law; IHEs; other • A ‘‘page’’ is 8.5″ x 11″, on one side process, the individual’s application
public agencies; private nonprofit only, with 1″ margins at the top, bottom, remains subject to all other
organizations; freely associated States and both sides. requirements and limitations in this
and outlying areas; Indian tribes or • Double-space (no more than three notice.
tribal organizations; and for-profit lines per vertical inch) all text in the Deadline for Intergovernmental
organizations. application narrative, including titles, Review: June 17, 2016.
(b) The grantee may award subgrants headings, footnotes, quotations, 4. Intergovernmental Review: This
to entities it has identified in an reference citations, and captions, as well competition is subject to Executive
approved application. as all text in charts, tables, figures, Order 12372 and the regulations in 34
4. Other General Requirements: (a) graphs, and screen shots. CFR part 79. Information about
Recipients of funding under this • Use a font that is 12 point or larger. Intergovernmental Review of Federal
competition must make positive efforts • Use one of the following fonts: Programs under Executive Order 12372
to employ and advance in employment Times New Roman, Courier, Courier is in the application package for this
qualified individuals with disabilities New, or Arial. An application submitted program.
(see section 606 of IDEA). in any other font (including Times 5. Funding Restrictions: We reference
(b) Each applicant for, and recipient Roman or Arial Narrow) will not be regulations outlining funding
jstallworth on DSK7TPTVN1PROD with NOTICES

of, funding under this program must accepted. restrictions in the Applicable
involve individuals with disabilities, or The page limit and double-spacing Regulations section of this notice.
parents of individuals with disabilities requirements do not apply to Part I, the 6. Data Universal Numbering System
ages birth through 26, in planning, cover sheet; Part II, the budget section, Number, Taxpayer Identification
implementing, and evaluating the including the narrative budget Number, and System for Award
project (see section 682(a)(1)(A) of justification; Part IV, the assurances and Management: To do business with the
IDEA). certifications; or the abstract (follow the Department of Education, you must—

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11548 Federal Register / Vol. 81, No. 43 / Friday, March 4, 2016 / Notices

