Applications for New Awards; Disability Innovation Fund-Creating a 21st Century Workforce of Youth and Adults With Disabilities Through the Transformation of Education, Career, and Competitive Integrated Employment Model Demonstration Project
| Published date | 09 April 2024 |
| Record Number | 2024-07502 |
| Citation | 89 FR 24812 |
| Court | Education Department |
| Section | Notices |
Federal Register, Volume 89 Issue 69 (Tuesday, April 9, 2024)
[Federal Register Volume 89, Number 69 (Tuesday, April 9, 2024)]
[Notices]
[Pages 24812-24824]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-07502]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Disability Innovation Fund--Creating
a 21st Century Workforce of Youth and Adults With Disabilities Through
the Transformation of Education, Career, and Competitive Integrated
Employment Model Demonstration Project
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The U.S. Department of Education (Department) is issuing a
notice inviting applications for fiscal year (FY) 2024 for the
Disability Innovation Fund (DIF)--Creating a 21st Century Workforce of
Youth and Adults with Disabilities Through the Transformation of
Education, Career, and Competitive Integrated Employment Model
Demonstration Project, Assistance Listing Number 84.421F. This notice
relates to the approved information collection under OMB control number
1894-0006, Applications for New Grants under the Rehabilitation
Services Administration (RSA).
DATES:
Applications Available: April 9, 2024.
Deadline for Notice of Intent to Apply: April 23, 2024.
Deadline for Transmittal of Applications: July 8, 2024.
Pre-Application Meeting: The Office of Special Education and
Rehabilitative Services (OSERS) will post a PowerPoint presentation
that provides general information about the Rehabilitation Services
Administration's discretionary grants and a PowerPoint presentation
specifically about the Disability Innovation Fund: Creating a 21st
Century Workforce of Youth and Adults with Disabilities Through the
Transformation of Education, Career, and Competitive Integrated
Employment Model Demonstration Project at https://ncrtm.ed.gov/grant-info. In addition to posting the PowerPoint, OSERS will conduct a pre-
application meeting specific to this competition via conference call to
respond to questions. Information about the pre-application meeting
will be available at https://ncrtm.ed.gov/grant-info prior to the date
of the call. OSERS invites interested applicants to email questions to
[email protected] in advance of the pre-application meeting. The
teleconference information, including a summary of the 84.421F pre-
application meeting will be available at https://ncrtm.ed.gov/grant-info within 10 business days after the pre-application meeting.
Deadline for Intergovernmental Review: September 6, 2024.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045) and available at
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede
the version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Cassandra P. Shoffler, U.S. Department
of Education, Lyndon Baines Johnson Building, 400 Maryland Avenue SW,
Room 4A10, Washington, DC 20202. Telephone: (202) 987-0118. Email:
[email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the Disability Innovation Fund
(DIF) Program, as provided by the Consolidated Appropriations Act, 2023
(Pub. L. 117-328), is to support innovative (as defined in this notice)
activities aimed at increasing competitive integrated employment (CIE)
as defined in section 7 of the Rehabilitation Act of 1973
(Rehabilitation Act) (29 U.S.C. 705(5)) \1\ for youth and other
individuals with disabilities.
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\1\ See 34 CFR 361.5(c)(9) for the regulatory definition of
``competitive integrated employment,'' which further clarifies the
definition in the Rehabilitation Act.
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Priority: This competition contains one absolute priority. We are
establishing the absolute priority for the FY 2024 grant competition
and any subsequent year in which we make awards from the list of
unfunded applications from this competition, in accordance with section
437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C.
1232(d)(1).
Background
In 2018, the Centers for Disease Control and Prevention (CDC)
reported that 61 million (one in four or 26 percent) adults in the
United States live with a disability (Okoro et al., 2018). During the
2022-23 school year, 7.1 million students, ages 5 through 21, received
special education services and/or related services under the IDEA
(Source: U.S. Department of Education, EDFacts Data Warehouse (EDW):
``IDEA Part B Child Count and Educational Environments Collection'',
available at https://data.ed.gov/dataset/idea-section-618-state-part-b-child-count-and-educational-environments/resources). Additionally,
during the 2020-21 school year, 1.6 million students with disabilities
were served solely under Section 504 of the Rehabilitation Act.
(Source: U.S. Department of Education, Office for Civil Rights, 2020-21
Civil Rights Data Collection, available at https://civilrightsdata.ed.gov).\2\
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\2\ The IDEA Part B Child Count and Educational Environments
Collection includes all 50 States, the District of Columbia, Puerto
Rico, the Outlying Areas (United States Virgin Islands, Guam,
American Samoa, and the Commonwealth of Northern Mariana Islands),
and the Freely Associated States (Federated States of Micronesia,
the Republic of the Marshall Islands, and the Republic of Palau). In
addition, if a public school's enrollment for a school year was less
than five students for fewer than 60 days, the Office for Civil
Rights may exempt that school from Civil Rights Data Collection
reporting.
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Individuals with disabilities, including youth with disabilities
(as defined in this notice), experience diverse disabilities that
include physical disabilities (such as mobility impairments or chronic
health conditions), sensory disabilities (such as visual or hearing
impairments), intellectual disabilities (such as developmental delays
or cognitive impairments), and mental health disabilities (such as
depression, anxiety, or bipolar disorder). It is important to recognize
that all individuals with disabilities have unique strengths, talents,
and contributions to offer; and it is essential for service providers
to adopt a person-centered approach to support individuals with
disabilities to achieve their goals for CIE. This means recognizing
their individual needs, preferences, and goals, and involving them in
decision-making processes that affect their lives. Supporting self-
determination and empowerment are crucial for promoting independence,
economic self-sufficiency, and CIE.
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The 21st century brings numerous changes that will affect youth and
adults with disabilities. As we look to the future, technological
innovations can provide new opportunities for individuals with
disabilities by improving mobility, communication, learning, daily
living activities, education, career training, and CIE. However, it is
crucial that these technologies are accessible and affordable, and more
importantly, that individuals with disabilities and professionals,
including educators (as defined in this notice), service professionals,
and employers, are knowledgeable and use, as appropriate, the options
available. In addition, with the advancement of technology across all
sectors, education, employment, and communities are constantly
changing. Advanced technology (as defined in this notice) can result in
knowledge-based jobs and support remote work, providing individuals
with disabilities increased CIE opportunities.
