[Federal Register Volume 86, Number 140 (Monday, July 26, 2021)]
[Notices]
[Pages 40021-40028]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-15914]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Training of Interpreters for
Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are
DeafBlind Program
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for Federal fiscal year (FFY) 2021 for
Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are
DeafBlind program--Assistance Listing Number 84.160D--to provide
training to working interpreters in order to develop a new skill area
or enhance an existing skill area. This notice relates to the approved
information collection under OMB control number 1820-0018.
DATES:
Applications Available: July 26, 2021.
Deadline for Transmittal of Applications: August 30, 2021.
Date of Pre-Application Meeting: On the date of publication in the
Federal Register, the Office of Special Education and Rehabilitative
Services (OSERS) will post a PowerPoint presentation that provides
general information about the Rehabilitation Services Administration's
(RSA) discretionary grants and a PowerPoint presentation specifically
about Training of Interpreters for Individuals Who Are Deaf or Hard of
Hearing and Individuals Who Are DeafBlind at https://ncrtm.ed.gov/RSAGrantInfo.aspx. OSERS will conduct a pre-application meeting via
conference call on July 30, 2021. Details about the pre-application
meeting will be available at https://ncrtm.ed.gov/RSAGrantInfo.aspx.
OSERS invites you to send questions to [email protected] in advance of the
pre-application meeting. The 84.160D pre-application meeting summary of
questions and answers will be available at https://ncrtm.ed.gov/RSAGrantInfo.aspx within six days after the pre-application meeting.
ADDRESSES: For the addresses for obtaining and submitting an
[[Page 40022]]
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Kristen Rhinehart-Fernandez, U.S.
Department of Education, 400 Maryland Avenue SW, Room 5094, Potomac
Center Plaza, Washington, DC 20202-2800. Telephone (202) 245-6103.
Email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Training of Interpreters for Individuals
Who Are Deaf or Hard of Hearing and Individuals Who Are DeafBlind
program is designed to establish interpreter training programs or to
provide financial assistance for ongoing interpreter programs to train
a sufficient number of qualified interpreters throughout the country in
order to meet the communication needs of individuals who are deaf or
hard of hearing and individuals who are DeafBlind by--
(a) Training interpreters to effectively interpret and
transliterate between spoken language and sign language and to
transliterate between spoken language and oral or tactile modes of
communication;
(b) Ensuring the maintenance of the interpreting skills of
qualified interpreters; and
(c) Providing opportunities for interpreters to raise their skill
level competence in order to meet the highest standards approved by
certifying associations.
Priority: This notice contains one absolute priority. In accordance
with 34 CFR 75.105(b)(2)(v), the absolute priority is from the notice
of final priority and requirements (NFP) for this program published
elsewhere in this issue of the Federal Register.
Absolute Priority: For FFY 2021, 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:
Interpreter Training in Specialty Areas.
The purpose of this priority is to fund projects that provide
training to working interpreters in one of five specialty areas to
effectively meet the communication needs of individuals who are deaf or
hard of hearing and individuals who are DeafBlind receiving vocational
rehabilitation (VR) services and/or services from other programs, such
as independent living services, under the Rehabilitation Act of 1973
(Rehabilitation Act). For the purposes of this priority, working
interpreters must possess a baccalaureate degree and a minimum of three
years of relevant experience as an interpreter. On a case-by-case basis
and in consultation with RSA, educational equivalence may be used in
place of the baccalaureate degree.
The specialty areas are--
(1) Increasing skills of novice interpreters;
(2) Trilingual interpreting (including Spanish) (i.e., language
fluency in first, second, and third languages with one of the three
languages being ASL);
(3) Advanced skills for working interpreters;
(4) Cultural competency training, outreach, and recruitment of
interpreters from multicultural backgrounds; and
(5) National projects in a field-initiated area, in topic areas
such as--
(a) Interpreting in healthcare, including interpreting for hard-to-
serve populations;
(b) Interpreting for individuals who are DeafBlind;
(c) Atypical language interpreting; and
(d) Other topics in new areas for which applicants demonstrate that
the existing training is not adequately meeting the needs of
interpreters working in the field of VR.
