PKG00264801-instructions.pdf

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

WASHINGTON, D.C. 20202-2800

FY 2021 APPLICATION KIT FOR NEW GRANTS

UNDER

THE REHABILITATION SERVICES ADMINISTRATION

DISABILITY INNOVATION FUND (DIF) - CAREER ADVANCEMENT

INITIATIVE MODEL DEMONSTRATION PROJECTS

CFDA 84.421C

FORM APPROVED

OMB NO. 1820-0018, EXP. DATE: 06/30/2022

ED FORM 424, OMB APPROVED

DATED MATERIAL—OPEN IMMEDIATELY

CLOSING DATE: APRIL 7, 2021

CONTENTS

SUBJECT SECTION

Dear Applicant Letter .................................................................................................................. A

Notice Inviting Applications for New Awards ............................................................................... B

Selection Criteria for Applications ............................................................................................... C

Application Transmittal Instructions ............................................................................................ D

Application Abstract Instructions ................................................................................................. E

Application Forms....................................................................................................................... F

Part I: Federal Assistance Face Page (SF-424) Part II: Budget Information (ED 524) Part III: Application Narrative Part IV: Grant Application Form for Project Objectives and Performance Measures Information Part V: Evidence Form (optional) Part VI: Certifications and Disclosures:

• Certification Regarding Lobbying: Certification for Contracts, Grants, Loans and Cooperative Agreements;

• Disclosure of Lobbying Activities (SF-LLL) (optional)

Important Notices/Information .................................................................................................... G

• Notice to All Applicants, Section 427 of the General Education Provisions Act (GEPA)

• The Government Performance and Results Act (GPRA)

• Executive Order 12372 (Intergovernmental Review of Federal Programs)

• Electronic Notification Option for Grant Awards

Additional Information ................................................................................................................. H

• Applicant Checklist

• Common Questions and Answers

• Program Application Indirect Cost Instructions

• D-U-N-S Number Instructions

Section A Dear Applicant Letter

UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

REHABILITATION SERVICES ADMINISTRATION

January 7, 2021

Dear Applicant:

This application package contains information and the required forms for you to use in submitting a new application for funding under Disability Innovation Fund (DIF). The awards will be discretionary grants negotiated as cooperative agreements.

The U.S. Department of Education (Department) is issuing a notice inviting applications (NIA) for fiscal year (FY) 2021 to fund the DIF Career Advancement Initiative Model Demonstration Project, Catalog of Federal Domestic Assistance (CFDA) number 84.421C.

The purpose of the DIF Program, as provided by the Further Consolidated Appropriations Act, 2020 (Pub. L. 116-94), is to support innovative activities aimed at improving the outcomes of "individuals with disabilities," as defined in section 7(20)(A) of the Rehabilitation Act of 1973, as amended by title IV of the Workforce Innovation and Opportunity Act. The Career Advancement Initiative Model Demonstration Project will identify and demonstrate practices, which are supported by evidence, in improving the education and post-school outcomes of children receiving Supplemental Security Income (SSI) and their families that may result in long-term improvement in the SSI child recipient’s economic status and self-sufficiency.

Please read this letter carefully as it includes important information related to the grant competition. Take the time to review all applicable requirements, definitions, selection criteria, and application instructions thoroughly. An application will not be evaluated for funding if the applicant does not comply with all procedural rules that govern the submission of the application or if the application does not contain the information required. (Education Department General Administrative Regulations (EDGAR) at 34 C.F.R. §75.216 (b) and (c)).

Please note the following:

ELIGIBLE APPLICANTS

Eligible applicants for this competition are State VR agencies or State VR agencies applying as a consortium under 34 CFR 75.128.

NOTICE INVITING APPLICATIONS

The notice inviting applications (NIA) is published in the Federal Register, contained in Section C of this application package, and is available to download and review.

http://www.ed.gov/policy/speced/leg/rehab/rehabilitation-act-of-1973-amended-by-wioa.pdf http://www.ed.gov/policy/speced/leg/rehab/rehabilitation-act-of-1973-amended-by-wioa.pdf

PRE-APPLICATION MEETING AND POWERPOINT PRESENTATION

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 the Disability Innovation Fund – Career Advancement Initiative Model Demonstration Projects at https://ncrtm.ed.gov/RSAGrantInfo.aspx. 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/RSAGrantInfo.aspx prior to the date of the call. OSERS invites you to send questions to 84.421C@ed.gov in advance of the pre-application meeting. The teleconference information, including the 84.421C pre-application meeting summary of the questions and answers, will be available at https://ncrtm.ed.gov/RSAGrantInfo.aspx within six days after the pre-application meeting.