Additionally, individuals with disabilities, including justice-
involved youth with disabilities, youth and adults with acquired
disabilities (as defined in this notice), disconnected youth with
disabilities (as defined in this notice) and disconnected adults with
disabilities (as defined in this notice), may benefit from a range of
services, and supports to address their unique needs and challenges to
ensure access to CIE. Examples of services and supports include: (1)
receiving case management services (i.e., assistance with coordinating
services and supports); (2) accessing high quality education and
vocational training programs to acquire the necessary skills and
knowledge to secure CIE, including opportunities in advanced technology
careers; (3) obtaining counseling and mental health services needed to
address issues and improve overall well-being and to help ensure the
ability to obtain and maintain CIE; (4) obtaining rehabilitation
services such as physical therapy, occupational therapy, and speech
therapy to regain or improve functional abilities and independence to
obtain or maintain CIE; (5) receiving assistance with job placement,
job coaching, and ongoing support in the workplace; (6) securing safe
and stable housing, as well as services needed to address housing needs
necessary to improve quality of life, which can be a barrier to CIE;
(7) connecting with mentors or peers who have similar experiences for
guidance, support, and a sense of belonging, the lack of which can be a
barrier to obtaining or maintaining CIE; and (8) identifying accessible
transportation options to increase access to education, CIE,
healthcare, and other essential services. However, there are challenges
in ensuring all youth and adults with disabilities receive the support,
education, training, and advocacy they may need to succeed in the
workplace. There are also opportunities to address these challenges by
exploring new ideas, methods, or technologies to improve existing
processes, products, or services that have the potential to affect how
many of these individuals with disabilities achieve their CIE goals.
The focus of this program on increasing CIE is aligned to the
Administration's Good Jobs Initiative, which is led by the Department
of Labor and focused on providing information to workers, employers,
and government to promote good jobs for all workers. This includes
eight Good Jobs Principles that create a framework for workers,
businesses, labor unions, advocates, researchers, State and local
governments, and Federal agencies for a shared vision of job quality.
The Department encourages applicants to this grant program to consider
how these principles could further support increasing CIE opportunities
for individuals with disabilities. Additional information about the
Good Jobs Initiative is available at https://www.dol.gov/general/good-jobs.
Absolute Priority: For FY 2024 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:
Creating a 21st Century Workforce of Youth and Adults with
Disabilities through the Transformation of Education, Career, and CIE.
Purpose of Priority
The purpose of this priority is to fund model demonstration
projects designed to develop, implement, refine (as defined in this
notice), evaluate, and disseminate, for easy adoption, new or
substantially improved model strategies or programs to transition youth
and adults with disabilities to CIE in any one of five topic areas, or
a sixth topic, for field-initiated topic areas that includes the
opportunity to address more than one topic as outlined in this notice.
Topic Areas
Within this absolute priority, the Secretary intends to support
innovative model demonstration projects under the following topic
areas: (1) Broadening Access to Advanced Technology Careers and
Creating A 21st Century Workforce of Youth and/or Adults with
Disabilities Leading to CIE; (2) Innovative Applications (as defined in
this notice) of Advanced Technology to Support Youth and/or Adults with
Disabilities Leading to CIE; (3) Justice-Involved Youth with
Disabilities--Early Intervention (as defined in this notice) and
Reintegration (as defined in this notice) from the Juvenile Justice
System to the Community, Leading to CIE; (4) Early Intervention and
Workforce Reintegration Strategies for Youth and/or Adults with
Acquired Disabilities that Lead to CIE; (5) Early Intervention and
Workforce Reintegration Strategies for Disconnected Youth and/or
Disconnected Adults with Disabilities that Lead to CIE; and (6) Field
Initiated, under which applicants address innovative topic areas not
otherwise included in this priority, or combine two or more topic areas
described in this priority into one application. If an applicant
intends to address multiple topic areas, the applicant must combine the
topic areas in one application and submit it under topic area 6, Field
Initiated. For example, an applicant could apply under topic area 6
with a proposed project that combines topic area 1 with any of topic
areas 2 to 5. Multiple applications from a single applicant will not be
reviewed. If multiple applications are submitted by a single applicant,
the last completed application submitted will be reviewed.
Note: The numbering of the topic areas does not reflect an
established hierarchy or preference among the topic areas.
Note: The geographical distribution of projects factor will be
applied to fund applications out of rank order if the top-ranked
applications do not represent a geographical distribution throughout
the country.
Note: The topic area distribution of projects factor will be
applied to fund applications out of rank order to ensure a range of
topic areas are funded.
For each of the topic areas, we identify a background section, if
applicable, and a section that sets forth the requirements for projects
that address the topic area.
Topic Area 1: Broadening Access to Advanced Technology Careers and
Creating a 21st Century Workforce of Youth and/or Adults with
Disabilities Leading to CIE.
Background
Advanced and emerging technology careers require specialized
knowledge and skills in areas such as computer science, engineering,
data analysis,
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artificial intelligence, microelectronics, cybersecurity, and robotics.
Demand for workers in advanced technology fields is likely to increase
in the next 10 years (Ellingrud et al., 2023). At the same time, these
advanced technologies, and the products they enable will cause
disruption across nearly every sector of the economy. Both trends have
major impacts on CIE.
According to a report by the World Economic Forum, it is predicted
that 97 million new roles will be created, as humans, machines, and
algorithms increasingly work together (Masterson, 2022). Understanding
how advanced technology influences the strategies to support high-
quality CIE opportunities for youth with disabilities and adults with
disabilities is crucial to global economic competitiveness. The rise of
advanced technology and the automation that often comes with it is
transforming the workplace. Positions in nearly every industry are
evolving into new roles and responsibilities that require new skills.
These shifts may provide new opportunities for youth with disabilities
and adults with disabilities to participate in this critical area of
the workforce. Doing so will require using all available strategies,
including those that leverage the products created by advanced
technology fields, to remove barriers that have traditionally made it
difficult for youth with disabilities and adults with disabilities to
find and maintain CIE in advanced technology careers.
Requirements
A project in this topic area must assist youth with disabilities
and/or adults with disabilities to: (1) obtain certifications or
participate in training (education or employment) to help secure CIE in
a changing job market and employment landscape; and (2) identify and
secure CIE in advanced technology careers that are in high demand and
pay a livable wage, such as computer science, engineering, data
analysis, artificial intelligence, microelectronics, cybersecurity,
machine learning, machine programming, and robotics. Project activities
must include, but are not limited to: (1) Employer Engagement and
Partnerships (as defined in this notice): Developing employer
engagement and creating partnerships in advanced technology industries
to support project participants interested in pursuing CIE in these
areas; (2) Advanced Technology Utilization: Incorporating advanced
technology into work-based learning opportunities and CIE experiences
in these areas; (3) Advanced Technology Training: Developing,
facilitating, incorporating and implementing training of employers and
personnel, such as educators and service professionals, in strategies
to transform service delivery to support project participants moving
toward CIE in advanced technology careers; and (4) Removing Barriers to
Entry: Providing flexible, personalized, and/or interactive learning
experiences (e.g., online learning platforms, virtual reality and
augmented reality technologies, artificial intelligence and machine
learning technologies, mobile learning), to reduce barriers to entry
into CIE.
Topic Area 2: Innovative Applications of Advanced Technology to
Support Youth with Disabilities and/or Adults with Disabilities Leading
to CIE.
Background
Advanced technology may help improve the independence for
individuals with disabilities at work, school, and in the community
(Weitzman, 2023). It can also influence the delivery of services and
trainings, daily living skills development and devices, communication
strategies and devices, information access for youth with disabilities
and/or adults with disabilities with sensory impairments, or other
types of assistive devices or technology.
