2024-325H Application Package - 508 FINAL.docx

U.S. Department of Education

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, DC 20202

FISCAL YEAR 2024

APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES PROGRAM

(ALN 84.325)

APPLICATIONS FOR NEW AWARDS;

DOCTORAL TRAINING CONSORTIA ASSOCIATED WITH HIGH-INTENSITY NEEDS

(ALN 84.325H)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: MARCH 4, 2024

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

B-1 A-2

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. The time required to complete this information collection is estimated to average 45 hours and 40 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to:

U.S. Department of Education Washington, DC 20202-4651 If you have comments or concerns regarding the status of your individual submission of this form, write directly to:

Office of Special Education Programs U.S. Department of Education 400 Maryland Ave. SW Washington, DC 20202

Applicant Letter

A-4 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 (Assistance Listing Number 84.325) program— Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities--Doctoral Training Consortia Associated with High-Intensity Needs (Assistance Listing Number 84.325H).

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 A-47, 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 D of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review. Additional instructions for sending applications electronically are provided on page D-2, 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 D 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 B 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 AND COMPETITIVE PREFERENCE PRIORITIES.

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

A-2

Notice Inviting Applications

A-5 Federal Register Notice 4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities--Doctoral Training Consortia Associated with High-Intensity Needs AGENCY: Office of Special Education and Rehabilitative Services, Department of Education.

ACTION: Notice.

Overview Information:

Personnel Development to Improve Services and Results for Children with Disabilities--Doctoral Training Consortia Associated with High-Intensity Needs Notice inviting applications for new awards for fiscal year (FY) 2024.

Assistance Listing Number (ALN): 84.325H.

Dates:

Applications Available: January 3, 2024.

Deadline for Transmittal of Applications: March 4, 2024.

Deadline for Intergovernmental Review: May 2, 2024.

Pre-Application Webinar Information: No later than January 8, 2024, 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 www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs For Further Information Contact:

Celia Rosenquist Telephone: (202) 245-7373 Email: Celia.Rosenquist@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.

Full Text of Announcement I. Funding Opportunity Description Purpose of Program:

The purposes of this 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, 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 and experience, to be successful in serving those children.

Priority:

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

Absolute Priority:

For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.

This priority is:

Doctoral Training Consortia Associated with High-Intensity Needs.

Background:

The Department is committed to equitable access to educational resources and opportunities for children with disabilities with high-intensity needs.[footnoteRef:1] Leadership personnel play an essential role providing, or preparing others to provide, evidence-based interventions and services that improve opportunities and outcomes for children, including infants, toddlers, and youth (referred to as “children” hereafter) with disabilities with high-intensity needs. The Department also places a high priority on increasing the number of leadership personnel, including increasing the number of multilingual leadership personnel and leadership personnel from racially and ethnically diverse backgrounds, who provide, or prepare others to provide, services to children with disabilities with high-intensity needs. To support these goals, under this absolute priority, the Department will fund three cooperative agreements to support three doctoral training consortia to prepare and increase the number of personnel who are well qualified for, and can act effectively in, leadership positions as researchers and special education/early intervention/related services personnel preparers in institutions of higher education (IHEs), or as leaders in State educational agencies (SEAs), lead agencies (LAs) under Part C of IDEA, local educational agencies (LEAs), early intervention services programs (EIS programs), or schools. [1: For the purposes of this priority, “high-intensity needs” refers to a complex array of disabilities (e.g., multiple disabilities, significant cognitive disabilities, significant physical disabilities, significant sensory disabilities, significant autism, significant emotional disabilities, or significant learning disabilities, including dyslexia) or the needs of children with these disabilities requiring intensive, individualized intervention(s) (i.e., that are specifically designed to address persistent learning or behavior difficulties, implemented with greater frequency and for an extended duration than is commonly available in a typical classroom or early intervention setting, or which require personnel to have knowledge and skills in identifying and implementing multiple evidence-based interventions).]

Note: Project periods under this priority may be up to 60 months. Projects should be designed to ensure that all proposed scholars[footnoteRef:3] successfully complete the project within 60 months from the start of the project. The Secretary may reduce continuation awards for any project in which scholars are not on track to complete the program by the end of that period. [3: For the purposes of this priority, “scholar” is limited to an individual who (a) is pursuing a doctoral degree related to special education, early intervention, or related services; (b) receives scholarship assistance as authorized under section 662 of IDEA (34 CFR 304.3(g)); and (c) will be able to be employed in a position that serves children with disabilities for at least 51 percent of their time or case load. See https://pdp.ed.gov/OSEP/Home/Regulation for more information.]

Note: Doctoral training programs that lead to clinical doctoral degrees in related services (e.g., a Doctor of Audiology degree or Doctor of Physical Therapy degree) are not included in this priority. These types of training programs are eligible to apply for funding under the Personnel Preparation of Special Education, Early Intervention, and Related Services Personnel at Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and other Minority Serving Institutions competition (ALN 84.325M) or the Preparation of Related Services Personnel Serving Children with Disabilities who have High-Intensity Needs competition (ALN 84.325R) that OSEP intends to fund in FY 2024.

References:

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report.

