2023-325Z Application Package - 508 (FINAL).docx

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

Fiscal Year 2023 Application for New Grants Under the Individuals with Disabilities Education Act (IDEA)

PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND

RESULTS FOR CHILDREN WITH DISABILITIES

(ASSISTANCE LISTING NUMBER 84.325)

Applications for New Awards;

Personnel Development to Improve Services and Results for Children with Disabilities--National Center for Supporting School Building and Early Intervention Program Administrators to Effectively Implement IDEA and Improve Systems Serving Children with Disabilities (Assistance Listing Number 84.325Z)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: AUGUST 18, 2023

FORM APPROVED—OMB NO. 1820-0028, EXP. DATE: 07/31/2025

GRANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.325Z

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CONTENTS

Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1820-0028. Public reporting burden for this collection of information is estimated to average 45 hours and 40 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain a benefit (P.L. 108-446, Sec. 650 and 682). If you have comments or concerns regarding the status of your individual submission of this form, please contact the Office of Special Education Programs (OSEP) Discretionary Grant Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education, 400 Maryland Avenue, SW, Potomac Center Plaza, room 5008C, Washington D.C. 20202-5076 or by phone at 202-245-7542.

Applicant Letter

A-6 Dear Applicant:

This application packet contains information and the required forms for you to use in submitting a new application for funding under one program authorized by the Individuals with Disabilities Education Act (IDEA). This packet covers one competition under the Personnel Development to Improve Services and Results for Children with Disabilities Program (Assistance Listing Number 84.325) program—Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities Program-- National Center for Supporting School Building and Early Intervention Program Administrators to Effectively Implement IDEA and Improve Systems Serving Children with Disabilities (Assistance Listing Number 84.325Z).

Please take the time to review all of the 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 of the procedural rules that govern the submission of the application or if the application does not contain the information required. (EDGAR §75.216 (b) and (c)).

Please note the following:

· 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 on page B-33, 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. 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 (including dates and times) about how to submit your application electronically can also be found in section B of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review. Additional instructions for sending applications electronically are provided on page G-30, Application Forms and Instructions for Grants.gov Applications.

· MAXIMUM AWARD AMOUNT.

The competition included in this package has maximum award amounts. Please refer to the specific information for the priority/competition to which you are submitting an application (i.e., Section B of this package) for detailed budget information for the total grant period requested. Please be advised that for the priority in this package, the maximum award amount covers all project costs including indirect costs.

· RECOMMENDED PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE.

The competition included in this package limits the Application Narrative to a recommended number of double-spaced pages. This recommended page limit and double-line spacing applies to all material presented in the application narrative. This recommended double-line spacing applies to all titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, screen shots, and logic models included in the application narrative. (Please refer to the specific recommendations on page limits for the priority/competition to which you are submitting an application, Section C of this package).

· FORMAT FOR OTHER SECTIONS OF THE APPLICATION.

Additional information regarding formatting applications has been included on Page C-1 of the “General Information on Completing an Application” section of this package.

Appendix A: Reviewers will be instructed to review the content of Appendix A as they do the application narrative. Reviewers will not be required to review any other appendices. Charts, tables, figures, graphs, screen shots and logic models that provide information directly relating to the application requirements for the narrative should be the only items included in Appendix A. Appendix A should not be used for supplementary information. Please note that charts, tables, figures, graphs, screen shots, and logic models can be single-spaced when placed in an Appendix A.

Abstract: For the application Abstract, applicants should use the template located at: https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

· ABSOLUTE PRIORITY

This competition includes one absolute priority. The Department will use peer reviewers to review and score applications on the selection criteria.

Prior to the peer review, Department staff will determine if an application has met the qualifications of the 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.

· 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/humansub.html

· RESPONSE TO GPRA.