APPLICATION SUBMISSION: COMMON INSTRUCTIONS FOR APPLICANTS TO

DEPARTMENT OF EDUCATION DISCRETIONARY GRANT PROGRAMS

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- 0213/pdf/2019-02206.pdf, which contain requirements and information on how to submit an application.

GRANTS.GOV APPLICATION SUBMISSION AND SAM REGISTRATION

Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (www.Grants.gov). Please read carefully the Grants.gov Submission Procedures and Tips for Applicants document included in Section D of this application package, which includes helpful tips about submitting electronically using the Grants.gov Apply site. Grants.gov registration involves many steps including registration on SAM (www.sam.gov) which may take approximately one week to complete, but could take as many as several weeks to complete. You may begin working on your application while completing the registration process, but you cannot submit an application until all of the registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 hours for the information to be available in Grants.gov. You cannot submit an application through Grants.gov until Grants.gov has received your SAM registration information. We strongly encourage you to familiarize yourself with SAM and Grants.gov and strongly recommend that you register and submit early.

Applicants are required to upload any narrative sections and all other attachments to your application as files in either Portable Document Format (PDF) or Microsoft Word. However, it is recommended that applicants upload files as read-only flattened PDFs. Please be aware that applications submitted to Grants.gov for the Department of Education will now be posted using Adobe forms. Information on computer and operating system compatibility with Adobe and links to download the latest version of Adobe are available on Grants.gov. Please note that you must follow the application procedures as described in the Federal Register notice announcing this grant competition. Information https://ncrtm.ed.gov/RSAGrantInfo.aspx https://ncrtm.ed.gov/RSAGrantInfo.aspx https://ncrtm.ed.gov/RSAGrantInfo.aspx http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf http://www.sam.gov/ http://www.sam.gov/ http://www.sam.gov/

(including dates and times) about how to submit your application electronically can also be found in Section D of this application package.

APPLICABLE REGULATIONS

Education Department General Administrative Regulations (EDGAR)

This program is subject to the requirements of the Education Department General Administrative Regulations at 34 CFR Parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99.

These regulations set forth all general rules affecting application submittal, review, grant awarding, and post-award administration of Department of Education grant programs.

Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement)

This program is subject to the requirements of 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.

Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance)

This program is subject to the requirements of the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance) in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.

INTERGOVERNMENTAL REVIEW

This competition is subject to Executive Order 12372 and the regulations in 34 CFR part 79 and regulations in 34 CFR 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition.

BUDGET INFORMATION

Applicants under this competition are required to provide detailed budget information for each of the five years of this project and for the total grant.

Maximum Award Amount

We will not make an award exceeding $18,333,333.33 for a single budget period of 60 months. Please be advised that for the priority in this package, the maximum award amount covers all project costs including indirect costs.

The Department will determine at the time of the initial award, the funding levels for each year of the grant award. However, we will not make an award exceeding $18,333,333.33 for a single budget period of 60 months.

Required Cost Sharing or Matching

This competition does not require cost sharing or matching.

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.

Administrative Cost Limitation

This program does not include any program-specific limitation on administrative expenses. All administrative expenses must be reasonable and necessary and conform to the Cost Principles described in 2 CFR part 200 subpart E of the Uniform Guidance.

Subgrantees (Subawards)

Under the Further Consolidated Appropriations Act, 2020, a grantee under this competition may award subgrants for a portion of the funds to other public and private, nonprofit entities to directly carry out project activities described in the grantee’s application. Under 34 CFR 75.708(e), a grantee may contract for supplies, equipment, and other services in accordance with 2 CFR part 200.

Final Performance Report

The Final Performance Report must be completed and submitted by the end of the project period, September 30, 2026. Therefore, all project activities (other than work on the evaluation and final performance report) must conclude earlier than 60 months to allow time for the evaluation and final performance report to be completed and submitted by the end of the project period of September 30, 2026. This should be reflected in the budget.

PRIORITIES

This competition contains one absolute priority and one invitational priority. We are establishing the absolute priority for the FY 2021 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).