Further, advanced technology plays a role in helping youth with
disabilities and/or adults with disabilities obtain and be successful
in jobs across all sectors (e.g., Healthcare, Information Technology,
Finance and Banking, Education, Manufacturing, Retail and Hospitality,
Construction, Professional Services, Transportation and Logistics) of
the economy (Paige 2023). For example, through accessible and flexible
options like online learning platforms, webinars, virtual training
programs, virtual reality and augmented reality, artificial
intelligence, machine learning, and mobile learning, youth with
disabilities and/or adults with disabilities have opportunities to re-
skill or up-skill and improve their competitiveness in the job market.
In addition, advanced technology utilization can increase access to a
wide range of job opportunities. Applications such as online job
portals, professional networking platforms, and digital recruitment
platforms make it possible to identify promising CIE opportunities.
Through high-speed internet, video conferencing tools, and online
collaboration platforms, advanced technology can also help enable
remote work, increasing the opportunities for youth with disabilities
and/or adults with disabilities who may have limitations related to
commuting or working in a traditional office setting. Advanced
technology facilitates networking and professional development
opportunities through professional networking platforms, online
professional learning communities, and social media platforms that
allow youth with disabilities and/or adults with disabilities to
connect with professionals in their field, join industry-specific
groups, and access resources and mentorship opportunities that can help
them keep current or advance in CIE.
Requirements
A project in this topic area must focus on using advanced
technology, which could include innovative and promising techniques,
tools, and systems, to create or expand opportunities for youth and/or
adults with disabilities to prepare for, identify, secure, obtain, and
maintain CIE in any employment sector. Activities must include, but are
not limited to, (1) Engagement: Engaging project participants,
educators, service professionals, and employers to better understand
the ways advanced technology can address their needs; (2) Personalized
Advanced Technology (as defined in this notice): Incorporating
personalized advanced technology into project participants' activities
of daily living, education, training and employment; (3) Training on
Advanced Technology: Identifying, developing, and implementing training
of project participants, service professionals, educators, and
employers, in the use of advanced technology; (4) Advanced Technology
to Support Partnerships: Utilizing innovative and promising strategies,
including virtual platforms, that can support connection and
collaboration between diverse stakeholders (e.g., State agencies, local
agencies, employers, community based organizations, or education/
training institutions) to support project participants in obtaining
CIE.
Topic Area 3: Justice-Involved Youth with Disabilities--Early
Intervention and Workforce Reintegration from the Juvenile Justice
System to the Community Resulting in CIE.
Background
Data from the American Civil Liberties Union (2024) indicates that
roughly 60,000 youth under age 18 are incarcerated in juvenile jails
and prisons in the United States. It is estimated that the percentage
of incarcerated youth with disabilities, that reside in the juvenile
corrections facilities, typically range from 30 percent to 60 percent,
with some estimates as high as 85 percent (U.S.
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Department of Education, 2017). According to the National Center on
Education, Disability and Juvenile Justice, more than one in three
youths entering juvenile justice or young adult corrections facilities
have previously received special education services. This highlights
the disproportionate representation of youth with disabilities in
juvenile justice populations (National Center on Education, Disability
and Juvenile Justice, 2021). Compared to youth without disabilities,
youth with disabilities encounter the juvenile justice system at an
earlier age, stay for a longer period, and experience additional
challenges as they reintegrate into the community (Taylor, 2011).
It is vital to recognize the distinct obstacles faced by youth with
disabilities in the juvenile justice system and prioritize meeting
their needs to ensure equitable treatment and inclusive support
(McLellan et al., 2022). For example, research has shown that a
significant number of individuals impacted by the criminal justice
system have dyslexia, which can negatively impact academic and
behavioral outcomes. Therefore, screening for dyslexia and offering
related intervention services as appropriate is critical to promoting
positive outcomes for youth with disabilities (Cassidy et al., 2021).
By understanding and addressing these types of issues, we can strive
for a system that provides appropriate accommodations and services to
all youth with disabilities. Juvenile justice corrections facilities
often face challenges providing special education services and meeting
the needs of youth with disabilities. This is in part due to the
complexities of the population (e.g., the high numbers of youth with
disabilities and the high mobility of youth), the physical context
(e.g., restrictions associated with providing education in a secured
facility), and the system (e.g., poor linkages among schools and
juvenile justice facilities, including inability of facilities to get
educational records from previous educational placements) (Houchins et
al., 2010). Due to these challenges, youth with disabilities in the
juvenile justice system are at risk for a range of negative outcomes,
including struggling academically, not graduating high school or being
able to access postsecondary education opportunities, recidivism, and
unemployment (Taylor, 2011). The reintegration of youth involved in the
juvenile justice system is a critical component of ensuring their
successful transition back into society; however, there are challenges
associated with reintegrating these youth into school or community
settings, including CIE, following a stay in a residential or juvenile
corrections facility (Trout et al., 2008).
Transitioning from the juvenile justice system to CIE can be a
challenging process for youth with disabilities. However, there are
several strategies and resources available to support their successful
transition: (1) Vocational rehabilitation (VR) services may be
available to assist youth with disabilities in obtaining and
maintaining CIE. These services provide a range of supports, including
vocational assessment, career counseling, pre-employment transition
services for school-aged youth, job training, job placement assistance,
and ongoing support in the workplace. (2) For youth with disabilities
who are still school age, an individualized education program (IEP) or
a plan under section 504 of the Rehabilitation Act of 1973 can help
outline specific goals, accommodations, and services to support their
transition to CIE. The IEP team, which includes the student, parents or
caregivers, educators, and other professionals, can work together to
develop a plan that addresses the student's unique needs and goals. (3)
Job readiness programs specifically designed for youth with
disabilities can provide training and support in areas such as resume
writing, interview skills, workplace etiquette, and job search
strategies. These programs can help youth with disabilities develop the
necessary skills and confidence to enter the workforce. (4) Work-based
learning opportunities, such as internships, apprenticeships, and job
shadowing, can provide valuable hands-on experience and exposure to
different career paths. These opportunities allow youth with
disabilities to gain practical skills, explore their interests, and
make connections with potential employers. It is important for youth
with disabilities to understand their rights regarding disclosure of
their disability and prepare to advocate for the accommodations they
need to succeed in CIE. (5) Mentoring programs and peer support groups
can provide youth with disabilities with guidance, encouragement, and
role models who have successfully navigated the transition from
juvenile justice confinement to CIE. These relationships can help youth
with disabilities build confidence, develop important skills, and
access valuable networks. (6) Connecting with community resources, such
as disability advocacy organizations, parent organizations, vocational
training centers, and employment agencies, can provide additional
support and guidance during the transition process. These organizations
can offer specialized services, workshops, and resources tailored to
the needs of youth with disabilities. By using various strategies and
resources, youth with disabilities can increase their chances of
successfully transitioning from the juvenile justice system to CIE and
achieve their career goals.