As required by the Government Performance and Results Act of 1993 (GPRA), the Office of Special Education Programs (OSEP) has developed a strategic plan for measuring GPRA performance. The program included in this announcement is authorized under Part D - National Activities to Improve Education of Children with Disabilities of the Individuals with Disabilities Education Act. Projects funded under this competition are required to submit data on GPRA performance measures as directed by OSEP. See Performance Measures included in the Priority Description section of this application package. Applicants are encouraged to consider this information when preparing their applications.

· COPIES OF THE APPLICATION.

Unless you qualify for an exception in accordance with the instructions found in the Notice inviting applications, you must submit your application electronically. Therefore, you do not need to submit paper copies of the application. If you are granted an exception, current Government-wide policy requires that an original and two paper copies need to be submitted. Please note: If an application is recommended for funding and a grant award is issued, we will contact the applicant to request an electronic copy of the application in MS Word or a PDF file. The Department is moving toward an electronic grant filing system and an electronic copy of all applications that are being funded will facilitate this effort.

ADDITIONAL INFORMATION

OSEP also provides information on developing performance measures and logic models at https://www.osepideasthatwork.org/logicModel to assist you in preparing a quality application. 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.

We appreciate your efforts to improve the provision of services for individuals with disabilities.

Sincerely, /s/ Lawrence J. Wexler, Ed.D.

Director Research to Practice Division Office of Special Education Programs

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Notice Inviting Applications

B-1 Federal Register Notice 4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities Program-- National Center for Supporting School Building and Early Intervention Program Administrators to Effectively Implement IDEA and Improve Systems Serving Children with Disabilities AGENCY: Office of Special Education and Rehabilitative Services, Department of Education ACTION: Notice.

SUMMARY:

The Department of Education (Department) is issuing a notice inviting applications for a new award for fiscal year (FY) 2023 for a National Center for Supporting School Building and Early Intervention Program (EIP) Administrators to Effectively Implement the Individuals with Disabilities Education Act (IDEA) and Improve Systems Serving Children with Disabilities, Assistance Listing Number 84.325Z. This notice relates to the approved information collection under OMB control number 1820-0028.

DATES:

Applications Available: June 29, 2023 Deadline for Transmittal of Applications: July 5, 2023 Deadline for Intergovernmental Review: August 18, 2023 Pre-Application Webinar Information: No later than July 5, 2023, the Office of Special Education and Rehabilitative Services will post details on pre-recorded informational webinars designed to provide technical assistance to interested applicants. Links to the webinars may be found at https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

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:

Sarah Allen U.S. Department of Education 400 Maryland Avenue, SW Room 5013, Potomac Center Plaza Washington, DC 20202-5076 Telephone: (202) 245-7875 Email: Sarah.Allen@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 purposes of the program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children.

Priority:

This competition includes one absolute priority. In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute (see sections 662 and 681 of IDEA; 20 U.S.C. 1462 and 1481).

Absolute Priority:

For FY 2023 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:

The National Center for Supporting School Building and EIP Administrators to Effectively Implement IDEA and Improve Systems Serving Children with Disabilities.

Background:

Nearly 50 years after the enactment and implementation of the Education for All Handicapped Children Act of 1975 (reauthorized as IDEA), which mandated that all children with disabilities have access to a free appropriate public education (FAPE) in the least restrictive environment (LRE), to the extent appropriate, the IDEA is still not being implemented fully and consistently across all States and for all eligible children. Sections 616(d) and 642 of IDEA require the Secretary to make an annual determination as to the extent to which each State’s Part B and Part C programs are meeting the requirements of IDEA. In FY 2022, only 37 percent of States and entities, or 22 of 60, met the Part B requirements of IDEA. Similarly, only 54 percent, or 30 of 56, States and entities met the Part C requirements of IDEA (U.S. Department of Education, 2022).