Chen, C., Sutherland, K. S., Kunemund, R., Sterrett, B., Wilkinson, S., Brown, C., & Maggin, D. M. (2021). Intensifying interventions for students with emotional and behavioral difficulties: A conceptual synthesis of practice elements and adaptive expertise. Journal of Emotional and Behavioral Disorders, 29, 56-66. https://doi.org/10.1177/1063426620953086.

Cullen-Lester, K. L., Maupin, C. K., & Carter, D. R. (2017). Incorporating social networks in leadership development: A conceptual model and evaluation of research and practice. The Leadership Quarterly, 28(1), 130-152. https://doi.org/10.1016/j.leaqua.2016.10.005.

Darling-Hammond, L., DiNapoli, M., & Kini, T. (2023). The Federal role in ending teacher shortages. Learning Policy Institute. https://doi.org/10.54300/649.892.

Dave, G., Noble, C., Chandler, C., Corbie-Smith, G., & Ferndandez, C. S. P. (2021). Clinical scholars: Using program data to inform leadership development. In C. S. P. Fernandez & G. Corbie-Smith (Eds.), Leading community based changes in the culture of health in the US - Experiences in developing the team and impacting the community. IntechOpen. doi: 10.5772/intechopen.80243.

Grzadzinski, R., Janvier, D., & Kim, S. H. (2020). Recent developments in treatment outcome measures for young children with autism spectrum disorder (ASD). Seminars Pediatric Neurology, 34, 100806. https://doi.org/10.1016/j.spen.2020.100806.

Kruemmling, B., Hayes, H., & Smith, D. W. (2017). Enriching doctoral-level preparation programs through a nationwide consortium model: The national leadership consortium in sensory disabilities. Journal of Visual Impairment & Blindness, 111(6), 557–567. https://doi.org/10.1177/0145482X1711100606.

Kuntz, E. M., & Carter, E. W. (2019). Review of interventions supporting secondary students with intellectual disability in general education classes. Research and Practice for Persons with Severe Disabilities, 44, 103-121. https://doi.org/10.1177/1540796919847483.

Hofstra, B., Kulkarni, V. V., Munoz-Najar Galvez, S., He, B., Jurafsky, D., & McFarland, D. A. (2020). The Diversity-Innovation paradox in science. Proceedings of the National Academy of Sciences, 117, 9284–9291. https://doi.org/10.1073/pnas.1915378117.

Hoppe, B., & Reinelt, C. (2010). Social network analysis and the evaluation of leadership networks. The Leadership Quarterly, 21(4), 600-619. https://doi.org/10.1016/j.leaqua.2010.06.004.

Miciak, J., Roberts, G., Taylor, W. P., Solis, M., Ahmed, Y., Vaughn, S., & Fletcher, J. M. (2018). The effects of one versus two years of intensive reading intervention implemented with late elementary struggling readers. Learning Disability Research & Practice, 33, 24-36. https://doi.org/10.1111/ldrp.12159.

Montrosse, B. E., & Young, C. J. (2012). Market demand for special education faculty. Teacher Education and Special Education, 35(2), 140-153. https://doi.org/10.1177/0888406412444763.

National Association of School Psychologists. (2021). Workforce shortages. www.nasponline.org/research-and-policy/policy-priorities/critical-policy-issues/shortage-of-school-psychologists.

National Center for Systemic Improvement (NCSI). (2018a). Leadership turnover: The impact on State special education systems. https://ncsi-library.wested.org/resources/250.

National Center for Systemic Improvement (NCSI). (2018b). Leadership turnover: The impact on State early intervention systems. https://osepideasthatwork.org/sites/default/files/500_NCSI%20LT_EI.pdf.

Nelson, C, & Bruce, S. M. (2019). Children who are deaf/hard of hearing with disabilities: Paths to language and literacy. Education Sciences, 9(2), 134. https://doi.org/10.3390/educsci9020134.

Stelitano, L., Ekin, S., & Rhim, L. M. (2022). How has the pandemic affected students with disabilities? An update on the evidence fall 2022. Center on Reinventing Public Education. https://crpe.org/how-has-the-pandemic-affected-students-with-disabilities-an-update-on-the-evidence-fall-2022/.

Tucker, D. A, Compton, M. V., Allen, S. J., Mayo, R., Hooper, C., Ogletree, B., Flynn, P., Frazier, A., & McMurry, S. (2020). Exploring barriers to doctoral education in communication sciences and disorders: Insights from practicing professionals. Perspectives of the ASHA Special Interest Groups, 1–12. https://doi.org/10.1044/2020_PERSP-20-00019.

Wallace, D. M., Torres, E. M., & Zaccaro, S. J. (2021). Just what do we think we are doing? Learning outcomes of leader and leadership development. The Leadership Quarterly, 32, 101494. https://doi.org/10.1016/j.leaqua.2020.101494.

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 and requirements. Section 681(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priority in this notice.

Program Authority:

20 U.S.C. 1474 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 Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99.

(b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.

(c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.

Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian Tribes.

Note: The regulations in 34 CFR part 86 apply to institutions of higher education (IHEs) only.

II. Award Information Type of Award:

Cooperative agreement.

Estimated Available Funds:

The Administration has requested $250,000,000 for the Personnel Development to Improve Services and Results for Children with Disabilities program for FY 2024, of which we intend to use an estimated $3,900,000 for this competition. The actual level of funding, if any, depends on final congressional action. However, we are inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program.

Contingent upon the availability of funds and the…