Absolute Priority: Career Advancement Initiative Model Demonstration Project

This priority establishes model demonstration projects in which State vocational rehabilitation (VR) agencies, whether applying alone or in a consortium, by developing and using career pathways, will assist VR-eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program, to advance in their careers. Projects should help these individuals obtain promotional opportunities with a current employer or a different employer; obtain additional responsibility and compensation by advancing in a formal career or job series; obtain industry recognized credentials that result in additional responsibilities, compensation, file:///C:/Users/Roseann.Eshbach/AppData/Local/Microsoft/Windows/INetCache/Content.Outlook/70YKDW71/www2.ed.gov/about/offices/list/ocfo/intro.html and benefits; improve and maximize competitive integrated employment (CIE) outcomes, economic self-sufficiency, independence, and inclusion in society; and/or reduce reliance on public benefits (e.g., SSI, Social Security Disability Insurance (SSDI), and/or Temporary Assistance for Needy Families (TANF), and State or local benefits).

Please refer to the NIA for more details about this absolute priority.

Applicants must address the absolute priority in the budget information (ED Form 524, Section B) and budget narrative.

Prior to the peer review, Department staff will determine if an application has met the appropriate absolute priority and is eligible for peer review. An application that has not met the absolute priority will not be considered for funding and may not be reviewed.

Invitational Priority: Career pathway projects that focus on individuals with intellectual or developmental disabilities.

Under 34 CFR 75.105(c)(1) we do not give an application that meets this invitational priority a competitive or absolute preference over applications that do not meet the invitational priority.

APPLICATION NARRATIVE AND SELECTION CRITERIA

Part III of the application narrative is where you, the applicant, address the absolute priority, particularly the Application Requirements and the Project Requirements in the NIA. The application narrative must also address the Selection Criteria, which the competition peer reviewers use to evaluate and score each application. These may be found in Section D of this application kit or Section V.1. of the NIA. Please note that peer reviewers are instructed that appendix material is considered supplemental material to support or show evidence supporting statements made in the narrative, and that they are not required to review such material. (They are neither asked nor expected to consider appendix material in rating applications.)

EVIDENCE OF EFFECTIVENESS FORM (OPTIONAL)

Applicants are not required to complete the Evidence of Effectiveness Form for this competition. However, this form is optional and contained in this application package should an applicant choose to submit it.

PROTECTION OF HUMAN SUBJECTS IN RESEARCH

The discretionary grant Application Form SF-424 requires applicants to indicate whether they plan to conduct research involving human subjects at any time during the proposed project period. The Protection of Human Subjects in Research Attachment is an integral part of the SF-424 form. It includes information that applicants need to complete the protection of human subjects item and, as appropriate, to provide additional information to the Department regarding human subjects research projects. Additional information on completing the protection of human subjects item is also available and can be accessed on the internet at:

www.ed.gov/about/offices/list/ocfo/gcsindex.html www.ed.gov/about/offices/list/ocfo/humansub.html

RESPONSE TO PERFORMANCE MEASURES

This program contains two types of performance measures: 1) those related to Government Performance and Results Modernization Act (GPRA) of 2010, known as GPRA measures and 2) program 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. As required by the GPRA, the Rehabilitation Services Administration (RSA) has developed five GPRA measures for this program. Approved applications for this program should have project outcomes and measures consistent with the performance measures established in the NIA. Projects funded under this competition are required to submit data on the performance measures as directed by RSA. Applicants can design their projects to meet the established performance measures and develop evaluation techniques that provide valid and reliable data on the established performance measures. See the Performance Measures section of the NIA. Applicants are encouraged to review this information carefully when preparing their applications.

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 terms and 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).

ADDITIONAL INFORMATION

For information about other U.S. Department of Education grant and contract opportunities, we encourage you to use the Department's grant information web page which can be accessed on the internet at:

http://www.ed.gov/about/offices/list/ocfo/grants/grants.html.

http://www.ed.gov/about/offices/list/ocfo/gcsindex.html http://www.ed.gov/about/offices/list/ocfo/gcsindex.html http://www.ed.gov/about/offices/list/ocfo/gcsindex.html http://www.ed.gov/about/offices/list/ocfo/humansub.html http://www.ed.gov/about/offices/list/ocfo/grants/grants.html http://www.ed.gov/about/offices/list/ocfo/grants/grants.html

Applicants may contact Cassandra Shoffler, competition manager, who may be reached at (202) 245-7827 or 84.421C@ed.gov, to discuss any matters relating to this competition.