Under section 612(a)(11) of IDEA, the State educational agency (SEA) is responsible for ensuring that all local educational agencies (LEAs) within the State provide FAPE in the LRE to all children and youth with disabilities served under Part B (children with disabilities) within their local jurisdiction. Similarly, under section 635(a)(10) of IDEA, the State lead agency, either directly or through its early intervention service (EIS) providers under 34 CFR 303.12, is responsible for providing early intervention services to eligible infants and toddlers with disabilities and their families. School building administrators, including principals and vice principals, and EIP administrators (which may include administrators responsible for managing personnel in State lead agencies, EIS providers, and EIS programs) are on the front lines of IDEA implementation and are responsible for ensuring children with disabilities are provided the services and supports for which they are eligible under the IDEA as well as others intended to protect children with disabilities, including under Section 504 of the Rehabilitation Act. School building and EIP administrators help set high expectations for performance in schools and among EIS providers and ensure that the unique, individualized needs of each infant, toddler, or child with a disability are met consistent with their individualized education program (IEP) or individualized family service plan (IFSP).

School building and EIP administrators must manage resources, personnel, and a myriad of educational and other programs in their schools and EIPs and ensure compliance with multiple interacting laws protecting children with disabilities. Because these administrators are required to make decisions about the operations and financial support of the programs offered in their building, it is essential that these school building and EIP administrators have the knowledge, skills, and competencies to ensure, consistent with the IDEA requirements, the delivery of FAPE in the LRE for children with disabilities or the provision of early intervention services for infants and toddlers with disabilities and their families.

Given that school building and EIP administrators have complex roles, it is not surprising that those who are well trained handle the multi-faceted demands of the role better and tend to stay in their jobs longer (Herman et al., 2022). They are instrumental in supporting teachers and providers’ practices, motivating school and EIP staff, maintaining a positive school or program climate, and ensuring inclusive settings are offered. High turnover of school building and EIP administrators can be disruptive to maintaining an environment that supports appropriate outcomes for children with disabilities. As a result, high administrator turnover can lead to higher teacher and provider turnover and lower child outcomes (e.g., lower student achievement, lower gains in learning or development outcomes for young children) (Levin & Bradley, 2019). Access to professional learning opportunities is an important factor influencing job satisfaction and retention of administrators (Boyce & Bowers, 2016). In addition to covering essential research-based content on topics such as learning and teaching, instructional leadership, data-based decision making, and systems improvement, the structure of continued professional development for administrators also matters (Darling-Hammond et al., 2022; Leung-Gagne et al, 2022). Especially important to building the capacity of administrators is access to coordinated, continued professional development with structured learning opportunities such as through a cohort model, mentoring, one-on-one coaching, networking to build a professional community, applied learning opportunities, and problem solving related to the needs of individual children, including children with disabilities, children who are multilingual, and children from diverse socioeconomic backgrounds. In addition, we know that school and district-based administrators’ greatest source of evidence-based practices and policy content are their national and state affiliate professional organizations. As such, partnering with these organizations, for the center and local administrators, would be an effective and efficient way to facilitate the dissemination of IDEA implementation information.

The goals of this national center are to (a) increase the capacity of school building and EIP administrators to meet the statutory and procedural requirements of IDEA to ensure that each child with a disability in their school or EIP receives FAPE consistent with the child’s IEP or early intervention services consistent with the infant or toddler’s IFSP; and (b) increase the capacity of school building and EIP administrators to improve services and outcomes for children with disabilities. The National Center for Supporting School Building and Early Intervention Program Administrators to Effectively Implement IDEA and Improve Systems Serving Children with Disabilities will (1) develop and provide high-quality professional development on IDEA requirements and implementation (e.g., IDEA related professional competencies) and essential research-based content on topics such as learning and teaching, the structure of continued professional development, instructional leadership, data-based decision making, and systems improvement to school building and EIP administrators; (2) build and support partnerships needed to support and sustain the delivery of intensive professional development on IDEA requirements and implementation to school building and EIP administrators to improve the outcomes of children with disabilities; and (3) develop and implement customized professional development and TA to address the unique needs and context of individual States and local environments.