Application Requirements:
The following application requirements apply to all specialty areas
under this priority. The Department encourages innovative approaches to
meet these requirements. Applicants must--
(a) Demonstrate, in the narrative section of the application under
``Significance of the Project,'' how the proposed project will address
the need for sign language interpreters in a specialty area. To address
this requirement, applicants must--
(1) Present applicable data demonstrating the need for interpreters
in the specialty area for which training will be developed by the
project and delivered in at least three distinct, noncontiguous
geographic areas, which may include the U.S. Territories;
(2) Present baseline data for the number or estimated number of
working interpreters currently trained in the specialty area. In the
event that an applicant proposes training in a new specialty area that
does not currently exist or for which there are no baseline data, the
applicant should provide an adequate explanation of the lack of
reliable data and may report zero as a baseline; and
(3) Describe the competencies that working interpreters must
demonstrate in order to provide high-quality services in the identified
specialty area and explain how those competencies are based on
practices that demonstrate a rationale or are supported by promising
evidence (as defined in 34 CFR 77.1).
(b) Demonstrate, in the narrative section of the application under
``Quality of Project Design,'' how the proposed project will--
(1) Develop a new training program or stand-alone modules and
conduct a pilot by the end of the first year of the project. Applicants
must provide justification in their application if they believe
additional time may be necessary to fully develop and pilot the
curricula before the end of the first year. The training program or
stand-alone modules must contain remote learning \1\ experiences that
advance engagement and learning (e.g., synchronous and asynchronous
professional learning, professional learning networks or communities,
and coaching), which could also be incorporated into existing
associate, baccalaureate, or graduate degree ASL-English (or ASL-other
spoken language) programs, as appropriate. The remote learning
environment must be accessible to individuals with disabilities in
accordance with Section 504 of the Rehabilitation Act of 1973 and Title
II of the Americans with Disabilities Act, as applicable. Applicants
may choose to award continuing education credits (CEUs) or college or
master's level credits to participants in the training program.
Applicants should note that while pre-service training is not the focus
of this program, a variety of resources may be considered (such as
available pre-service training material) that may inform, support, or
strengthen the development of training for ASL-English interpreter
training in specialized areas. Training materials may include
information to ensure
[[Page 40023]]
participants have a foundational understanding of the VR program.
Finally, applicants must consider cultural competency as it relates to
their respective specialty area. Applicants must describe how training
and accompanying materials developed for interpreting practice and
application, especially video content, will include diverse and
inclusive models and perspectives;
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\1\ Remote learning means programming where at least part of the
learning occurs away from the physical building in a manner that
addresses a learner's educational needs. Remote learning may include
online, hybrid/blended learning, or non-technology-based learning
(e.g., lab kits, project supplies, paper packets).
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(2) Deliver the training or stand-alone modules remotely to at
least three distinct, noncontiguous geographic areas identified in
paragraph (a)(1) of these application requirements in years two, three,
four, and five of the project. Applicants may deliver in-person
training, as appropriate, to support participants' application of
knowledge, skills, and competencies gained through online training.
Applicants may decide when to safely offer in-person training and must
be prepared to pivot between in-person and remote learning during the
project, as needed, throughout the duration of the COVID-19 pandemic;
(3) Provide skilled, diverse, and experienced leaders, mentors,
facilitators, coaches, and subject matter experts, as appropriate for
the specialty area, to participants, as needed. This may include, but
is not limited to, one-on-one instruction to address specific areas
identified by an advisor as needing further practice, and providing
written feedback from observed interpreting situations and mentoring
sessions, from deaf consumers, from trained mentors, and from others,
as appropriate;
(4) Develop a self-directed track and make it available to the
public for independent remote learning by the end of the second year of
the project. Applicants must develop a curriculum guide for each module
and make available relevant materials from the training program.
Applicants may offer CEUs to participants who successfully complete the
self-directed track;
(5) Be based on current research and make use of practices that
demonstrate a rationale or are supported by promising evidence. To meet
this requirement, applicants must describe--
(i) How the proposed project will incorporate current research and
practices that demonstrate a rationale or are supported by promising
evidence in the development and delivery of training and in the
development of products and materials;
(ii) How the proposed project will ensure interaction between
project participants and individuals with disabilities who are deaf,
hard of hearing, and DeafBlind and have a range of communication
skills, from those with limited language skills to those with high-
level, professional language skills, as appropriate.