Requirements
A project in this topic area must focus on early intervention and
reintegration strategies for justice-involved youth with disabilities
designed to lead to CIE and otherwise improve CIE opportunities for
justice-involved youth with disabilities who are returning to their
community. Activities must include, but are not limited to: (1) Plans:
Develop multifaceted pre- and post-release reentry plans for project
participants transitioning from the juvenile justice system to the
community, including but not limited to, providing and connecting to
transition services, community services, trauma-informed services,
wraparound support (as defined in this notice) and life coaching
services (as defined in this notice) to assist in obtaining and
maintaining CIE; (2) Skills and Tools: Identify the skills and tools
necessary to improve opportunities for CIE and reduce recidivism once
project participants return to the community; (3) Partnerships: Develop
and expand community-based partnerships and linkages that provide wrap-
around supports to project participants that foster positive reentry
into the community and create opportunities for CIE; (4) Risk and Needs
Factors: Identify, assess, and address general risk and need factors to
address prevention and early intervention for project participants
vulnerable to entering or reentering the juvenile justice system,
including by developing models to navigate various systems (e.g.,
transition from juvenile justice to community services); (5)
Professional Development Trainings: Identify, develop, and implement
training opportunities, including but not limited to service
professionals, stakeholders, and employers, involved in the community
reintegration process for project participants transitioning from the
juvenile justice system on issues, tools, and resources; (6) Transition
Services: Identify transitional services to assist reentering youth
with disabilities to successfully reintegrate into communities,
including but not limited to educational services, postsecondary
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education and training, employment, housing, parent and family
information and services, mentoring, treatment, and counseling, and
social activities which can lead to achieving CIE; and (7) Project
Advisory Committee: Develop a project advisory committee that includes
representation from the target population to be served by the project,
partners (as defined in this notice) relevant to the project, and
project activities (e.g., State agencies, employers, youth service
programs, parent organizations, local agencies, support systems).
Topic Area 4: Early Intervention and Workforce Reintegration for
Youth and/or Adults with Acquired Disabilities Leading to CIE.
Background
While some youth and adults with disabilities have congenital
disabilities that they have lived with since birth, others have
acquired disabilities through various means such as traumatic
accidents, diagnosis of chronic illnesses, or through other life-
changing means (Okoro et al, 2018). Examples of acquired disabilities
include but are not limited to spinal cord injuries, traumatic brain
injury, vision loss, and Long COVID. An individual's life, both
physically and mentally, can be significantly altered after acquiring a
disability.
The differences between a youth and/or adult with a congenital
disability and a youth and/or adult who acquires a disability later in
life can vary depending on the individual and the specific disability.
For youth and/or adults with a congenital disability, the disability is
all the youth or adult has known, and they may have a different
perspective on what is considered a limitation or barrier (Bateman,
2023). Those who acquire a disability later in life may have an
awareness of the differences between their previous abilities and their
current abilities. It is important to note that these differences are
generalizations, and each individual's experience may vary (Bateman,
2023). The responses to a disability can be influenced by various
factors, including the type and severity of the disability, social
support, and individual differences in coping mechanisms and can
significantly impact CIE.
As an individual with an acquired disability navigates changes in
their circumstances, there are potential new challenges to face related
to education, employment, social well-being, and health, including a
need for mental health support. Acquired disabilities can present
unique challenges when it comes to finding and maintaining CIE.
However, with the right support and accommodations, youth and adults
with acquired disabilities can pursue meaningful and fulfilling CIE
opportunities. There are several considerations and strategies to keep
in mind when working with youth and adults with acquired disabilities
who are seeking to obtain or maintain CIE, such as the importance of
advocating for oneself and communicating needs to employers (Morgan,
2021). This may involve discussing accommodations, such as reasonable
modifications to the work environment and flexible work arrangements,
that can help them perform their job duties effectively (U.S.
Department of Labor, 2024). In addition, VR services are available to
assist youth and adults with disabilities in obtaining and maintaining
CIE. These services can provide vocational assessments, career
counseling, job training, job placement assistance, and ongoing support
in the workplace. When searching for jobs, youth and/or adults with
acquired disabilities can focus on industries or positions that align
with their abilities and interests. Networking, attending job fairs,
and using online job boards and disability-specific job portals can be
helpful in finding suitable CIE opportunities. Building a support
network in the workplace can also be beneficial for youth and/or adults
with acquired disabilities. A support network may include colleagues,
supervisors, and mentors who can provide guidance, understanding, and
assistance when needed. Lastly, youth and/or adults with acquired
disabilities can continue to enhance their skills and knowledge through
professional development opportunities, such as attending workshops,
conferences, or online courses to increase marketability.
Studies have shown that early intervention, providing services
shortly after a disability is acquired, is critical to promoting
improved employment outcomes (Smalligan & Boyens, 2018). Wickizer et
al. (2018) found that providing services to injured workers in the
first 1-2 months following injury is critical to reducing the
likelihood individuals exit the workforce and transition to long-term
disability. Therefore, it has been found that efforts to more quickly
identify, enroll and provide services to individuals with disabilities
in vocational rehabilitation programs have increase employment and wage
outcomes as well (Martin & Sevak, 2020).
Requirements
A project in this topic area must focus on securing CIE for youth
and/or adults with acquired disabilities, by addressing the unique
employment, training, emotional, cognitive, and life adjustment factors
experienced by youth or adults who acquired a disability from an
accident or illness in a timely manner. Activities must include, but
are not limited to: (1) Outreach and Enrollment: Develop, implement,
and conduct outreach and enrollment strategies, including but not
limited to promoting early intervention to project participants that
fall within 6 months of an acquired or identification of acquired
disability; (2) Transition and Reintegration Services: Identify support
services (e.g., personal care assistance services, education support
services, independent living services, counseling and support groups,
government programs, employment services, disability support services,
housing and transportation services, rehabilitation and medical
services, and government programs, such as VR services) and resources
(e.g., nonprofit organizations, assistive technology centers, advocacy
services, and online resources) to create a seamless transition to CIE
for project participants, including identification and utilization of
advanced technology supports and identification of advanced technology
career opportunities leading to CIE; (3) Family Engagement and Social
Support: Partner with service providers supporting project participants
to achieve their goals of CIE (e.g., Designated State unit (DSU) for VR
services, State educational agencies, parent organizations, community-
based services; local educational agencies; and other local agencies);
(4) Advanced Technology and Accommodations: Explore, identify, and
utilize advanced technology and workplace accommodations to enable
project participants to obtain and/or maintain CIE. This may include
adaptive equipment and/or devices, computer software, ergonomic
modifications, remote monitoring systems, cognitive assistive
technology, mobility aids, and other advanced technology, including
artificial intelligence, that help project participants overcome
barriers and maximize productivity; and (5) Professional Development
Training: Identify, develop, and implement professional development
training opportunities, including using virtual reality training
opportunities, for service professionals.
Topic Area 5: Early Intervention and Workforce Reintegration for
Disconnected Youth and/or Disconnected Adults with Disabilities Leading
to CIE.