Priority:

The purpose of this priority is to fund a cooperative agreement to establish and operate a National Center for Supporting School Building and EIP Administrators to Effectively Implement IDEA and Improve Systems Serving Children with Disabilities (Center). The Center will help SEAs and Part C lead agencies effectively implement IDEA by building the capacity of school building and EIP administrators to meet the requirements of IDEA.

The Center must achieve, at a minimum, the following expected outcomes:

(a) Establish and maintain State-level partnerships[footnoteRef:1] to help local administrators attain and maintain the essential IDEA-related professional competencies needed to ensure the delivery of FAPE in the LRE for children with disabilities and the provision of early intervention services for infants and toddlers with disabilities and their families; [1: For the purpose of this priority, “State-level partnerships” refers to State affiliates of nationally recognized professional and family networks that form an infrastructure for policy development, dissemination of information, interaction, and learning with, among other entities, SEA and Part C lead agencies, local educational agencies and service providers, and institutions of higher education (“State-level partners”).]

(b) Identify the IDEA-related professional competencies required for school building and EIP administrators to ensure the delivery of FAPE in the LRE for children with disabilities and early intervention services for infants and toddlers with disabilities and their families;

(c) Develop and disseminate openly licensed products designed for adult learners to increase knowledge, build skills, and provide practice-based opportunities that focus on the IDEA-related professional competencies that school building and EIP administrators must master to effectively implement IDEA in their school or EIP in order to improve outcomes for children;

(d) Deliver high-quality professional learning programs using the Center’s openly licensed products and other available products designed for adult learners to increase knowledge, build skills, and provide practice-based opportunities that focus on the IDEA-related professional competencies that school building and EIP administrators must master to effectively implement IDEA in their school or EIP in order to improve outcomes for children;

(e) Evaluate the effectiveness over the life of the grant of professional development products and services the Center designed to increase the capacity of school building and EIP administrators to effectively implement IDEA, by identifying specific school building and EIP administrators to participate in a structured professional development program; and

(f) Enhance the capacity of State-level partners to use Center products and deliver high-quality professional development designed to increase the capacity of school building and EIP administrators to effectively implement IDEA.

In addition to these programmatic requirements, to be considered for funding under this priority, applicants must meet the application and administrative requirements in this priority, which are:

(a) Demonstrate, in the narrative section of the application under “Significance,” how the proposed project will--

(1) Address the need in the field for increased knowledge of the professional competencies needed by school building and EIP administrators to support effective implementation of IDEA. To meet this requirement, the applicant must--

(i) Demonstrate knowledge of common factors for why States do not meet the requirements of IDEA and strategies to address these challenges to improve outcomes for children;

(ii) Demonstrate knowledge of the professional competencies that school building and EIP administrators need to manage effective implementation of IDEA and its interaction with other Federal laws protecting the rights of children with disabilities; and

(iii) Demonstrate knowledge of effective approaches to forming or expanding and maintaining State-level partnerships to collaboratively develop or expand and deliver knowledge, teaching, and learning tools and resources that support leadership development for school building and EIP administrators managing special education programs and EIPs and that focus on the implementation of IDEA. The leadership development activities must focus on a variety of entities, including local educational and early intervention agencies; schools; EIS providers and programs; institutions of higher education (IHEs); other nonprofit organizations that provide special education, early intervention, or related services to children, infants, and toddlers with disabilities and their families; and other TA providers;

(2) Demonstrate knowledge of effective approaches to forming or expanding and maintaining State-level partnerships to collaboratively develop or expand and deliver evidence-based[footnoteRef:2] professional development to a variety of entities, including local educational and early intervention agencies; schools; EIS providers and programs; IHEs; other nonprofit organizations that provide special education, early intervention, or related services to children, infants, and toddlers with disabilities and their families; and other TA providers; and [2: For the purposes of this priority, “evidence-based” means, at a minimum, evidence that demonstrates a rationale (as defined in 34 CFR 77.1), where 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.]