(c) In the narrative section of the application under ``Quality of
Project Services,'' applicants must--
(1) Demonstrate how the project will ensure equal access and
treatment for eligible project participants who are members of groups
who have traditionally been underrepresented based on race, color,
national origin, gender, age, or disability;
(2) Describe the criteria that will be used to identify applicants
for participation in the program, including any pre-assessments that
may be used to determine the skill, knowledge base, and competencies of
the working interpreter;
(3) Describe how the project will conduct outreach \2\ to working
interpreters, especially working interpreters from rural areas, Indian
Tribes, traditionally underrepresented groups, and individuals who come
from heritage signing, deaf, and CODA backgrounds;
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\2\ When preparing outreach and recruitment materials, selection
criteria for training programs, as well as criteria for selecting
trainers employed under the grant, applicants must cast a wide net
for participants of all races and not preclude participation based
on race, color, or national origin.
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(4) Describe how the project will provide feedback, resources, and
next steps to applicants who may not be accepted into the program due
to insufficient skills, knowledge base, and competencies;
(5) Describe how the program will identify skilled, diverse, and
experienced leaders, mentors, facilitators, coaches, and subject matter
experts, as appropriate for the specialty area, and develop necessary
training for them to improve and enhance interpreting skills in their
respective areas, as well as in remote delivery, as needed. Applicants
must also describe how they will grow the pool of experienced personnel
and create opportunities for participants to advance as mentors,
coaches, and facilitators in the program;
(6) Describe the approach that will be used to enable more working
interpreters to participate in and successfully complete the training
program, specifically participants who need to work while in the
program, have child care or elder care considerations, or live in
geographically isolated areas;
(7) Describe how the project will incorporate adult learning
principles and practices that demonstrate a rationale or are supported
by promising evidence for adult learners;
(8) Demonstrate how the project is of sufficient scope, intensity,
and duration to adequately prepare working interpreters in the
identified specialty area of training. To address this requirement,
applicants must describe how--
(i) The components of the proposed project will support working
interpreters' acquisition and enhancement of the competencies
identified in paragraph (a)(2)(i) of these application requirements;
(ii) The components of the project will provide working
interpreters opportunities to apply their content knowledge in a
variety of practical settings;
(iii) The proposed project will establish induction experiences in
the specialty area for participants as a requirement for completion in
the training program, to the extent possible. The induction environment
must be designed in such a way that meets the communication preferences
of individuals who are deaf, hard of hearing, and DeafBlind. Applicants
must be prepared to pivot between in-person and remote inductions
during the project, as needed, throughout the duration of the COVID-19
pandemic. The number of participants completing inductions may be based
on availability of opportunities and trained personnel necessary to
support them. Applicants may determine the appropriate scope and length
of time for the induction and must work to increase the availability of
inductions in their respective specialty area, where possible;
(9) Demonstrate how the proposed project will actively engage
representation from consumers, consumer organizations, and service
providers, especially State VR agencies and their partners,
interpreters, interpreter educators, and individuals who are deaf, hard
of hearing, and DeafBlind, in all aspects of the project; and
(10) Describe how the project will conduct dissemination,
coordination, and communication activities. To meet this requirement,
the applicant must describe how it will--
(i) Disseminate information to working interpreters about training
available in specialized areas and to State VR agencies and their
partners, American Job Centers, and other workforce partners about how
to locate specialized interpreters in their State and local areas;
(ii) Establish a state-of-the-art website or modify an existing
website for communicating with participants and stakeholders and ensure
that all material developed by the grant and posted on
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the website are accessible to individuals with disabilities in
accordance with section 504 of the Rehabilitation Act and title II of
the Americans with Disabilities Act, as applicable. The website must
provide a central location for all material related to the project,
such as reports, training curricula, audiovisual materials, webinars,
communities of practice, and other relevant material developed by the
grantee;
(iii) Disseminate information about the project, including, but not
limited to, products such as training curricula, presentations,
reports, effective practices for training working interpreters in
specialized areas, and other relevant information through the NCRTM;
(iv) In the final year of the budget period, ensure that all
training materials have been provided to the NCRTM and the website and
IT platform can be sustained, or coordinate with RSA to transition the
website to the NCRTM;
(v) Establish one or more communities of practice in the specialty
area of training that focuses on project activities and acts as a
vehicle for communication and exchange of information among
participants in the program and other relevant stakeholders;
(vi) Communicate, collaborate, and coordinate with other relevant
Department-funded projects, as applicable;
(vii) Maintain ongoing communication with the RSA project officer
and other RSA staff as required;
(viii) Communicate, collaborate, and coordinate, as appropriate,
with key staff in State VR agencies, such as the State Coordinators for
the Deaf; State and local partner programs; consumer organizations and
associations, including those that represent individuals who are deaf,
hard of hearing, and DeafBlind; and relevant RSA partner organizations
and associations; and
(ix) Disseminate to associate, baccalaureate, or graduate degree
ASL-English programs, as well as to relevant Department-funded programs
and Federal partners, as applicable, the training material and products
for incorporation into existing curricula, as well as products,
effective practices for training working interpreters in specialized
areas, challenges and solutions, results achieved, and lessons learned.