Sincerely, Mary F. Lovley, Director, Training and Service Programs Division

Section B Notice Inviting Applications

For New Awards

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Rehabilitation Training: Disability Innovation Fund – Career

Advancement Initiative 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) 2021 for the Disability Innovation Fund – Career Advancement

Initiative Model Demonstration Project, Assistance Listing Number 84.421C. The Department intends to fund a multi-site model demonstration project designed to assist State vocational rehabilitation (VR) agencies, in partnership with other entities, to develop career pathways focused on career advancement. This competition will help VR-eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program, to advance in high-demand, high-quality careers, such as science, technology, engineering, and math

(STEM), including computer science, careers; to enter career pathways in industry-driven sectors through pre-apprenticeships, registered apprenticeships and Industry Recognized Apprenticeship

Program (IRAP); to improve and maximize competitive integrated employment outcomes, economic self-sufficiency, independence, and inclusion in society; and to reduce reliance on public benefits (e.g., Supplemental Security Income (SSI)/Social Security Disability Insurance (SSDI), and/or Temporary Assistance for Needy Families (TANF), and State or local benefits). This notice relates to the approved information collection under OMB control number 1820–0018.

DATES:

Applications Available: January 7, 2021.

Deadline for Transmittal of Applications: April 7, 2021.

Date of Pre-Application Meeting: The Office of Special Education and Rehabilitative Services

(OSERS) will post a PowerPoint presentation that provides general information about the

Rehabilitation Services Administration’s (RSA) discretionary grants and a PowerPoint presentation specifically about the Disability Innovation Fund – Career Advancement Initiative

Model Demonstration Projects at https://ncrtm.ed.gov/RSAGrantInfo.aspx. 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/RSAGrantInfo.aspx prior to the date of the call. OSERS invites you to send questions to 84.421C@ed.gov in advance of the pre-application meeting. The teleconference information, including the 84.421C pre-application meeting summary of the questions and answers, will be available at https://ncrtm.ed.gov/RSAGrantInfo.aspx within six days after the pre-application meeting.

Deadline for Intergovernmental Review: May 7, 2021.

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 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: Cassandra P. Shoffler, U.S. Department of

Education, 400 Maryland Avenue, SW, room 5065A, Potomac Center Plaza, Washington, DC

20202-2800. Telephone: (202) 245-7827. Email: 84.421C@ed.gov.

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 https://ncrtm.ed.gov/RSAGrantInfo.aspx https://ncrtm.ed.gov/RSAGrantInfo.aspx https://ncrtm.ed.gov/RSAGrantInfo.aspx

I. Funding Opportunity Description

Purpose of Program: The purpose of the Disability Innovation Fund (DIF) Program, as provided by the Further Consolidated Appropriations Act, 2020 (Pub. L. 116–94), is to support innovative activities aimed at improving the outcomes of individuals with disabilities, as defined in section

7(20)(B) of the Rehabilitation Act of 1973, as amended, including activities aimed at improving the education and post-school outcomes of children receiving SSI and their families that may result in long-term improvement in the SSI child recipient’s economic status and self-sufficiency.

Priorities: This competition contains an absolute priority and an invitational priority. We are establishing the absolute priority for the FY 2021 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).

Absolute Priority: This priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.

This priority is:

Career Advancement Initiative Model Demonstration Project.

Background:

Though always permissible under the Vocational Rehabilitation (VR) program, the amendments to the Rehabilitation Act of 1973 (Rehabilitation Act) made by the Workforce

Innovation and Opportunity Act (WIOA) clarified and emphasized that individuals with disabilities were eligible for VR services for the purpose of advancing in employment. Among the stated purposes of WIOA, Congress included –

To improve the quality and labor market relevance of workforce investment, education, and economic development efforts to provide America’s workers with the skills and credentials necessary to secure and advance in employment with family-sustaining wages.

WIOA Section 2, Paragraph (3); 29 U.S.C. 3101(3) (emphasis added).

As such, the VR program is not solely intended to place individuals with disabilities in entry-level jobs, but, rather, to assist them to obtain, retain, advance in, or regain employment, consistent with their unique strengths, resources, priorities, concerns, abilities, capabilities, and informed choice, through the services and supports identified on their individualized plans for employment (IPE).

While the VR program has a long history of helping individuals with disabilities secure employment, there is room for improvement in helping individuals with disabilities move off of public benefits and advance in employment, which as used in section 102(a)(1)(B) of the

Rehabilitation Act, includes both advancing within current employment and advancing into new employment.

