2024-373Z 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)

TECHNICAL ASSISTANCE ON STATE DATA COLLECTION PROGRAM

(ALN 84.373)

APPLICATIONS FOR NEW AWARDS;

TECHNICAL ASSISTANCE ON STATE DATA COLLECTION-- NATIONAL TECHNICAL ASSISTANCE CENTER TO IMPROVE STATE CAPACITY TO COLLECT, REPORT, ANALYZE, AND USE ACCURATE EARLY CHILDHOOD IDEA DATA

(ALN 84.373Z)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: AUGUST 21, 2024

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

B-1 A-2

Contents

Notice of Final Priority and Definitions…………………………………………………. A7

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 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 Technical Assistance on State Data Collection (Assistance Listing Number 84.373) program—Applications for New Awards; Technical Assistance on State Data Collection-- National Technical Assistance Center to Improve State Capacity to Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data (Assistance Listing Number 84.373Z).

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-91, 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 E-4, 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 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 two absolute priorities. 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 priorities and is eligible for peer review. An application that has not met the absolute priorities 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:

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

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/ Christy Kavulic, Ed.D.

Division Director, Research to Practice Office of Special Education Programs

A-2

Federal Register Notices

A-5 Notice of Final Priority and Requirements 4000-01-U

DEPARTMENT OF EDUCATION

34 CFR Chapter III [Docket ID ED-2024-OSERS-0001] Technical Assistance on State Data Collection-- National Technical Assistance Center to Improve State Capacity to Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data AGENCY: Office of Special Education and Rehabilitative Services, Department of Education.

ACTION: Final Priorities and requirements.

Summary:

The Department of Education (Department) announces priorities and requirements for the National Technical Assistance Center To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Early Childhood IDEA Data (Center) under the Technical Assistance on State Data Collection program. The Department may use these priorities and these requirements in fiscal year (FY) 2024 and later years. We will use the priorities to award a cooperative agreement for a Center to provide technical assistance (TA) to improve the capacity of States to meet the early childhood data collection and reporting requirements under Part B and Part C of the Individuals with Disabilities Education Act (IDEA).

Dates:

Deadline for Transmittal of Applications: August 21, 2024 Deadline for Intergovernmental Review: November 19, 2024 For Further Information Contact:

Meredith Miceli, U.S. Department of Education, 400 Maryland Avenue, SW, room 4A10, Washington, DC 20202. Telephone: (202) 987-0135. Email: Meredith.Miceli@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 The purpose of the Technical Assistance on State Data Collection program is to improve the capacity of States to meet IDEA data collection and reporting requirements. Funding for the program is authorized under section 611(c)(1) of IDEA, which gives the Secretary authority to reserve not more than one-half of one percent of the amounts appropriated under Part B for each fiscal year to provide TA activities, where needed, to improve the capacity of States to meet the data collection and reporting requirements under Parts B and C of IDEA. The maximum amount the Secretary may reserve under this set-aside for any fiscal year is $25,000,000, cumulatively adjusted by the rate of inflation. Section 616(i) of IDEA requires the Secretary to review the data collection and analysis capacity of States to ensure that data and information determined necessary for implementation of section 616 and 642 of IDEA are collected, analyzed, and accurately reported to the Secretary. It also requires the Secretary to provide TA, where needed, to improve the capacity of States to meet the data collection requirements, which include the data collection and reporting requirements in sections 616 and 618 of IDEA. In addition, the Further Consolidated Appropriations Act, 2024, Public Law 118-47, gives the Secretary authority to use funds reserved under section 611(c) of IDEA to “administer and carry out other services and activities to improve data collection, coordination, quality, and use under parts B and C of the IDEA.” Further Consolidated Appropriations Act, 2024, Public Law 118-47, Div. D, Title III, 138 Stat. 460, 685 (2024).

Assistance Listing Number: 84.373Z.

Program Authority:

20 U.S.C. 1411(c), 1416(i), 1418(c), 1418(d), 1442; Further Consolidated Appropriations Act, 2024, Public Law 118-47, Div. D, Title III, 138 Stat. 460, 685 (2024).

Applicable Program Regulations: 34 CFR 300.702.