To satisfy this requirement, the grantee must develop participant
guides, implementation materials, toolkits, manuals, and other relevant
material for interpreter educators and others, as appropriate, to
incorporate or build into existing programs.
(d) In the narrative section of the application under ``Quality of
the Evaluation Plan,'' include an evaluation plan. To meet this
requirement, the evaluation plan must describe--
(1) Standards and targets for measuring the effectiveness of the
program;
(2) An approach for measuring knowledge, skills, and competencies
before and after successful completion of training;
(3) An approach for measuring outcomes for participants that
completed an induction compared to those who did not prior to
successfully completing the program;
(4) An approach for gathering information from participants about
their estimated percentage of workload interpreting for individuals who
are deaf or hard of hearing and individuals who are DeafBlind receiving
VR services and/or services from other programs, such as independent
living services, before and after specialty training;
(5) An approach for incorporating oral and written feedback from
trainers and deaf consumers and any feedback from coaching or mentoring
sessions conducted with the participants;
(6) Methodologies, including instruments, data collection methods,
and analyses that will be used to evaluate the project and how the
methods of evaluation will produce quantitative and qualitative data to
demonstrate whether the project activities achieved their intended
outcomes;
(7) Measures of progress in implementation, including the extent to
which the project activities and products have reached their intended
recipients, measures of intended outcomes or results in order to
evaluate those activities, and how well the goals and objectives of the
proposed project, as described in the logic model (as defined in 34 CFR
77.1), have been met;
(8) How the evaluation will be coordinated, implemented, and
revised, as needed, during the project. The applicant must designate at
least one individual with sufficient dedicated time, demonstrated
experience in evaluation, and knowledge of the project to coordinate
and conduct the evaluation. This may include, but is not limited to,
making revisions post award in order to reflect any changes or
clarifications, as needed, to the model and to the evaluation design
and instrumentation with the logic model (e.g., designing instruments
and developing quantitative or qualitative data collections that permit
collecting of progress data and assessing project outcomes); and
(9) How evaluation results will be used to examine the
effectiveness of the training. To address this requirement, applicants
must provide an approach for determining--
(i) What practice(s) was most effective in training working
interpreters in the respective specialty area and what data
demonstrates the practice(s) was effective; and
(ii) What practice(s) was most effective in narrowing working
interpreters' skill gaps and what data demonstrates the practice(s) was
effective.
(e) Demonstrate, in the narrative section of the application under
``Adequacy of Project Resources,'' how--
(1) The proposed project will encourage applications for employment
with the project from persons who are members of groups that have
historically been underrepresented based on race, color, national
origin, gender, age, or disability;
(2) Describe any proposed consultants or contractors named in the
application and their areas of expertise and provide a rationale to
demonstrate the need;
(3) Describe costs associated with technology, including, but not
limited to, maintaining an online learning platform, state-of-the-art
archiving and dissemination platform, and communication tools (i.e.,
Microsoft Teams, Zoom, Google, Amazon Chime, Skype, etc.), ensuring all
products and services are accessible to individuals with disabilities
in accordance with section 504 of the Rehabilitation Act and title II
of the Americans with Disabilities Act, as applicable, including costs
associated with captioning and transcription services, and
cybersecurity; and
(4) The applicant and any identified partners have adequate
resources to carry out the proposed activities.