Our examination of RSA-911 data for program year (PY) 2019, located at https://rsa.ed.gov/performance-data/rsa-911-policy-directive, demonstrates that, of 361,421 new applicants, 105,760 (29 percent) reported their primary source of support as SSI, SSDI, or TANF.

Of the 128,866 individuals who exited the VR program in competitive integrated employment

(CIE), 15,233 (12 percent) indicated that their primary source of support was still SSI, SSDI, or

TANF.

The U.S. Department of Labor Federal Minimum Wage Web site, https://www.dol.gov/general/topic/wages/minimumwage, indicates that the Federal minimum wage for covered nonexempt employees is $7.25 per hour. There are numerous States with minimum wage laws. In cases where an employee is subject to both the State and Federal minimum wage laws, the employee is entitled to the higher of the two minimum wages.

Participants who exited the VR program in CIE reported a median wage of $12 per hour and median 30 hours worked per week. Approximately 80 percent of participants earned less than $17 per hour. Of the 128,866 individuals who exited the VR program in CIE, 28,926 (22 percent) https://rsa.ed.gov/performance-data/rsa-911-policy-directive indicated that they had private insurance through their employer and 3,309 (3 percent) indicated that they were not yet eligible for private insurance through their employer.

The 10 most common occupations, reported by fully one third of the participants who exited in CIE, were:

1. Stock Clerks and Order Fillers;

2. Customer Service Representatives;

3. Janitors and Cleaners, Except Maids and Housekeeping Cleaners;

4. Laborers and Freight, Stock, and Material Movers, Hand;

5. Retail Salespersons;

6. Cashiers;

7. Combined Food Preparation and Serving Workers, including Fast Food;

8. Food Preparation Workers;

9. Production Workers, All Other; and

10. Dishwashers.

Wages at this level, in combination with less than full-time work in these positions and without employer-provided medical benefits, provide little opportunity for individuals to reduce their reliance on public benefits (e.g., SSI, SSDI, and/or TANF, and State or local benefits), and the wages suggest that there is room for many individuals with disabilities to advance in employment and their careers. To emphasize the point, individuals who earned $20 per hour or more reported their top five occupations as:

1. Registered Nurses;

2. Heavy and Tractor-Trailer Truck Drivers;

3. Managers, All Other;

4. Teachers and Instructors, All Other; and

5. Accountants and Auditors.

The Department believes that career pathways provide a mechanism for VR agencies to assist VR eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program, to obtain or advance in employment or change careers.

In FY 2015, RSA awarded four Career Pathways for Individuals with Disabilities projects under the Demonstration and Training program. Early results from States that received these awards are encouraging. In 2015, Nebraska VR created the Career Pathways Advancement Project and employed the upskill/backfill model of career pathways advancement for their former VR participants in five career pathways based upon the State’s economy’s needs: Information

Technology; Manufacturing; Transportation, Distribution, and Logistics; Healthcare; and

Architecture/Construction (Moore, D., Haines, K., Drudik, J., Arter, Z., and Foley, S. (2020).

Upskill/Backfill Model of Career Pathways Advancement: The Nebraska Vocational

Rehabilitation Approach. Journal of Applied Rehabilitation Counseling, 51(3), 1-14). The results of Nebraska’s project demonstrate that this model does assist former clients in advancing in their careers, as well as obtaining CIE that comes with higher income and benefits (Moore et al., 2020).

As former clients are increasing their skills or “getting upskilled” (e.g., through credentialed training programs) and advancing in their careers, new clients can fill the newly vacated positions

(Moore et al., 2020). In Georgia, the project focused on expanding pre-employment transition services to students with disabilities and transition services to VR eligible students, thereby increasing the number of participants who achieved a recognized post-secondary credential from

12 in FY 2016 to 353 in FY 2020. In Kentucky, the focus was on career pathways STEM events, employer engagement, and workforce partnerships, which resulted in an increase in employment outcomes from 168 in FY 2017 to 294 in FY 2019. In Virginia, the focus was on sustainable strategies, including business-driven strategies and credential training, which resulted in an increase in the number of credentials obtained from 8 in FY 2016 to 56 in FY 2020 and an increase in the number of individuals whose cases were closed in competitive integrated employment outcomes from 7 in FY 2016 to 32 in FY 2020.

Further, Congress made career pathways a necessary, if not foundational, part of WIOA’s workforce reforms. States, for example, are required to include career pathways in their workforce development systems, WIOA section 101(d)(3)(B); career pathways are required in training programs, WIOA section 101(d)(5)(C); and local workforce development boards are required to include career pathways in their local plans, WIOA sections 107(d)(5), 108(b)(3).