Public Comment: In response to our invitation in the NPP, eight parties submitted comments addressing the proposed priority and requirements. We received one additional comment unrelated to the priority.

Generally, we do not address technical and other minor changes, or suggested changes the law does not authorize us to make under the applicable statutory authority. In addition, we do not address general comments that raised concerns not directly related to the proposed priority and requirements.

Analysis of Comments and Changes: An analysis of the comments and of any changes in the priority and requirements since publication of the NPP follows. We received comments on a number of specific topics, including the topics for TA. Each topic is addressed below.

GENERAL COMMENTS

Comments: All commenters specifically expressed support for the proposed Center, as it would improve State capacity for IDEA early childhood data collection, analysis, and reporting.

Discussion: The Department appreciates the comments and agrees with the commenters that the Center funded under this program will provide necessary and valuable TA to States to improve the capacity of States to meet their IDEA early childhood data collection, analysis, and reporting requirements.

Changes: None.

Comment: The majority of commenters focused their comments on the Department’s directed question regarding the phased-in funding strategy, which entails smaller initial awards followed by larger ones in subsequent years. Many expressed reservations about this approach, particularly in light of the expanded scope and obligations introduced by Proposed Priority 2: Technical Assistance To Improve State Capacity To Collect, Report, Analyze, and Use Accurate Child Find Data For Infants and Toddlers. They highlighted concerns about the added requirement to create an open-source electronic tool aimed at assisting States in integrating their Part C early intervention and Part B preschool special education data with other Federal program data systems supporting infants, toddlers, and young children and their families. The commenters also noted that the strategy would restrict the Center’s ability to offer comprehensive support to States. One commenter suggested postponing intensive TA on data utilization for Child Find processes until full funding could be secured, emphasizing the need for additional financial resources to develop the open-source electronic tool.

Discussion: The Department agrees with the feedback provided by commenters regarding the necessity to align the scope and requirements of these priorities with the available funding for this project. We recognize the ongoing needs of States concerning the collection, reporting, analysis, and use of IDEA Part C and Part B preschool special education data. Consequently, any expansion of the scope and requirements for these priorities should align to the most pressing needs identified by States. To address the concerns raised by commenters, the Department is refining the scope and requirements of these priorities accordingly. Furthermore, we expect applicants to propose suitable timelines for implementing general, targeted, and intensive TA, taking into account the annual funding levels provided for this project.

Changes: The Department is adjusting the scope of these priorities and requirements to align with the funding available for this Center by eliminating the requirement for an open-source tool and narrowing the scope of TA associated with data integration to primarily focus on the sharing, linking, or integrating of IDEA Part C early intervention and IDEA Part B preschool special education data.

INTEGRATING EARLY CHILDHOOD DATA SYSTEMS

Comments: Two commenters expressed approval for incorporating an open-source electronic tool to aid States in linking and integrating their Part C early intervention and Part B preschool special education data with other data/data systems associated with other Federal programs that support infants, toddlers, and young children and their families. However, several commenters voiced concerns regarding the inclusion of this requirement in Priority 1. They pointed out that creating such a tool would demand significant project resources and a substantial commitment of State staff, which may currently be unfeasible. Moreover, one commenter provided evidence suggesting that this tool is not a top priority for State staff compared to other aspects of these priorities.

Discussion: The Department appreciates the feedback provided on the open-source electronic tool to assist States in linking and integrating their Part C early intervention and Part B preschool special education data with other data/data systems associated with other Federal programs that support infants, toddlers, and young children and their families. We agree with the commenters that the development of the open-source electronic tool should be omitted from the requirements of these priorities to align the scope of this center with the most pressing needs identified by States.

Changes: We removed the requirement for an open-source electronic tool from Priority 1.

Comments: Several commenters suggested modifications to the scope and expected outcomes of the TA concerning the enhancement, streamlining, and integration of statewide, child-level early childhood data systems. One commenter stated that many States have a considerable amount of work to do before they are able to integrate and/or link data outside of the IDEA Part C early intervention and Part B preschool special education programs. Another commenter noted that, while TA is an important component to the data integration work, States must also have State leadership support, support of other programs and agencies, as well as necessary staff, financial resources, and data capacity to plan for and accomplish the complexities involved in this type of data integration. This commenter noted that States expressed that the expected outcome related to data system integration was of lower priority to Part C early intervention programs. They noted that given the current challenges and priorities of Part C lead agencies, data integration for many States remains aspirational at this point. For these reasons, commenters suggested to focus this TA on-- (1) data sharing and linking between the IDEA Part C early intervention program and IDEA Part B preschool special education programs; and (2) States’ readiness to engage in TA related to linking or integrating Part C and Part B preschool special education data with other statewide, child-level early learning data systems (e.g., early childhood integrated data systems (ECIDS)).