(f) Demonstrate, in the narrative section of the application under
``Quality of the Management Plan,'' how applicants will ensure that--
(1) The project's intended outcomes, including the evaluation, will
be achieved on time and within budget, through--
(i) Clearly defined responsibilities of key project personnel,
consultants, and contractors, as applicable;
(ii) Procedures to track and ensure completion of the action steps,
timelines, and milestones established for key project activities,
requirements, and deliverables;
(iii) Internal monitoring processes to ensure that the project is
being
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implemented in accordance with the established application and project
plan; and
(iv) Internal financial management controls to ensure accurate and
timely obligations, drawdowns, and reporting of grant funds, as well as
monitoring contracts, in accordance with the Uniform Administrative
Requirements, Cost Principles, and Audit Requirements for Federal
Awards at 2 CFR part 200 and the terms and conditions of the Federal
award.
(2) The allocation of key project personnel, consultants, and
contractors, as applicable, including levels of effort of key personnel
that are appropriate and adequate to achieve the project's intended
outcomes, including an assurance that key personnel will have enough
availability to ensure timely communications with stakeholders and RSA;
(3) The products and services are of high quality, relevance, and
usefulness, in both content and delivery;
(4) The proposed project will benefit from a diversity of
perspectives; and
(5) Projects will be awarded and must be operated in a manner
consistent with nondiscrimination requirements contained in the Federal
civil rights laws.
(g) Address the following application requirements. Applicants
must--
(1) Include, in Appendix A, a logic model that depicts, at a
minimum, the goals, activities, outputs, and short and long-term
outcomes of the proposed project;
(2) Include, in Appendix A, person-loading charts and timelines, as
applicable, to illustrate the management plan described in the
narrative; and
(3) Provide an assurance that any interpreters trained or retrained
under this program will meet the standards of competency for a
qualified professional, defined in 34 CFR 396.4(c) as an individual who
has: (i) Met existing certification or evaluation requirements
equivalent to the highest standards approved by certifying
associations; and (ii) successfully demonstrated interpreting skills
that reflect the highest standards approved by certifying associations
through prior work experience.
Program Authority: 29 U.S.C. 709(c) and 772(a) and (f).
Applicable Program Regulations: 34 CFR part 396.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86,
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. (d) The regulations for this program in 34 CFR part 396. (e)
The NFP.
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.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $3,360,000.
Maximum Award: We will not make an award exceeding $420,000 for a
single budget period of 12 months.
Estimated Number of Awards: 8.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
The Secretary intends to fund a total of eight national projects in
FFY 2021. The Secretary intends to fund one project in each specialty
area, (1) through (4), listed under the Absolute Priority section of
this notice, provided that we receive applications of sufficient
quality. In addition, the Secretary intends to fund four projects in
specialty area (5). As a result, the Secretary may fund applications
out of rank order. In the event that there are no applications
submitted or deemed eligible to fund in specialty areas (1) through
(4), the Secretary may fund more than four projects in specialty area
(5).
Note: Section 302(f)(1)(C) of the Rehabilitation Act and 34 CFR
396.33 require the Secretary to give priority to public or private
nonprofit agencies or organizations with existing programs that have a
demonstrated capacity for providing interpreter training services. In
the event of a peer review score tie and sufficient funding is only
available to make one additional award, the Secretary will give
priority to a public or private nonprofit agency or organization with
an existing program that has a demonstrated capacity for providing
interpreter training services.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
Continuing the Fourth and Fifth Years of the Program:
In deciding whether to continue funding the fourth and fifth years,
the Department will consider the requirements of 34 CFR 75.253(a). In
addition, as part of the review of the application narrative and annual
performance reports, RSA will consider the degree to which the program
demonstrates substantial progress toward completing project activities
outlined in the priority, as well as the timeliness and effectiveness
with which all requirements of the grant award have been or are being
met by the grantee, including the submission of annual performance
reports, and adherence to fiduciary responsibilities related to the
budget submitted in the application per 2 CFR part 200, ``Uniform
Administrative Requirements, Cost Principles, and Audit Requirements
for Federal Awards,'' and the Education Department General
Administrative Regulations.
