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Federal Register / Vol. 86, No. 39 / Tuesday, March 2, 2021 / Proposed Rules
English interpreter training in specialized areas.
2 Deliver the training or stand-alone modules remotely to at least three distinct, noncontiguous geographic areas identified in paragraph a1 of these application requirements in years two, three, four and five of the project.
Applicants may also deliver in-person training, as appropriate, to support participants application of knowledge, skills, and competencies gained through online training.
3 Provide mentoring and coaching to participants, as needed. This may include, but is not limited to, one-onone instruction to address specific areas identified by an advisor as needing further practice, and providing written feedback from observed interpreting situations, from deaf consumers, from trained mentors, including written feedback from mentoring sessions, and from others, as appropriate;
4 Develop a self-directed track and make it available to the public for independent remote learning by the end of the second year of the project.
Applicants must develop a curriculum guide for each module and make available relevant materials from the training program. Applicants may offer CEUs to participants who successfully complete the self-directed track;
5 Be based on current research and make use of practices that demonstrate a rationale or are supported by promising evidence as defined in 34
CFR 77.1. To meet this requirement, the applicant must describe i How the proposed project will incorporate current research and practices that demonstrate a rationale or are supported by promising evidence in the development and delivery of training and in the development of products and materials;
ii How the proposed project will ensure that working interpreters interact with individuals with disabilities who are deaf, hard of hearing, or DeafBlind and have a range of communication skills, from those with limited language skills to those with high-level, professional language skills, as appropriate.
c In the narrative section of the application under Quality of Project Services, the applicant must 1 Demonstrate how the project will ensure equal access and treatment for eligible project participants who are members of groups who have traditionally been underrepresented based on race, color, national origin, gender, age, or disability;
2 Describe the criteria that will be used to identify applicants for participation in the program, including
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any pre-assessments that may be used to determine the skill, knowledge base, and competence of the working interpreter;
3 Describe how the project will outreach 4 to working interpreters, especially working interpreters from rural areas, Indian Tribes, and traditionally underrepresented groups;
4 Describe how the project will provide feedback, resources, and next steps to applicants who may not be accepted into the program due to insufficient skills, knowledge base, and competence;
5 Describe the approach that will be used to enable more working interpreters to participate in and successfully complete the training program, specifically participants who need to work while in the program, have child care or elder care considerations, or live in geographically isolated areas;
6 Describe how the project will incorporate adult learning principles and practices that demonstrate a rationale or are supported by promising evidence for adult learners;
7 Demonstrate how the project is of sufficient scope, intensity, and duration to adequately prepare working interpreters in the identified specialty area of training. To address this requirement, the applicant must describe how i The components of the proposed project will support working interpreters acquisition and enhancement of the competencies identified in paragraph a2i of these application requirements;
ii The components of the project will provide working interpreters opportunities to apply their content knowledge in a variety of practical settings;
iii The proposed project will establish induction experiences in the specialty area for participants as a requirement for completion in the training program. Applicants may determine the appropriate scope and length of time for the induction;
8 Demonstrate how the proposed project will actively engage representation from consumers, consumer organizations, and service providers, especially State VR agencies and their partners, interpreters, interpreter educators, and individuals who are deaf, hard of hearing, or DeafBlind in all aspects of the project;
4 When preparing outreach and recruitment materials, selection criteria for training programs, as well as criteria for selecting trainers employed under the grant, applicants should cast a wide net for participants of all races and not preclude participation based on race, color, or national origin.

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9 Describe how the project will conduct dissemination, coordination, and communication activities. To meet this requirement, the applicant must i Disseminate information to working interpreters about training available in specialized areas and to State VR agencies and their partners, American Job Centers, and other workforce partners about how to locate specialized interpreters in their State and local areas;
ii Establish a state-of-the-art website or modify an existing website for communicating with participants and stakeholders and ensure that all material developed by the grant and posted on the website are accessible to individuals with disabilities in accordance with section 504 of the Rehabilitation Act of 1973 and title II of the Americans with Disabilities Act, as applicable. The website must provide a central location for all material related to the project, such as reports, training curricula, audiovisual materials, webinars, communities of practice, and other relevant material developed by the grant;
iii Disseminate information about the project, including, but not limited to, products such as training curricula, presentations, reports, effective practices for training working interpreters in specialized areas, and other relevant information through the NCRTM;
iv In the final year of the budget period, ensure that all training materials have been provided to the NCRTM and the website and IT platform can be sustained, or coordinate with RSA to transition the website to the NCRTM;
v Establish one or more communities of practice in the specialty area of training that focuses on project activities in this priority and acts as a vehicle for communication and exchange of information among participants in the program and other relevant stakeholders;
vi Communicate, collaborate, and coordinate with other relevant Department-funded projects, as applicable;
vii Maintain ongoing communication with the RSA project officer and other RSA staff as required;
and viii Communicate, collaborate, and coordinate, as appropriate, with key staff in State VR agencies, such as the State Coordinators for the Deaf; State and local partner programs; consumer organizations and associations, including those that represent individuals who are deaf, hard of hearing, or DeafBlind; and relevant RSA

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