(3) Improve outcomes for children with disabilities and their families by supporting school building and EIP administrators to effectively implement IDEA and improve systems serving children with disabilities and early intervention services for infants and toddlers with disabilities and their families. To meet this requirement, the applicant must--

(i) Present information and data on the current capacity of LEAs and EIS providers, IHEs, and other entities to provide training and TA needed to build the professional competencies of school building and EIP administrators to support delivery of special education and early intervention services, as mandated by IDEA;

(ii) Present information and data on the current capacity of LEAs and EIS providers, IHEs, and other entities to provide training and TA needed to build the professional competencies of school building and EIP administrators to improve systems delivering special education and early intervention services, as mandated by IDEA; and

(iii) Indicate the likely magnitude or importance of the improvements that the project is expected to make.

(b) Demonstrate, in the narrative section of the application under “Quality of project services,” how the proposed project will--

(1) Ensure equal access and treatment for members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability;

(2) Identify the needs of the intended recipients for TA and information, specifically the needs of school building and EIP administrators to meet the statutory and procedural requirements of IDEA, and ensure that products and services meet the needs of the intended recipients;

(3) Achieve its goals, objectives, and intended outcomes. To meet this requirement, the applicant must provide--

(i) Measurable intended project outcomes; and

(ii) In Appendix A, the logic model (as defined in 34 CFR 77.1) by which the proposed project will achieve its intended outcomes that depicts, at a minimum, the goals, activities, outputs, and intended outcomes of the proposed project;

(4) Use a conceptual framework (and provide a copy in Appendix A) to develop project plans and activities, describing any underlying concepts, assumptions, expectations, beliefs, or theories, as well as the presumed relationships or linkages among these variables, and any empirical support for this framework;

Note: The following websites provide more information on logic models and conceptual frameworks: https://osepideasthatwork.org/sites/default/files/2021-12/ConceptualFramework_Updated.pdf and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

(5) Be based on current research and make use of evidence-based practices (EBPs). To meet this requirement, the applicant must describe--

(i) The current research on the professional competencies, implementation science, systems change, capacity building, and essential research-based content on topics such as learning and teaching, the structure of continued professional development, instructional leadership, data-based decision making, and systems improvement, for school building and EIP administrators of IDEA;

(ii) The current research about adult learning principles that will inform the proposed product development, training, and TA; and

(iii) How the proposed project will incorporate current research and EBPs in the development and delivery of its products and services;

(6) Develop products and provide services that are of high quality and sufficient intensity and duration to achieve the intended outcomes of the proposed project. To address this requirement, the applicant must describe--

(i) How it proposes to develop or expand the knowledge base that delineates the professional competencies (i.e., knowledge, skills, and dispositions) that school building and EIP administrators need to effectively implement IDEA and comply with other Federal laws protecting the rights of children with disabilities, support the delivery of FAPE to children with disabilities and early intervention services to infants and toddlers with disabilities and their families, and improve systems serving children with disabilities and their families;

(ii) Its plan to collaborate with State-level partners to develop and disseminate products and services for building the capacity of school building and EIP administrators to effectively implement IDEA, which should include, at a minimum, activities focused on--

(A) Establishing a cohort of States to assist in planning and development of products, training, and technical assistance protocols using their State-level partnerships; and

(B) Building the capacity of school building and EIP administrators in States, or in LEAs or EIPs, that do not meet requirements based on the Secretary’s annual determination under section 616(d) of IDEA;

(iii) Its proposed approach to universal, general TA,[footnoteRef:3] which must identify the intended recipients, including the type and number of recipients, that will receive the products and services under this approach and must include, at minimum, activities focused on-- [3: “Universal, general TA” means TA and information provided to independent users through their own initiative, resulting in minimal interaction with TA Center staff and including one-time, invited, or offered conference presentations by TA Center staff. This category of TA also includes information or products, such as newsletters, guidebooks, or research syntheses, downloaded from the TA Center's website by independent users. Brief communications by TA Center staff with recipients, either by telephone or email, are also considered universal, general TA.]