III. Eligibility Information
1. Eligible Applicants: State and public or nonprofit agencies and
organizations, including American Indian Tribes and IHEs.
Note: If you are a nonprofit organization, under 34 CFR 75.51, you
may demonstrate your nonprofit status by providing: (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 the
organization is a nonprofit organization operating within the State and
that 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; or (4) any item
described above 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.
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
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administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
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 February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for this program, your
application may include business information that you consider
proprietary. In 34 CFR 5.11 we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. However, under 34
CFR 79.8(a), we waive intergovernmental review in order to make awards
by the end of FY 2021.
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 all of the application narrative.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are a combination of selection criteria under 34 CFR 396.31, 34 CFR
75.209, and 34 CFR 75.210, have a maximum score of 100 points, and are
as follows:
(a) Program-specific. (20 points)
(1) The Secretary reviews each application to determine the extent
to which--
(i) The proposed interpreter training project was developed in
consultation with State Vocational Rehabilitation agencies and their
related agencies and consumers;
(ii) The training is appropriate to the needs of both individuals
who are deaf or hard of hearing and individuals who are DeafBlind and
to the needs of public and private agencies that provide services to
either individuals who are deaf or hard of hearing or individuals who
are DeafBlind in the geographical area to be served by the training
project;
(iii) Any curricula for the training of interpreters includes
evidence-based practices and promising practices when evidence-based
practices are not available;
(iv) There is a working relationship between the interpreter
training project and State Vocational Rehabilitation agencies and their
related agencies, and consumers; and
(v) There are opportunities for individuals who are deaf or hard of
hearing and individuals who are DeafBlind to provide input regarding
the design and management of the training project.
(b) Quality of the project design. (25 points)
(1) The Secretary considers the quality of the project design of
the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project
includes a thorough, high-quality review of the relevant literature, a
high-quality plan for project implementation, and the use of
appropriate methodological tools to ensure successful achievement of
project objectives.
(iii) The extent to which the 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.
(c) Quality of project services. (15 points)
(1) The Secretary considers the quality of services to be provided
by the proposed project.
(2) In determining the quality of project services, 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 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 the project evaluation. (20 points)
(1) The Secretary considers the quality of the evaluation to be
conducted by 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 will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are
[[Page 40027]]
clearly related to the intended outcomes of the project and will
produce quantitative and qualitative data to the extent possible.
(e) Quality of project personnel and adequacy of resources. (10
points)
(1) The Secretary considers the quality of personnel who will carry
out the proposed project and the adequacy of project resources for the
proposed project.
(2) In determining the quality of project personnel and adequacy of
resources, the Secretary considers the extent to which the applicant
encourages applications for employment from persons who are members of
groups that have traditionally been underrepresented based on race,
color, national origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of key project personnel.
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(f) Quality of the management plan. (10 points)
(1) The Secretary considers the quality of the management plan.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. 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 may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee 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
[[Page 40028]]
requirements please refer to 2 CFR 3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit annual
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.
5. Performance Measures: The Government Performance and Results Act
of 1993 (GPRA) directs Federal departments and agencies to improve the
effectiveness of their programs by engaging in strategic planning,
setting outcome-related goals for programs, and measuring program
results against those goals.
For the purposes of GPRA and Department reporting under 34 CFR
75.110, we have established the following program measures:
Measure 1: The number of working interpreters enrolled in
specialized training.
Measure 2: Of those enrolled, the number and percentage of working
interpreters who successfully complete specialized training.
Measure 3: The number and percentage of working interpreters who
successfully completed specialized training and subsequently reported
using the knowledge and skills obtained during specialized training in
their interpreting work.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things: whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, whether
the grantee has made substantial progress in achieving the performance
targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Katherine Neas,
Acting Assistant Secretary for the Office of Special Education and
Rehabilitative Services.
[FR Doc. 2021-15914 Filed 7-22-21; 4:15 pm]
BILLING CODE 4000-01-P