As earning a degree or certificate may be part of a successful career pathway, RSA-911 data show that while many VR customers are pursuing degrees or certificates, there are opportunities for many more to do so. Of the 875,275 individuals in receipt of VR services through an IPE during PY 2019, 154,239 participants (18 percent) were enrolled in some form of postsecondary education or career/technical training, 80,916 (9 percent) received either Associate, Bachelor, or Graduate School training, 31,258 (4 percent) received vocational training and 194 participants were taking part in Registered Apprenticeship Training.

This competition will provide an opportunity and flexibility for a State VR agency, given additional funding and the full range of resources available through the VR program, to demonstrate the effectiveness of providing the career pathways services needed by VR-eligible individuals, including those participating in the VR program and those who are not receiving services in the VR program for reasons such as assignment to closed priority categories under an order of selection. This includes previously served VR participants in employment who re-enter the VR program, to obtain, change careers to, advance in, or maximize employment in fields that provide a true living wage and freedom from public support.

VR agencies, whether applying alone or in a consortium with multiple State VR agencies, must implement career advancement initiative model demonstration projects by establishing career pathway and work-based learning partnerships with employers, community colleges and postsecondary institutions, entities that make up the workforce development systems, entities that provide registered apprenticeships, pre-apprenticeships and IRAPs, comprehensive rehabilitation centers, local or State educational agencies (LEAs or SEAs), and providers or other Federal or

State agencies (i.e., State Apprenticeships Programs, Employment Networks under Social Security, Department of Labor, etc.), as appropriate to the career pathway or pathways chosen and the industries or types of professions served. The models must be implemented at multiple local sites to ensure replicability and delivered through a coordinated system.

Assistance to individuals could include, as appropriate for the individual, pre-apprenticeship, registered apprenticeship and IRAP training or postsecondary training and graduate-level postsecondary education, registered apprenticeships in formal trades, other work-based learning experiences, community college and technical college education and training, or other appropriate training and education opportunities to achieve the advancement in employment specified as the individual’s vocational goal.

In sum, this competition is designed to help VR-eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program, to advance in or change to high-demand, high-quality careers, such as STEM careers.1 This also includes individuals who enter career pathways in industry-driven sectors through pre-apprenticeships, registered apprenticeships and IRAPs; to improve and maximize CIE outcomes, economic self-sufficiency, independence, and inclusion in society; and to reduce reliance on public benefits (e.g., Supplemental Security Income (SSI)/Social Security Disability Insurance (SSDI)).

Priority:

This priority establishes model demonstration projects in which State vocational rehabilitation (VR) agencies, whether applying alone or in a consortium, by developing and using career pathways, will assist VR eligible individuals with disabilities, including previously served

VR participants in employment who re-enter the VR program, to advance in their careers. Projects

1 This competition is aligned with the aims of the Federal Government’s five-year strategic plan for STEM education entitled Charting A Course for Success: America's Strategy for STEM Education (Plan) published in December 2018, including the Plan’s overarching goal to Increase Diversity, Equity, and Inclusion in STEM. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf should help these individuals obtain promotional opportunities with a current employer or a different employer; obtain additional responsibility and compensation by advancing in a formal career or job series; obtain industry recognized credentials that result in additional responsibilities, compensation, and benefits; improve and maximize CIE outcomes, economic self-sufficiency, independence, and inclusion in society; and/or reduce reliance on public benefits (e.g., SSI, SSDI, and/or TANF, and State or local benefits).

As used in this competition, career pathway means a combination of rigorous and high-quality education, training, and other services that--

(a) Aligns with the skill needs of industries in the economy of the State or regional economy involved;

(b) Prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships registered under the Act of August 16, 1937 (commonly known as the “National Apprenticeship Act”; 50 Stat. 664, chapter 663; 29

U.S.C. 50 et seq.);

(c) Includes counseling to support an individual in achieving the individual’s education and career goals;

(d) Includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;

(e) Organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable;

(f) Enables, as appropriate, an individual to attain a secondary school diploma or its recognized equivalent, and at least one recognized postsecondary credential; and

(g) Helps an individual enter or advance within a specific occupation or occupational cluster (i.e., a group of occupations and broad industries based on common knowledge and skills, job requirements, or worker characteristics).