[[Page 24817]]
Background
Disconnected youth with disabilities and disconnected adults with
disabilities often face multiple barriers (e.g., criminal records, lack
of academic accreditation) that prevent them from actively
participating in education, employment, or training, and can be at risk
of experiencing negative outcomes such as unemployment, poverty, and
social disconnection (Lewis et al., 2019). There are several factors
that can contribute to youth or adults becoming disconnected. For
example, disconnected youth and disconnected adults may not have
completed a specific level of education, such as high school or college
for various reasons, limiting opportunities for further education or
CIE. Economic factors, such as poverty, limited job opportunities, or
financial instability, can make it difficult for disconnected youth and
disconnected adults to find and maintain CIE. Disconnected youth and
disconnected adults may not have had the opportunity to receive the
necessary training to enter the workforce or pursue further education.
This can be due to limited access to quality education or training
programs. Lastly, mental health challenges, substance abuse, and
involvement in the juvenile justice and criminal justice systems can
also contribute to youth with disabilities and adults with disabilities
becoming disconnected. Addressing the issue of disconnected youth with
disabilities and disconnected adults with disabilities requires a
comprehensive and multifaceted approach.
There are numerous strategies that can be used to help re-engage
disconnected youth and disconnected adults: (1) Providing accessible
and relevant education and training programs that provide the skills
and qualifications needed for CIE; (2) Offering mentoring programs and
support services that provide guidance, encouragement, and assistance
in navigating education and CIE opportunities; (3) Creating high-
quality job placement programs, apprenticeships, and internships that
provide hands-on experience and opportunities for skill development;
(4) Providing comprehensive support services, such as counseling,
mental health services, substance abuse treatment, and housing
assistance; (5) Implementing targeted outreach efforts to identify and
engage disconnected youth with disabilities and disconnected adults
with disabilities, including those who may be unknown or hard to reach;
and (6) Collaboration among government agencies, community
organizations, educational institutions, and employers to re-engage
disconnected youth with disabilities and disconnected adults with
disabilities. By addressing the barriers and providing the necessary
supports and opportunities, it is possible to re-engage disconnected
youth with disabilities and disconnected adults with disabilities to
transition into education, employment, and training, leading to
improved outcomes.
Requirements
A project in this topic area must focus on securing CIE for
disconnected youth with disabilities and/or disconnected adults with
disabilities, by addressing the unique employment, training, emotional,
cognitive, and life adjustment factors experienced by disconnected
youth and/or disconnected adults with disabilities. Activities must
include, but are not limited to: (1) Transition and Reintegration
Services: Identify support services and resources to create a seamless
transition to CIE for project participants; (2) Family Engagement and
Social Support: Partner with service providers supporting project
participants to achieve their goals for CIE (e.g., DSU for VR services,
State educational agencies, parent organizations, community-based
services, local educational agencies, other local agencies); (3) Pre-
employment Related activities: Provide pre-employment related
activities, such as career exploration, resume writing and job search
skills, interview preparation, soft skills development, job readiness
training, networking and mentoring, internships, apprenticeships, and
job trials, to prepare project participants for the workforce by
developing essential skills, knowledge, and abilities needed to obtain
and maintain CIE; (4) Professional Development: Develop and implement
professional development trainings specific to the professionals
serving project participants; (5) Transition Coordinators/Career
Navigators: Create, identify, and provide a wide variety of services to
project participants pertaining to early intervention and
reintegration, including career planning, exploration, and counseling;
educational planning; support to navigate systems; learner skill
building; and CIE placement; (6) Project Advisory Committee: Develop a
project advisory committee that includes representation from the target
population to be served by the project and partners relevant to the
project and project activities (e.g., State agencies, local agencies,
employers, youth service programs, support systems); and (7) Advanced
Technology: Identify and use advanced technology to enhance
accessibility, education, and CIE for project participants, through the
identification and development of strategies that will support access
to trainings and education to equip them with the skills needed for
CIE.
Topic Area 6: Field Initiated.
Requirements
A field-initiated project must (1) address an innovative topic area
not otherwise included in this priority, or (2) combine two or more
topic areas described in this priority into one application. If an
applicant intends to address multiple topic areas, the applicant must
combine the topic areas in one application and submit it under Topic
Area 6, Field Initiated.
General Application Requirements
Applicants must identify the specific topic area (1, 2, 3, 4, 5, or
6) under which they are applying as part of the competition title on
the application cover sheet (SF form 424, line 4).
Application Requirements
Under this priority, the model demonstration project must, at a
minimum, meet the following application requirements.
(a) Logic model (as defined in this notice). In the narrative
section of the application under ``Quality of the Project Design'',
include a logic model for the proposed project as described in the
following paragraphs. The logic model must describe how--
(1) The proposed project will achieve its intended outcomes that
depicts, at a minimum, the goals, activities, outputs, and intended
outcomes of the proposed project.
(2) The proposed project components (as defined in this notice) are
intended to affect the proposed project outcomes. Applicants must
specifically note the proposed project activities that are supported by
evidence that demonstrates a rationale and are depicted in the logic
model.
Note: The following website provides more information on logic
models: ``Logic models: ``Logic models: A tool for designing and
monitoring program evaluations'' https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/rel_2014007.pdf.
(b) Proposed Project Management Plan. In the narrative section of
the application under ``Quality of the management plan,'' include a
proposed project management plan as described in the following
paragraphs. The
[[Page 24818]]
proposed project management plan must describe how--
(1) The intended proposed project outcomes will be achieved on time
and within budget. To address this requirement, the applicant must
provide a proposed project management plan that includes--
(i) Clearly defined responsibilities for key project personnel,
including level of effort, consultants, and subcontractors, as
applicable;
(ii) Timelines, milestones, and deliverables for accomplishing the
project tasks;
(iii) A description of how time commitments of proposed key project
personnel and any consultants and subcontractors will be allocated and
how these allocations are appropriate and adequate to achieve the
intended proposed project outcomes;
(iv) A description of how the products and services provided are of
high quality, evidence-based, relevant, and useful to recipients; and
(v) A detailed description of how activities will continue to be
sustained once the grant performance period is over.