(A) Partnering with SEAs and Part C lead agencies to support their efforts to develop and disseminate products for effective implementation of IDEA, including adding State-specific policies and procedures to such products, that align with Federal mandates for the delivery of FAPE in the LRE to children with disabilities and early intervention services to infants and toddlers with disabilities and their families;

(B) Partnering with State-level partners to support dissemination and use of Center products in personnel preparation and continuing professional development, and increase the reach of Center products and services to all States, the District of Columbia, U.S. territories, and, for Part B only, the freely associated States; and

(C) Differentiating products and services to address the roles and responsibilities of school building and EIP administrators in policy relating to, and management of, resources, personnel, and programs needed for effective implementation of IDEA;

(iv) Its proposed approach to targeted, specialized TA,[footnoteRef:4] which must identify-- [4: “Targeted, specialized TA” means TA services based on needs common to multiple recipients and not extensively individualized. A relationship is established between the TA recipient and one or more TA Center staff. This category of TA includes one-time, labor-intensive events, such as facilitating strategic planning or hosting regional or national conferences. It can also include episodic, less labor-intensive events that extend over a period of time, such as facilitating a series of conference calls on single or multiple topics that are designed around the needs of the recipients. Facilitating communities of practice can also be considered targeted, specialized TA.]

(A) The intended recipients, including the type and number of recipients, that will receive the products and services, a description of the products and services that the Center proposes to make available, and the expected impact of those products and services under this approach;

(B) Its proposed approach to identify the need for and measure the readiness of potential TA recipients to work with the project, assessing, at a minimum, the State’s current determination status, with priority given to States that do not meet IDEA requirements based on the Secretary’s annual determination under section 616(d) of IDEA, infrastructure, available resources, and ability to build capacity at the local level; and

(C) Its proposed approach to partner with SEAs and Part C lead agencies and collaborate with State-affiliated partners and Office of Special Education Programs (OSEP)-funded centers to support dissemination of products, training, and TA designed to address the needs of school building and EIP administrators across policy, management, and service delivery roles and responsibilities; and

(v) Its proposed approach to intensive, sustained TA,[footnoteRef:5] which must-- [5: “Intensive, sustained TA” means TA services often provided on-site and requiring a stable, ongoing relationship between the TA Center staff and the TA recipient. “TA services” are defined as negotiated series of activities designed to reach a valued outcome. This category of TA should result in changes to policy, program, practice, or operations that support increased recipient capacity or improved outcomes at one or more systems levels.]

(A) Identify the intended participants, including by Year 2, school building and EIP administrators in States or LEAs or EIPs that do not meet IDEA requirements based on the Secretary’s annual determination under section 616(d) of IDEA;

(B) Include a description of the products and services that the Center proposes to make available, and the expected impact of those products and service under this approach;

(C) Describe its proposed approach to measure the readiness of the SEAs and Part C lead agencies to partner with the project; and

(D) Include its proposed plan for assisting SEAs and Part C lead agencies to partner with State-affiliated partners and OSEP-funded centers to build or enhance training systems that include professional development based on adult learning principles and coaching for school building and EIP administrators;

(7) Develop products and implement services that maximize efficiency. To address this requirement, the applicant must describe--

(i) How the proposed project will use technology to achieve the intended project outcomes;

(ii) With whom the proposed project will collaborate and the intended outcomes of this collaboration; and

(iii) How the proposed project will use non-project resources to achieve the intended project outcomes; and

(8) Develop a dissemination plan that describes how the applicant will systematically distribute information, products, and services to varied intended audiences, using a variety of dissemination strategies, to promote awareness and use of the Center’s products and services.

(c) In the narrative section of the application under “Quality of the project evaluation,” include an evaluation plan for the project as described in the following paragraphs. The evaluation plan must describe measures of progress in implementation, including the criteria for determining the extent to which the project’s products and services have met the goals for reaching its target population; measures of intended outcomes or results of the project’s activities in order to evaluate those activities; and how well the goals or objectives of the proposed project, as described in its logic model, have been met.