Project Requirements: Under this priority, the model demonstration proposed by an applicant must, at a minimum--

(a) Develop and implement a collaborative model that demonstrates a rationale2 in the use of career pathways to enable VR eligible individuals with disabilities, including previously served

VR participants in employment who re-enter the VR program, to advance in their careers, such as obtaining promotional opportunities with a current employer or a different employer; obtaining additional responsibility and compensation by advancing in a formal career or job series;

increasing the number of hours worked; and obtaining industry recognized credentials that result in additional responsibilities, compensation, and benefits;

(1) The model project must involve providing access to existing career pathways, creating a new pathway, or both;

(2) The model project must propose multiple partnerships and multiple pathways to serve different populations, provided that the applicant identify any separate personnel, activities, and budgets;

(3) The model project must propose to serve diverse geographic regions, including urban, suburban, rural and Tribal communities, if applicable.

(b) Establish partnerships between the VR agencies and appropriate employers, agencies, and entities that are critical to the development of the career pathway or pathways used in the model. These partnerships could include two-year and four-year institutions of higher education, 2 For purposes of this priority, “demonstrates a rationale” means a key project component included in the project’s logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes, as defined in 34 CFR 77.1.

American Job Centers, and other workforce training providers, such as registered apprenticeship and pre-apprenticeship providers, comprehensive support service providers, and on-the-job and customized training providers);

(c) Include the following career pathway components:

(1) Alignment of secondary and postsecondary education, training, and employment, such as skilled trades and STEM careers important to local, regional, or State economies;

(2) Rigorous, sequential, connected, and efficient curricula that connect education and skills training courses and that integrate education with training, as appropriate;

(3) Multiple entry and exit points for VR participants entering and exiting training;

(4) Comprehensive, coordinated and personalized support services that are designed to ensure the individual's success in completing education and training programs:

(i) Financial literacy, benefits counseling, childcare, physical health and mental health services and transportation;

(ii) Educational supports (e.g., tutors, on-campus supports such as writing labs, math labs, and disability services);

(iii) Self-advocacy training (e.g., mentoring, peer relationships, understanding how to request services and supports); and

(iv) Appropriate assistive technology services and devices;

(5) Flexible design of education and training programs and services to meet the particular needs of VR participants, including flexible work schedules, alternative class times and locations, and the innovative use of technology; and

(6) Education and training programs that focus on advancing in employment and are designed to develop the following knowledge and skills:

(i) Comprehensive career development counseling and guidance, including self-exploration and career exploration and career planning and management;

(ii) Career and technical skills leading to advancement in careers, including the skilled trades and STEM careers; and

(iii) Soft skills (e.g., understanding, communication, teamwork, networking, problem solving, critical thinking and professionalism, learning styles, identifying strengths and weaknesses);

(d) Collaborate with other federally funded career pathway initiatives conducting activities relevant to the work of its proposed project; and

(e) Develop and conduct an evaluation of the project’s performance that documents the relationship between participants’ engagement with or use of specific practices and strategies implemented by the project and key outcomes.

Application Requirements: Under this priority, to be considered for funding, an application must include the following:

(a) A detailed review of the literature that supports the potential effectiveness of the proposed model, its components, and processes to improve career advancement for individuals with disabilities;

(b) A logic model that communicates how the demonstration project will achieve its outcomes and provides a framework for project evaluation. The logic model must:

(1) Depict, at a minimum, the goals, activities, outputs, and outcomes of the proposed model demonstration project; and

(2) Demonstrate how the specific career pathways components developed and implemented in the project are thought to affect project outcomes. Project activities that demonstrate a rationale and are depicted in the logic model must be specifically noted;

(c) A description of the applicant’s plan, methods, and criteria for implementing the project, including a description of--

(1) A cohesive, articulated model of partnership and coordination among the participating agencies and organizations;

(2) The coordinated set of practices and strategies in the use and development of career pathways that are aligned with employment, training, and education programs and reflect the needs of employers and VR-eligible individuals, including previously served VR participants in employment who re-enter the VR program to advance in their careers;

(3) The model demonstration project’s proposed sites and targeted occupational clusters, and the proposed criteria for selecting such sites and occupational clusters. State VR agencies applying as a group must also identify the shared geographic area and describe how they will coordinate their project activities, including the data collection and evaluation, within the shared area;