(c) Proposed Project Evaluation Plan. In the narrative section of
the application under ``Quality of the project evaluation,'' include a
proposed project evaluation plan for the proposed project as described
in the following paragraphs. The proposed project evaluation plan must
describe measures of progress in implementation, including the criteria
for determining the extent to which the proposed project's products and
services have met the goals for reaching its target population;
measures of intended outcomes or results of the proposed project
activities to evaluate those activities; and how well the goals or
objectives of the proposed project, as described in its logic model,
have been met. Grantees must dedicate sufficient funds throughout the
project period to cover the costs of developing, refining, and
implementing the project evaluation plan, as well as the costs
associated with collaborating throughout the period of performance with
an independent evaluator identified by RSA. The proposed project
evaluation plan and process must--
(1) Identify formative and summative evaluation questions that
align to the logic model;
(2) Describe how progress in and fidelity of implementation, as
well as project outcomes, will be measured to answer the evaluation
questions;
(3) Specify the measures and associated instruments or sources for
data appropriate to the evaluation questions. Include information
regarding reliability and validity of measures where appropriate;
(4) Describe strategies for analyzing data and how data collected
as part of this proposed project will be used to inform and refine the
logic model and evaluation plan, including subsequent data collection;
(5) Include a timeline for conducting the evaluation and include
staff assignments for completing the plan. The timeline must indicate
that data will be available bi-annually, for the annual performance
report (October 1-March 31) and end of year performance report (October
1-September 30);
(6) Describe how the proposed project will collect data, during the
project performance period, regarding the project participants,
including but not limited to, demographics (e.g., gender, race, ethnic
group), disability type, pre- and post-project participation,
employment and wage outcomes, and regional information;
(7) Describe how the proposed project will identify and evaluate
the innovative strategies that were effective for systemic change in
partnerships (e.g., relationship building, resource sharing, funding
mechanism for services);
(8) Describe how the proposed project will evaluate the
relationship between project participants' engagement with or use of
specific practices and strategies implemented by the proposed project
and key outcomes;
(9) Describe how the proposed project will make broadly available
the results of any evaluations conducted of funded activities,
digitally and free of charge, through formal (e.g., peer reviewed
journals) or informal (e.g., newsletters) mechanisms;
(10) Describe how the proposed project will ensure that data from
the grantee's evaluation can be made available to any evidence building
support contractor identified by RSA consistent with applicable privacy
requirements;
(11) Describe how the proposed project will leverage data
collection, analysis, and research methodologies to result in an
evaluation that can build evidence; and
(12) Include an assurance that the project will cooperate on an
ongoing basis with any technical assistance provided by the Department
or its contractors and comply with the requirements of any other
evaluation of the program conducted by the Department, including the
need to share project data.
(d) Proposed Project website. In the narrative section of the
application, include a description of the proposed project website as
described in the following paragraph. The narrative must describe how--
(1) The proposed project will develop (year 1), refine, and
implement (years 2-5) a project website that is a centralized location
for maintaining age-appropriate materials for project participants and
resources for service professionals to include, but not limited to:
project details, project results, and resources for project
participants that will be incorporated into the applicant's website at
the end of the proposed project.
(e) Non-DSU for VR Eligible Applicants: For eligible applicants who
are not DSU for VR, how the project will share progress and outcomes of
the proposed project with the DSU for VR; and as appropriate, how the
project will work to ensure that youth with disabilities and/or adults
with disabilities are referred to the DSU for VR for services.
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Martin, Frank and Sevak, Purvi. `Implementation and Impacts of the
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McLellan, S.E., Mann, M.Y., Scott, J.A., & Brown, T.W. (2022). A
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Career. IT Briefcase. https://www.itbriefcase.net/7-ways-technology-can-help-you-in-your-career.
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June 29). Children with acquired disabilities. Special Needs
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Definitions
For the FY 2024 grant competition and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of GEPA, 34 CFR 77.1,
and 2 CFR 200.1, we establish definitions of ``Acquired disabilities,''
``Advanced Technology,'' ``Disconnected adult with a disability,''
``Disconnected youth with a disability,'' ``Early Intervention,''
``Educator,'' ``Innovative,'' ``Innovative Applications,'' ``Indian
Tribe,'' ``Life Coaching Services,'' ``Logic Model,'' ``Nonprofit,''
``Nonpublic,'' ``Partners,'' ''Partnerships,'' ``Personalized Advanced
Technology,'' ``Project Components,'' ``Public,'' ``Refine,''
``Reintegration,'' ``Wraparound support,'' and ``Youth with
disabilities''. The authority for each definition is noted following
the text of the definition.
``Acquired disabilities'' means physical, mental, sensory, or
cognitive impairments, typically resulting from injury, illness, or
medical conditions that are not presented at birth but acquired later
in life. (Section 437(d)(1) of GEPA.)
``Advanced Technology'' means cutting edge innovations, tools,
systems, or solutions that represent the latest advancements in
science, engineering, and technology.
``Disconnected adult with a disability'' means an individual with a
disability, over the age of 24 who may be from a low-income background,
experiences homelessness, is involved in the corrections system, or is
not working. (Section 437(d)(1) of GEPA.)
``Disconnected youth with a disability'' means an individual with a
disability between the ages 14 and 24, who may be from a low-income
background, experiences homelessness, is in foster care, is involved in
the justice system, or is not working or not enrolled in (or at risk of
dropping out of) an educational institution. (Section 437(d)(1) of
GEPA.)
``Early intervention'' means a timely and systematic provision of
support and services to individuals with disabilities with the goal of
identifying, assessing, and addressing potential challenges and/or
concerns as early as possible, using strategies and techniques that
offer redirection and rehabilitation in order to promote positive
outcomes whereby leading to CIE. (Section 437(d)(1) of GEPA.)
``Educator'' means an individual who is an early learning educator,
teacher, principal, or other school leader, specialized instructional
support personnel (e.g., school psychologist, counselor, school social
worker, early intervention service personnel), paraprofessional, or
faculty. (Section 437(d)(1) of GEPA.)
``Indian Tribe'' means any Indian tribe, band, Nation, or other
organized group or community, including any Alaska Native village or
regional or village corporation as defined in or established pursuant
to the Alaska Native Claims Settlement Act (43 U.S.C. Chapter 33),
which is recognized as eligible for the special programs and services
provided by the United States to Indians because of their status as
Indians (25 U.S.C. 450b(e)). See annually published Bureau of Indian
Affairs list of Indian Entities Recognized and Eligible to Receive
Services. (2 CFR 200.1)
``Innovative'' means featuring new methods, ideas, or approaches.
(Section 437(d)(1) of GEPA.)
``Innovative Applications'' means the creative and groundbreaking
uses of technology in various fields, leveraging the latest
advancements in technology to solve problems, improve efficiency,
[[Page 24820]]
and enhance user experiences to a given scenario that enables forms of
interactivity, adaptivity, or support that would otherwise be
impracticable without that technology intervention. (Section 437(d)(1)
of GEPA.)
``Life coaching services'' means a collaborative and goal-oriented
approach to help youth with disabilities and/or adults with
disabilities make positive changes, set, and achieve personal or
professional goals, and improve various aspects of their lives.
(Section 437(d)(1) of GEPA.)
``Logic model'' (also referred to as a theory of action) means a
framework that identifies key proposed project components (as defined
in 34 CFR 77.1) of the proposed project (i.e., the active
``ingredients'' that are hypothesized to be critical to achieving the
relevant outcomes (as defined in 34 CFR 77.1)) and describes the
theoretical and operational relationships among the key proposed
project components and relevant outcomes. (34 CFR 77.1.)
``Nonprofit'', means as applied to an agency, organization, or
institution, means that it is owned and operated by one or more
corporations or associations whose net earnings do not benefit, and
cannot lawfully benefit, any private shareholder or entity. (34 CFR
part 77)
``Nonpublic'', as applied to an agency, organization, or
institution, means that the agency, organization, or institution is
nonprofit and is not under Federal or public supervision or control.
(34 CFR part 77)
``Partners'' means organizations or entities that join forces,
collaborate, and work together towards implementing the project.