The applicant must provide an assurance that, in designing the evaluation plan, it will--

(1) Designate, with the approval of the OSEP project officer, a project liaison with sufficient dedicated time, experience in evaluation, and knowledge of the project to work in collaboration with the Center to Improve Program and Project Performance (CIPP),[footnoteRef:6] the project director, and the OSEP project officer on the following tasks: [6: The major tasks of CIPP are to guide, coordinate, and oversee the design of formative evaluations for every large discretionary investment (i.e., those awarded $500,000 or more per year and required to participate in the 3+2 process) in OSEP’s Technical Assistance and Dissemination; Personnel Development; Parent Training and Information Centers; and Educational Technology, Media, and Materials programs. The efforts of CIPP are expected to enhance individual project evaluation plans by providing expert and unbiased TA in designing the evaluations with due consideration of the project’s budget. CIPP does not function as a third-party evaluator.]

(i) Revise the logic model submitted in the application to provide for a more comprehensive measurement of implementation and outcomes and to reflect any changes or clarifications to the model discussed at the kick-off meeting;

(ii) Refine the evaluation design and instrumentation proposed in the application consistent with the revised logic model and using the most rigorous design suitable (e.g., prepare evaluation questions about significant program processes and outcomes; develop quantitative or qualitative data collections that permit both the collection of progress data, including fidelity of implementation, as appropriate, and the assessment of project outcomes; and identify analytic strategies); and

(iii) Revise the evaluation plan submitted in the application such that it clearly--

(A) Specifies the evaluation questions, measures, and associated instruments or sources for data appropriate to answer these questions, suggests analytic strategies for those data, provides a timeline for conducting the evaluation, and includes staff assignments for completing the evaluation activities;

(B) Delineates the data expected to be available by the end of the second project year for use during the project’s evaluation (3+2 review) for continued funding described under the heading Fourth and Fifth Years of the Project; and

(C) Can be used to assist the project director and the OSEP project officer, with the assistance of CIPP, as needed, to specify the project performance measures to be addressed in the project’s annual performance report;

(2) Dedicate sufficient staff time and other resources during the first six months of the project to collaborate with CIPP staff, including regular meetings (e.g., weekly, biweekly, or monthly) with CIPP and the OSEP project officer, to accomplish the tasks described in paragraph (c)(1) of this section; and

(3) Dedicate sufficient funds in each budget year to cover the costs of carrying out the tasks described in paragraphs (c)(1) and (2) of this section and revising and implementing the evaluation plan. Please note in your budget narrative the funds dedicated for this activity.

(d) Demonstrate, in the narrative section of the application under “Adequacy of resources and quality of project personnel,” how--

(1) The proposed project will encourage applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability, as appropriate;

(2) The proposed key project personnel, consultants, and subcontractors have the qualifications and experience to carry out the proposed activities and achieve the project’s intended outcomes;

(3) The applicant and any key partners have adequate resources to carry out the proposed activities; and

(4) The proposed costs are reasonable in relation to the anticipated results and benefits.

(e) Demonstrate, in the narrative section of the application under “Quality of the management plan,” how--

(1) The proposed management plan will ensure that the project’s intended outcomes will be achieved on time and within budget. To address this requirement, the applicant must describe--

(i) Clearly defined responsibilities for key project personnel, consultants, and subcontractors, as applicable; and

(ii) Timelines and milestones for accomplishing the project tasks;

(2) Key project personnel and any consultants and subcontractors will be allocated and how these allocations are appropriate and adequate to achieve the project’s intended outcomes;

(3) The proposed management plan will ensure that the products and services provided are of high quality, relevant, and useful to recipients; and

(4) The proposed project will benefit from a diversity of perspectives, including those of families, educators, TA providers, researchers, and policy makers, among others, in its development and operation.