Street SW., Room 7039, Potomac Center procedure will make it easier for the does not apply if you have an exception
Plaza, Washington, DC 20202–4260. Department to find peer reviewers by under 2 CFR 170.110(b).
The Application Control Center ensuring that greater numbers of (b) At the end of your project period,
accepts hand deliveries daily between individuals who are eligible to serve as you must submit a final performance
8:00 a.m. and 4:30:00 p.m., Washington, reviewers for any particular group of report, including financial information,
DC time, except Saturdays, Sundays, applicants will not have conflicts of as directed by the Secretary. If you
and Federal holidays. interest. It also will increase the quality, receive a multiyear award, you must
Note for Mail or Hand Delivery of Paper independence, and fairness of the submit an annual performance report
Applications: If you mail or hand deliver review process, while permitting panel that provides the most current
your application to the Department— members to review applications under performance and financial expenditure
(1) You must indicate on the envelope discretionary grant competitions for information as directed by the Secretary
and—if not provided by the Department—in which they also have submitted under 34 CFR 75.118. The Secretary
Item 11 of the SF 424 the CFDA number, applications. However, if the may also require more frequent
including suffix letter, if any, of the performance reports under 34 CFR
Department decides to select an equal
competition under which you are submitting
your application; and number of applications in each group 75.720(c). For specific requirements on
(2) The Application Control Center will for funding, this may result in different reporting, please go to www.ed.gov/
mail to you a notification of receipt of your cut-off points for fundable applications fund/grant/apply/appforms/
grant application. If you do not receive this in each group. appforms.html.
notification within 15 business days from the 4. Risk Assessment and Special (c) Under 34 CFR 75.250(b), the
application deadline date, you should call Conditions: Consistent with 2 CFR Secretary may provide a grantee with
the U.S. Department of Education 200.205, before awarding grants under additional funding for data collection
Application Control Center at (202) 245– this competition the Department analysis and reporting. In this case the
6288. Secretary establishes a data collection
conducts a review of the risks posed by
applicants. Under 2 CFR 3474.10, the period.
V. Application Review Information 4. Performance Measures: Under the
Secretary may impose special
1. Selection Criteria: The selection conditions and, in appropriate Government Performance and Results
criteria for this competition are from 34 circumstances, high risk conditions on a Act of 1993 (GPRA), the Department has
CFR 75.210 and are listed in the grant if the applicant or grantee is not established a set of performance
application package. financially stable; has a history of measures, including long-term
2. Review and Selection Process: We unsatisfactory performance; has a measures, that are designed to yield
remind potential applicants that in financial or other management system information on various aspects of the
reviewing applications in any that does not meet the standards in 2 Technical Assistance and Dissemination
discretionary grant competition, the CFR part 200, subpart D; has not to Improve Services and Results for
Secretary may consider, under 34 CFR fulfilled the conditions of a prior grant; Children with Disabilities program.
75.217(d)(3), the past performance of the or is otherwise not responsible. These measures focus on the extent to
applicant in carrying out a previous which projects provide high-quality
award, such as the applicant’s use of VI. Award Administration Information products and services, the relevance of
funds, achievement of project 1. Award Notices: If your application project products and services to
objectives, and compliance with grant is successful, we notify your U.S. educational and early intervention
conditions. The Secretary may also Representative and U.S. Senators and policy and practice, and the use of
consider whether the applicant failed to send you a Grant Award Notification products and services to improve
submit a timely performance report or (GAN); or we may send you an email educational and early intervention
submitted a report of unacceptable containing a link to access an electronic policy and practice.
quality. version of your GAN. We may notify Grantees will be required to report
In addition, in making a competitive you informally, also. information on their project’s
grant award, the Secretary requires If your application is not evaluated or performance in annual performance
various assurances including those not selected for funding, we notify you. reports and additional performance data
applicable to Federal civil rights laws 2. Administrative and National Policy to the Department (34 CFR 75.590 and
that prohibit discrimination in programs Requirements: We identify 75.591).
or activities receiving Federal financial administrative and national policy 5. Continuation Awards: In making a
assistance from the Department of requirements in the application package continuation award under 34 CFR
Education (34 CFR 100.4, 104.5, 106.4, and reference these and other 75.253, the Secretary considers, among
108.8, and 110.23). requirements in the Applicable other things: Whether a grantee has
3. Additional Review and Selection Regulations section of this notice. made substantial progress in achieving
Process Factors: In the past, the We reference the regulations outlining the goals and objectives of the project;
Department has had difficulty finding the terms and conditions of an award in whether the grantee has expended funds
peer reviewers for certain competitions the Applicable Regulations section of in a manner that is consistent with its
because so many individuals who are this notice and include these and other approved application and budget; and,
eligible to serve as peer reviewers have specific conditions in the GAN. The if the Secretary has established
conflicts of interest. The standing panel GAN also incorporates your approved performance measurement
requirements under section 682(b) of application as part of your binding requirements, the performance targets in
IDEA also have placed additional
jstallworth on DSK7TPTVN1PROD with NOTICES

commitments under the grant. the grantee’s approved application.
constraints on the availability of 3. Reporting: (a) If you apply for a In making a continuation award, the
reviewers. Therefore, the Department grant under this competition, you must Secretary also considers whether the
has determined that for some ensure that you have in place the grantee is operating in compliance with
discretionary grant competitions, necessary processes and systems to the assurances in its approved
applications may be separated into two comply with the reporting requirements application, including those applicable
or more groups and ranked and selected in 2 CFR part 170 should you receive to Federal civil rights laws that prohibit
for funding within specific groups. This funding under the competition. This discrimination in programs or activities

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Document Created: 2018-02-02 15:05:28
Document Modified: 2018-02-02 15:05:28
Category		Regulatory Information
Collection		Federal Register
sudoc Class		AE 2.7: GS 4.107: AE 2.106:
Publisher		Office of the Federal Register, National Archives and Records Administration
Section		Notices
Action		Notice.
Dates		Applications Available: March 4, 2016.
Contact		Louise Tripoli, U.S. Department of Education, 400 Maryland Avenue SW., Room 5132, Potomac Center Plaza, Washington, DC 20202-5108. Telephone: (202) 245-7554.
FR Citation		81 FR 11539