Discussion: The Department acknowledges that States vary in their levels of interest, capability, and commitment to share, link, or integrate their Part C and Part B preschool special education data with data from other early learning data systems. Additionally, we recognize that engaging in TA regarding data sharing, linking, and integrating requires a significant commitment of State staff and resources. Moreover, we appreciate the feedback indicating that data sharing, linking, and integrating with other early learning data systems is a lower priority for Part C and Part B preschool special education programs at this time. We also appreciate the recommendation to assess the readiness of States to engage in TA on this topic. Consequently, we are refining the scope of Priority 1 in light of these considerations.

Changes: The Department has removed expected outcome (e) concerning State capacity to utilize available integrated or linked Part C early intervention and Part B preschool special education data and/or early childhood integrated data systems to analyze high-quality data on the participation and outcomes of infants, toddlers, and children with disabilities served under IDEA who may also participate in other programs.

Additionally, we have made the following revisions:

· Expected outcome (c) in Priority 1 now emphasizes increasing the number of States with plans to share, link, or integrate data, specifically considering the linking of Part C early intervention and Part B preschool special education data.

· Expected outcome (e) in Priority 1 now concentrates on enhancing States’ readiness to engage in data sharing, linking, or integration activities among Part C and Part B preschool special education data/systems and other statewide longitudinal and early learning data/systems. This includes data/systems associated with child care, Early Head Start, Head Start, publicly funded preschool, and home visiting programs.

· Expected outcome (f) in Priority 1 now centers on data management policies and procedures, encompassing data sharing, linking, and integration, as well as data system integration activities. These policies and procedures aim to facilitate the collection, reporting, analysis, and use of high-quality IDEA Part C early intervention and Part B preschool special education data.

AREAS OF STATE NEED

Comments: Several commenters recommended the inclusion of additional areas of State need associated with the IDEA section 616 data (as modified by IDEA section 642), including early childhood and family outcomes data, data to be reported on the new general supervision indicator, and data for the State Systemic Improvement Plan (SSIP). Additionally, commenters provided support for providing TA around Part C child find data and analyses, including defining, collecting, and using data to improve the processes for identifying young children eligible for IDEA services and to monitor equitable access to early intervention services.

Discussion: The Department agrees with the need for this Center to increase State capacity to collect, report, analyze and use Part C child find data, early childhood and family outcomes data, general supervision data, and program improvement data. These areas align with the following indicators that State Part C Programs report under the IDEA section 616 data: Indicator 3 (Early Childhood Outcomes), Indicator 4 (Family Outcomes), Indicators 5 and 6 (Child Find), Indicator 11 (SSIP), and Indicator 12 (General Supervision). This Center will provide TA in these areas as they relate to the collection, reporting, analysis, and use of the IDEA section 616 data under expected outcome (a) of Priority 1.

Changes: The Department inserted a footnote to clarify the data reported under IDEA section 616 in expected outcome (a) of Priority 1.

Comments: Two commenters expressed the need for this Center to provide TA to support State capacity to participate in the Differentiated Monitoring and Support (DMS) process.

Discussion: The Department acknowledges the necessity of enhancing State capacity to collect, report, analyze and use data for evidence-based monitoring protocols within the DMS process. DMS is a cyclical monitoring process that focuses on States’ general supervision systems. General supervision encompasses each State’s responsibility to ensure that the State and its subgrantees and contractors meet the requirements of IDEA. These requirements include improving educational results and functional outcomes for all children with disabilities, and early intervention results and functional outcomes for all infants and toddlers with disabilities. Additionally, public agencies must meet the program requirements under Parts B and C of IDEA, with a particular emphasis on those requirements that are most closely related to improving early intervention results for infants and toddlers with disabilities and educational results for children with disabilities. The Office of Special Education Programs (OSEP) identifies data, including the State Performance Plan (SPP)/Annual Performance Report (APR), as one of the four components of general supervision that is examined in the DMS process. Consequently, we have incorporated an expected outcome related to strengthening State capacity to collect, report, analyze, and use data, demonstrating State-level implementation of IDEA policies and procedures.