(4) How the proposed project will--

(i) Provide access to existing career pathways, create new pathways, or both, incorporating the six required career pathway components: secondary and postsecondary education and training aligned with targeted industry sector needs; rigorous, sequential, connected and efficient curricula;

multiple entry and exit points; comprehensive support services; flexible design of education, training, work settings and assistive technology; and focus on the attainment of secondary education, recognized postsecondary credentials, sector-specific employment, and related knowledge and skills in order to advance in employment;

(ii) Identify local workforce needs, aligned with the skill needs of targeted industry sectors important to local, regional, or State economies;

(iii) Involve employers in the project design and in partnering with project staff to develop integrated community settings for assessments, job shadowing, internships, apprenticeships, and other paid and unpaid work experiences that are designed to lead to career advancement competitive for individuals with disabilities;

(iv) Provide technical assistance or other resources (e.g., trainings) for employers as needed on topics or strategies related to career advancement for VR eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program;

(v) Collaborate with participating agencies and organizations, including career pathway partners; and

(vi) Develop strategies and conduct outreach activities to identify VR-eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program, whom the career pathways approach could assist in changing careers or advancing their careers. Note: If a project proposes multiple career pathways, the plan must separately describe the strategies and outreach activities that will be used to identify VR-eligible individuals with disabilities, including previously served VR participants in employment who re-enter the VR program;

(d) A memorandum of understanding between the State VR agency and its proposed partners in developing and implementing the project. In the case of a consortium, the application must also include a signed agreement among the constituent State VR agencies that designates the agency legally authorized to submit the application on behalf of the group; binds each agency to every statement, assurance, and obligation in the application; and details the agencies’ assigned roles and responsibilities, in accordance with 34 CFR 75.128 and 75.129;

(e) A plan for evaluating the project’s performance, including documenting the relationship between program participation and the project’s goals and objectives:

Specifically, the evaluation plan must include a description of--

(1) Project goals, measurable objectives, and operational definitions;

(2) The data to be collected;

(3) How the data will be analyzed; and

(4) How the outcomes for individuals with disabilities served by the project compared with the outcomes of individuals with VR-eligible individuals with disabilities, including previously served VR participants, not receiving project services;

(f) For each career pathway accessed or created through the project, the evaluation plan must provide the following information:

(1) Description of the career pathway, including the respective occupational cluster(s) or career field(s), stackable credentials, and multiple entry/exit points; and

(2) Collection of the following data, at minimum:

(i) The relevant RSA-911 Case Service Report data for each project participant, including disability and other demographic data;

(ii) The number of participants who entered the career pathway;

(iii) The number of participants who completed training in the career pathway;

(iv) The number of participants who attained one or more recognized postsecondary credential and the types of credentials attained;

(v) The number of participants who achieved CIE through the project;

(vi) The corresponding weekly wage and employer-provided medical benefits received by these participants before and after receiving services;

(vii) The corresponding weekly hours worked by these participants before and after receiving services;

(viii) The number of participants who receive a promotion or additional responsibilities resulting in an increase in salary; and;

(ix) The number of participants who report public benefits (e.g., SSI, SSDI, and/or TANF, and State or local benefits) as their primary source of support at the time they exit in CIE;

(g) A plan for systematic dissemination of project findings and knowledge gained that will assist State and local agencies in adapting or replicating the model career pathways developed and implemented by the project. This plan could include elements such as development of a website or community of practice, and participation in national and State conferences;

(h) An assurance that, based on the informed choice of the VR participant, the employment goal for all individuals served under this project will be CIE, including customized or supported employment;

(i) An assurance that the project will collaborate with other federally funded career pathway initiatives conducting activities relevant to its work; and

(j) An assurance that the project will train employers, including businesses, to collaborate with VR on working with employees or trainees with disabilities.

Within this absolute priority, we are particularly interested in applications that address the following invitational priority.

Invitational Priority: Under 34 CFR 75.105(c)(1) we do not give an application that meets this invitational priority a competitive or absolute preference over applications that do not meet the invitational priority.

This priority is:

Career pathway projects that focus on individuals with intellectual or developmental disabilities.

Waiver of Proposed Rulemaking: Under the Administrative Procedure Act (5 U.S.C. 553), the

Department generally offers interested parties the opportunity to comment on proposed priorities.

Section 437(d)(1) of GEPA, however, allows the Secretary to exempt from rulemaking requirements regulations governing the first grant competition under a new or substantially revised program authority. This is the first grant competition for this program under the authority given in the Further Consolidated Appropriations Act, 2020, and, therefore, qualifies for this exception.