(Section 437(d)(1) of GEPA.)
``Partnership'' means two or more agencies, employers, or
nonprofits working together cooperatively to reach a common goal
pursuant to a formal Memorandum of Understanding among the partners and
subject to the requirements of 2 CFR 200.332 and other relevant
provisions of the Uniform Administrative Requirements, Cost Principles,
and Audit Requirements for Federal Awards found at 2 CFR part 200.
(Section 437(d)(1) of GEPA)
``Personalized Advanced Technology'' means the use of state-of-the-
art devices and programs to tailor experiences, products, or services
to meet the specific needs and preferences of the individual with a
disability. (Section 437(d)(1) of GEPA.)
``Project components'' means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers). (34
CFR 77.1(c)).
``Public'' as applied to an agency, organization, or institution,
means that the agency, organization, or institution is under the
administrative supervision or control of a government other than the
Federal Government. (34 CFR part 77)
``Refine'' means to include a process of continuous improvement to
ensure that project activities are reviewed against the project's goals
and objectives, including securing feedback, through various methods
(e.g., in-person, phone, virtual) from program participants throughout
years two, three, four, and five. (Section 437(d)(1) of GEPA.)
``Reintegration'' means the process, including activities and
tasks, for successful reentry into the community, home, or workforce
from the juvenile justice or criminal justice system. (Section
437(d)(1) of GEPA.)
``Wraparound Support'' means a comprehensive and holistic approach
to providing individualized care and services to support youth and/or
adults with disabilities with complex needs, emphasizing a
collaborative, strengths-based, family-centered approach to addressing
the diverse needs of youth with disabilities and adults with
disabilities and their support system.
``Youth with disabilities'' means an individual between the ages of
14 and 24 who has a physical or mental impairment that results in a
substantial impediment to competitive integrated employment. (Section
437(d)(1) of GEPA.)
Program Authority: Consolidated Appropriations Act, 2023 (Pub. L.
117-328), 136 Stat. 4892.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, selection criteria,
requirements, and definitions. Section 437(d)(1) of GEPA, however,
allows the Secretary to exempt from rulemaking requirements regulations
governing the first grant competition under a new or substantially
revised program authority. This is the first grant competition for this
program under the authority given in the Consolidated Appropriations
Act, 2023, and, therefore, qualifies for this exemption. In order to
ensure timely grant awards, the Secretary has decided to forego public
comment on the priority, requirements, definitions, and selection
criteria under section 437(d)(1) of GEPA. The priority, requirements,
definitions, and selection criteria will apply to the FY 2024 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications for this competition.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards (Uniform
Guidance) in 2 CFR part 200, as adopted and amended as regulations of
the Department in 2 CFR part 3474.
II. Award Information
Type of Award: Discretionary grants negotiated as cooperative
agreements.
Estimated Available Funds: $236,313,221.00.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in FY 2025 from the list of
unfunded applications from this competition.
Estimated Range of Awards: $8,000,000-$10,000,000 (frontloaded for
the 60-month project period).
Estimated Average Size: $9,000,000.
Estimated Number of Awards: 23-29.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
Note: The Final Performance Report must be completed and submitted
by the end of the project period, September 30, 2029. Therefore, the
project must complete core project activities to allow sufficient time
for the evaluation and final performance report to be completed and
submitted by the end of the project period on September 30, 2029.
Note: Applicants under this competition must provide detailed
budget information for the total grant period, including detailed
budget information for each of the five years of the proposed project.
Applicants are encouraged to consider the impact of implementation of
the proposed project when creating a year 1 budget. Applicants are also
encouraged to consider the impact of the period of performance end
date, September 30, 2029, when creating the year 5 budget.
[[Page 24821]]
Note: Grantees are expected to complete at least monthly drawdowns
of expenditures.
Note: Subgrantees and Contractors are expected to report monthly
invoices of expenditures to the grantees.
III. Eligibility Information
1. Eligible Applicants:
State agencies or their equivalents under State law: (1)
State Educational Agency; (2) State Juvenile Justice agency; (3) State
Developmental Disabilities agency; (4) State Department of Health; (5)
State Department of Human Services; or (6) Designated State unit for
Vocational Rehabilitation Services.
Public, Private and Nonprofit Entities, including Indian
Tribes and Institutions of Higher Education.
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 only.
Note: The regulation 34 CFR 75.51 How to prove nonprofit status
applies to nonprofits and requires documentation to prove its nonprofit
status. (a) Under some programs, an applicant must show that it is a
nonprofit organization. (See the definition of nonprofit in 34 CFR
77.1.) (b) An applicant may show that it is a nonprofit organization by
any of the following means: (1) Proof that the Internal Revenue Service
currently recognizes the applicant as an organization to which
contributions are tax deductible under section 501(c)(3) of the
Internal Revenue Code; (2) A statement from a State taxing body or the
State attorney general certifying that: (i) The organization is a
nonprofit organization operating within the State; and (ii) No part of
its net earnings may lawfully benefit any private shareholder or
individual; (3) A certified copy of the applicant's certificate of
incorporation or similar document if it clearly establishes the
nonprofit status of the applicant; (4) Any item described in paragraphs
(b)(1) through (3) of this section if that item applies to a State or
national parent organization, together with a statement by the State or
parent organization that the applicant is a local nonprofit affiliate;
or (5) For an entity that holds a sincerely held religious belief that
it cannot apply for a determination as an entity that is tax-exempt
under section 501(c)(3) of the Internal Revenue Code, evidence
sufficient to establish that the entity would otherwise qualify as a
nonprofit organization under paragraphs (b)(1) through (4) of this
section.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
the Cost Principles described in 2 CFR part 200 subpart E of the
Uniform Guidance.
d. Administrative Expenses:
(i) All administrative expenses incurred under the DIF program must
be reasonable and necessary for the administration of the DIF program
and must conform to the requirements of the Federal Cost Principles
described in 2 CFR 200.403 through 200.405.
(ii) Although, in certain circumstances, proposed project
participants served and services provided are the same under both the
DIF programs and the State programs (e.g., State Educational Agency,
State Juvenile Justice Agency, State Developmental Disabilities Agency,
State Department of Health, DSU for VR Services, State Department of
Human Services) and/or public, private, nonprofit entities, including
Indian Tribes and Institutions of Higher Education) these are separate
and distinct with separate and distinct funding streams and
requirements. As such, when allocating administrative costs between the
DIF programs and State programs and/or public, private, nonprofit
entities, including Indian Tribes and Institutions of Higher Education,
grantees must allocate the costs in accordance with the requirements of
2 CFR 200.405. This means that both DIF program and State program and/
or public, private, nonprofit entities, including Indian Tribes and
Institutions of Higher Education funds could be used to pay
administrative costs associated with staff time providing services
under certain circumstances; however, with respect to those
administrative activities limited to the DIF program, such as
submitting progress reports, grantees must use only DIF program funds
(or other allowable funds) to pay these costs. This applies to grantees
and subgrantees.