Changes: The Department inserted expected outcome (i) in Priority 1 to build State capacity to collect, report, analyze, and use Part C early intervention and Part B preschool special education data to improve State IDEA data analyses regarding results and functional outcomes for all infants, toddlers, and children with disabilities to demonstrate and improve how public agencies meet the program requirements under Parts B and C of IDEA, with a particular emphasis on those requirements that are most closely related to improving early intervention results for infants and toddlers with disabilities and educational results for children with disabilities as monitored by the Department via its DMS process.

Comments: Two commenters suggested a specific focus on building State capacity in the area of data leadership.

Discussion: The Department agrees that there is a need to build State capacity in data leadership. Data leaders are expected to create a culture of data use in their programs, facilitate and promote building the capacity of staff and stakeholders to use data, and enhance the data infrastructure needed to improve the management of Part C and Part B preschool special education data through the entire life cycle.

Changes: The Department revised expected outcome (g) in Priority 1 to include building State capacity to address data leadership training needs.

COMPONENTS FOR TA

Comments: One commenter suggested a need for the Center to offer cross-State connections and learning opportunities and another commenter suggested adding a requirement for the Center to host a data conference.

Discussion: The Department agrees there is a need for the Center to offer cross-State training opportunities. We think that expected outcome (g) in Priority 1, which requires the Center to facilitate both in-person and virtual cross-State training for data leaders and personnel in State and local programs and agencies, effectively addresses this need. Applicants should propose the type(s) of cross-State training opportunities they believe are most effective and efficient to build State capacity to collect, report, analyze, and use the Part C and Part B preschool special education data.

Changes: None.

Comments: One commenter suggested that there should be an intentional focus on equitable data collection, analysis, and use within these priorities.

Discussion: The Department agrees that there is a need to build State capacity to collect, report, analyze, and use Part C and Part B preschool special education data to support equitable identification, access, services, outcomes, and impact of early intervention and preschool special education and related services on infants, toddlers, and young children receiving services under IDEA. Additionally, we think the expected outcome (h) in Priority 1 and the expected outcomes (b), (c), and (d) in Priority 2 address this need.

Changes: None.

FINAL PRIORITIES:

Priority:

(a) Increased capacity of States to collect, report, analyze, and use high-quality IDEA Part C early intervention data (including IDEA section 616 Part C data[footnoteRef:3] and section 618 Part C data[footnoteRef:4] ); [3: The IDEA section 616 Part C data includes Indicators 1 through 12 as discussed in the Part C State Performance Plan (SPP) and Annual Performance Report (APR) Indicator Measurement Table.] [4: The IDEA section 618 Part C data includes Part C Child Count and Settings data collection, Part C Exiting data collection, and the Part C Dispute Resolution data collection.]

Priority:

Types of Priorities:

When inviting applications for a competition using one or more priorities, we designate the type of each priority as absolute, competitive preference, or invitational through a notice in the Federal Register. The effect of each type of priority follows:

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

This document does not preclude us from proposing additional priorities or requirements, subject to meeting applicable rulemaking requirements.

Note: This document does not solicit applications. In any year in which we choose to use this priority and these requirements, we invite applications through a notice in the Federal Register.

FINAL REQUIREMENTS

The Assistant Secretary establishes the following requirements for this program. In addition to the program requirements contained in both priorities, to be considered for funding applicants must meet the application and administrative requirements. We may apply these requirements in any year in which this program is in effect.

Requirements:

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 http://www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework Be based on current research and make use of evidence-based[footnoteRef:5] practices (EBPs). To meet this requirement, the applicant must describe-- [5: For purposes of these requirements, “evidence-based” means, at a minimum, demonstrating a rationale (as defined in 34 CFR 77.1) based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes]

(iii) The proposed approach to targeted, specialized TA,[footnoteRef:7] which must identify-- [7: “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.]