(f) Address the following application requirements. The applicant must--

(1) Include, in Appendix A, personnel-loading charts and timelines, as applicable, to illustrate the management plan described in the narrative;

(2) Include, in the budget, attendance at the following:

(i) A one and one-half day kick-off meeting in Washington, DC, after receipt of the award, and an annual planning meeting in Washington, DC, with the OSEP project officer and other relevant staff during each subsequent year of the project period.

Note: Within 30 days of receipt of the award, a post-award teleconference must be held between the OSEP project officer and the grantee’s project director or other authorized representative;

(ii) A two and one-half day project directors’ conference in Washington, DC, during each year of the project period;

(iii) Two annual two-day trips to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP; and

(iv) A one-day intensive 3+2 review meeting in Washington, DC, during the last half of the second year of the project period;

(3) Include, in the budget, a line item for an annual set-aside of 5 percent of the grant amount to support emerging needs that are consistent with the proposed project’s intended outcomes, as those needs are identified in consultation with, and approved by, the OSEP project officer. With approval from the OSEP project officer, the project must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period;

(4) Maintain a high-quality website, with an easy-to-navigate design, that meets government or industry-recognized standards for accessibility;

(5) Ensure that annual project progress toward meeting project goals is posted on the project website; and

(6) Include, in Appendix A, an assurance to assist OSEP with the transfer of pertinent resources and products and to maintain the continuity of services to States during the transition to this new award period and at the end of this award period, as appropriate.

Fourth and Fifth Years of the Project:

In deciding whether to continue funding the project for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a), including--

(a) The recommendations of a 3+2 review team consisting of experts who have experience and knowledge in implementing IDEA and improving systems serving children with disabilities. This review will be conducted during a one-day intensive meeting that will be held during the last half of the second year of the project period;

(b) The timeliness with which, and how well, the requirements of the negotiated cooperative agreement have been or are being met by the project; and

(c) The quality, relevance, and usefulness of the project’s products and services and the extent to which the project’s products and services are aligned with the project’s objectives and likely to result in the project achieving its intended outcomes.

Under 34 CFR 75.253, the Secretary may reduce continuation awards or discontinue awards in any year of the project period for excessive carryover balances or a failure to make substantial progress. The Department intends to closely monitor unobligated balances and substantial progress under this program and may reduce or discontinue funding accordingly.

References:

Boyce, J. & Bowers, A. J. (2016). Principal turnover: Are there different types of principals who move from or leave their schools? A latent class analysis of the 2007–2008 Schools and Staffing Survey and the 2008–2009 Principal Follow-Up Survey. Leadership and Policy in Schools, 15(3), 237–272.

Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201.

Herman, R., Wang, E. L., Woo, A., Gates, S. M., Berglund, T., Schweig, J., Andrew, M., & Todd, I. (2022). Redesigning university principal preparation programs: A systemic approach for change and sustainability. A Rand Principal Preparation Series, 3(2). www.wallacefoundation.org/knowledge-center/pages/redesigning-university-principal-preparation-programs-a-systemic-approach-for-change-and-sustainability.aspx.

Leung-Gagné, M., Levin, S., & Wechsler, M. E. (2022). Developing effective principals: What kind of learning matters? [Technical supplement]. Learning Policy Institute. https://learningpolicyinstitute.org/product/developing-effective-principals-report.

Levin, S. & Bradley, K. (2019). Understanding and addressing principal turnover: A review of the research. National Association of Secondary School Principals. https://learningpolicyinstitute.org/product/nassp-understanding-addressing-principal-turnover-review-research-report.

U.S. Department of Education, Office of Special Education Programs. 2022. 43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021. www.ed.gov/about/reports/annual/osep.

Waiver of Proposed Rulemaking:

Under the Administrative Procedure Act (APA) (5 U.S.C. 553) the Department generally offers interested parties the opportunity to comment on proposed priorities. Section 681(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priorities in this notice.

Program Authority:

20 U.S.C. 1462 and 1481.

Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.

Applicable Regulations:

(a) The…