2024-07502.pdf

24812 Federal Register / Vol. 89, No. 69 / Tuesday, April 9, 2024 / Notices

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.

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.

Authority: 42 U.S.C. 4370m– 6(a)(1)(A).

John P. Lloyd, Brigadier General, USA, Commanding.

[FR Doc. 2024–07468 Filed 4–8–24; 8:45 am]

BILLING CODE P

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.

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 84.421F@ed.gov 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:

84.421F@ed.gov.

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.

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

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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24813 Federal Register / Vol. 89, No. 69 / Tuesday, April 9, 2024 / Notices

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, VerDate Sep<11>2014 19:57 Apr 08, 2024 Jkt 262001 PO 00000 Frm 00038 Fmt 4703 Sfmt 4703 E:\FR\FM\09APN1.SGM 09APN1dd ru m he lle r on D

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24814 Federal Register / Vol. 89, No. 69 / Tuesday, April 9, 2024 / Notices 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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24816 Federal Register / Vol. 89, No. 69 / Tuesday, April 9, 2024 / Notices 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.

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24817 Federal Register / Vol. 89, No. 69 / Tuesday, April 9, 2024 / Notices

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

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24818 Federal Register / Vol. 89, No. 69 / Tuesday, April 9, 2024 / Notices 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…