3. Subgrantees and Contracts: Under the Consolidated Appropriations
Act, 2023, a grantee under this competition may award subgrants and
contracts. Under this competition, subgrants and contracts may not
exceed 75 percent of the funds. Under 34 CFR 75.708(b) and (c), a
grantee under this competition may award subgrants and contracts--to
directly carry out project activities described in its application--to
the following types of entities: public and private, nonprofit
entities, including DSU for VR services, State educational agencies,
local educational agencies, parent training and information centers,
Centers for Independent Living, Developmental Disabilities agencies,
Juvenile Justice agencies, or independent and capable evaluation
experts and organizations, such as institutions of higher education or
nonprofit or for-profit research firms. The grantee may only award
subgrants and contracts to entities it has identified in an approved
application. Subrecipients may not further subgrant funds received
under this award. The administration of the grant award must be
conducted by the grant recipient and administrative costs of the
project allocated to the DIF award.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to
submit an application. Please note that these Common Instructions
supersede the version published on December 27, 2021.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the DIF, your
application may include business information that you consider
proprietary. In 34 CFR 5.11 we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
[[Page 24822]]
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 45 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract, the resumes,
the bibliography, or the letters of support. However, the recommended
page limit does apply to the application narrative.
6. Notice of Intent to Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. To do so, please email the program contact person listed
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to
Apply,'' and include the applicant's name and a contact person's name
and email address. Applicants that do not submit a notice of intent to
apply may still apply for funding; applicants that do submit a notice
of intent to apply are not bound to apply or bound by the information
provided.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 or established for the FY 2024 grant competition
and any subsequent year in which we make awards from the list of
unfunded applications from this competition. The criteria are as
follows:
(a) Significance. (up to 15 points)
(1) The Secretary considers the Significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The likely utility of the products (such as information,
materials, processes, or techniques) that will result from the proposed
project, including the potential for their being used effectively in a
variety of other settings.
(ii) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population.
(iii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
employment, independent living services, or both, as appropriate.
(b) Quality of the project design. (up to 25 points)
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the design of the proposed project includes
a thorough, high-quality review of the relevant literature, a high-
quality plan for project implementation, and the use of appropriate
methodological tools to ensure successful achievement of project
objectives.
(ii) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(iii) The extent to which the design for implementing and
evaluating the proposed project will result in information to guide
possible replication of project activities or strategies, including
information about the effectiveness of the approach or strategies
employed by the project.
(iv) The extent to which the proposed project will establish
linkages with other appropriate agencies and organizations providing
services to the target population.
(v) The extent to which performance feedback and continuous
improvement are integral to the design of the proposed project.
(c) Quality of project services. (up to 10 points)
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed
project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services.
(ii) The extent to which the training or professional development
services to be provided by the proposed project are of sufficient
quality, intensity, and duration to lead to improvements in practice
among the recipients of those services.
(d) Quality of project personnel. (up to 5 points)
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers one or more of the
following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(e) Adequacy of resources. (up to 15 points)
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The extent to which the budget is adequate to support the
proposed project.
(ii) The extent to which the costs are reasonable in relation to
the objectives,
[[Page 24823]]
design, and potential significance of the proposed project.
(iii) The extent to which the costs are reasonable in relation to
the number of persons to be served and to the anticipated results and
benefits.
(f) Quality of the management plan. (up to 15 points)
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project.
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project.
(g) Quality of the project evaluation. (up to 15 points)
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.
(iii) The qualifications, including relevant training, experience,
and independence of the evaluator.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
For the FY 2024 grant competition and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of GEPA, in selecting
an application for an award under this program, we also consider the
geographical distribution of projects in the DIF program throughout the
country. This factor will be applied after non-Federal reviewers score
the applications. The geographical distribution of projects factor will
be applied to fund applications out of rank order if the top-ranked
applications do not represent a geographical distribution throughout
the country. The topic area distribution of projects factor will be
applied to fund applications out of rank order to ensure a range of
topic areas are funded.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We also may notify you
informally.
If your application is not evaluated or not selected for funding,
we notify yyou.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department
[[Page 24824]]
grant funds. When the deliverable consists of modifications to pre-
existing works, the license extends only to those modifications that
can be separately identified and only to the extent that open licensing
is permitted under the terms of any licenses or other legal
restrictions on the use of pre-existing works. Additionally, a grantee
or subgrantee that is awarded competitive grant funds must have a plan
to disseminate these public grant deliverables. This dissemination plan
can be developed and submitted after your application has been reviewed
and selected for funding. For additional information on the open
licensing requirements please refer to 2 CFR 3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of the project period, September 30, 2029, you must
submit a final performance report, including financial information, as
directed by the Secretary. If you receive a multiyear award, you must
submit annual performance reports and end of year performance reports
that provide the most current performance and financial expenditure
information as directed by the Secretary under 34 CFR 75.118. The
Secretary may also require more frequent performance reports under 34
CFR 75.720(c). For specific requirements on reporting, please go to
www.ed.gov/fund/grant/apply/appforms/appforms.html.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case, the Secretary establishes a data collection period.
5. Performance Measures:
The performance measures consist of both the program and project
measures.
Program Measures: The program measures will be developed in
collaboration with the Department and/or its contracted independent
evaluator during the first three months (October 1, 2024-December 31,
2024) of the awards, program measure targets will be developed in
collaboration with the Department and/or its contracted independent
evaluator and reported during the second three months (January 1, 2025-
March 31, 2025). Program performance measures may, for example, assess
the impact of project activities on effective identification of
resources and the sustainability and replicability of the project.
Project Measures: Under the absolute priority, grant recipients
must develop and implement a plan to measure the innovative model
demonstration project's performance and outcomes, including an
evaluation of the practices and strategies implemented by the project.
Grantees must evaluate project performance based on the following
measures, as well as any measures individually developed by the project
and include targets in the application:
(a) Number of individuals to be served by the project.
(b) Number of project referrals.
(c) Number of individuals participating in the project.
(d) Of the individuals participating in the project, the number of
individuals who received services and did not achieve competitive
integrated employment.
(e) Of the individuals participating in the project, the Pre- and
post- project participation employment and wage outcomes.
(f) Of the individuals participating in the project, the
demographics (e.g., gender, race, ethnic group).
(g) Of the individuals participating the project, the disability
type.
(h) Of the individuals participating in the project, the number of
individuals who achieve competitive integrated employment.
(i) The number of services professionals, including but not limited
to employers, who completed professional training through the project.
(j) Of the services professionals who completed professional
training, including but not limited to employers, the number who
reported the training is high in quality, relevant, and useful to their
work.
Note: The performance measures will be reported in the Annual
Performance Report (Reporting Period October 1-March 30) and End of
Year Performance Reports (Reporting Period October 1-September 30). For
all five years of the project period, the cooperative agreement, as
reviewed and amended as necessary during years 2-5, will specify the
program and project measures that will be used to assess the grantees'
performance in achieving the goals and objectives of the competition.
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF, you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Glenna Wright-Gallo,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2024-07502 Filed 4-8-24; 8:45 am]
BILLING CODE 4000-01-P
