oppED-GRANTS-061318-002-cfda84.325-cid84-325K2018-1-instructions.pdf

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2018

APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND

RESULTS FOR CHILDREN WITH DISABILITIES

(CFDA 84.325)

APPLICATIONS FOR NEW AWARDS;

INTERDISCIPLINARY PREPARATION IN SPECIAL

EDUCATION, EARLY INTERVENTION, AND RELATED

SERVICES FOR PERSONNEL SERVING CHILDREN WITH

DISABILITIES WHO HAVE HIGH-INTENSITY NEEDS

(CFDA 84.325K)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: JULY 30, 2018

FORM APPROVED —OMB NO. 1820-0028, EXP. DATE: 09/30/2019

http://www.ed.gov/

GRANT APPLICATION PACKAGE CFDA 84.325K

CONTENTS

Applicant Letter ...................................................................................................................... A1

Notice Inviting Applications .................................................................................................. B1

Federal Register Notice ...................................................................................................... B2

Grants.gov Submission Procedures and Tips for Applicants ............................................ B36

Priority Description and Selection Criteria........................................................................... C1

Interdisciplinary Preparation in Special Education, Early Intervention, and Related

Services for Personnel Serving Children with Disabilities who have High-Intensity

Needs (CFDA 84.325K) ..................................................................................................... C2

Selection Criteria and Format for the Applications for New Awards— Interdisciplinary

Preparation in Special Education, Early Intervention, and Related Services for

Personnel Serving Children with Disabilities who have High-Intensity Needs (CFDA

84.325K) Competition ....................................................................................................... C24

General Information on Completing an Application ........................................................... D1

Application Transmittal Instructions and Requirements for Intergovernmental Review ..................................................................................................... E1

Appendix ................................................................................................................................ F1

Intergovernmental Review of Federal Programs ................................................................. F2

State Single Points of Contact (SPOCs) ............................................................................. F3

Notice to All Applicants Ensuring Equitable Access and Application Forms and Instructions ......................................................................................................... G1

Part I: Application for Federal Assistance (SF-424)

Part II: Budget Information (Form 524)

Part III: Application Narrative

Part V: Assurances and Certifications

Assurances—Non-Construction Programs

Certification Regarding Lobbying

Disclosure of Lobbying Activities

Part VI: Additional Information

DUNS Number Instructions

Grant Application Receipt Acknowledgement

Grant and Contract Funding Information

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, PCP 5159

Washington, DC 20202-2600

APPLICANT LETTER

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 (CFDA 84.325) program—

Applications for New Awards; Personnel Development to Improve Services and Results for

Children with Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity

Needs (CFDA No. 84.325K).

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-36, 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 .PDF files only in a read only, flattened format.

Please be aware that applications submitted to Grants.gov for the Department of Education will now be posted using Adobe forms. Information on computer and operating system compatibility with Adobe and links to download the latest version of Adobe are available on

Grants.gov. Please note that you must follow the Application Procedures as described in the

Federal Register notice announcing this grant competition. Information (including dates and times) about how to submit your application electronically can also be found in section D-1 of this application package, Application Transmittal Instructions and Requirements for file:///C:/Users/Debra.Sturdivant/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/8WBIWOAI/www.Grants.gov http://www.sam.gov/

Intergovernmental Review. Additional instructions for sending applications electronically are provided on page G-4, Application Forms and Instructions for Grants.gov Applications.

• MAXIMUM AWARD AMOUNT.

The competitions included in this package have 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 competitions included in this package limit the Part III 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 Pages C-3 and C-4 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.

Appendix B: Course syllabi for all coursework in the major of each degree program and all shared courses, group assignments, and coordinated clinical experiences required of interdisciplinary project scholars for shared courses and other required coursework should be included in Appendix B.

Abstract: For the application Abstract, applicants should use the template located at:

https://www2.ed.gov/programs/osepprep/applicant.html https://www2.ed.gov/programs/osepprep/applicant.html

• ABSOLUTE PRIORITIES AND COMPETITIVE PREFERENCE 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 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/gcsindex.html www.ed.gov/about/offices/list/ocfo/humansub.html

• RESPONSE TO GPRA.

As required by the Government Performance and Results Modernization Act (GPRA) of 2010 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.

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

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.

Directory

Research to Practice Division

Office of Special Education Programs https://www.osepideasthatwork.org/logicModel http://www.ed.gov/about/offices/list/ocfo/grants/grants.html

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NOTICE INVITING APPLICATIONS

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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—Interdisciplinary Preparation in Special Education, Early

Intervention, and Related Services for Personnel Serving Children with Disabilities who have

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 Program—

Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for

Personnel Serving Children with Disabilities who have High-Intensity Needs

Notice inviting applications for new awards for fiscal year (FY) 2018.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.325K.

Dates:

Applications Available: June 13, 2018.

Deadline for Transmittal of Applications: July 30, 2018.

Deadline for Intergovernmental Review: September 26, 2018.

Addresses:

For the addresses for obtaining and submitting an application, please refer to our Common

Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the

Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-

2018-02-12/pdf/2018-02558.pdf.

http://www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf

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For Further Information Contact:

Maryann McDermott

U.S. Department of Education

400 Maryland Avenue, SW., Room 5144, Potomac Center Plaza

Washington, DC 20202-5108.

Telephone: (202) 245-7439.

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal

Relay Service (FRS), toll free, at 1-800-877-8339.

SUPPLEMENTARY INFORMATION

FULL TEXT OF ANNOUNCEMENT

I. Funding Opportunity Description

Purpose of Program:

The purposes of the Personnel Development to Improve Services and Results for Children with

Disabilities 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:

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 the Individuals with Disabilities Education Act (IDEA); 20 U.S.C.

1462 and 1481).

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Absolute Priority:

For FY 2018 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:

Interdisciplinary Preparation in Special Education, Early Intervention, and

Related Services for Personnel Serving Children with Disabilities who have

High-Intensity Needs.

Background:

The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation.

The purpose of this priority is to increase the number and improve the quality of personnel who are fully credentialed to serve children, including infants and toddlers, and youth with disabilities who have high-intensity needs,1 especially in areas of chronic personnel shortage. The priority will fund high-quality interdisciplinary2 projects that prepare special education, early intervention, and related

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).

For the purposes of this priority, “interdisciplinary” refers to preparing scholars from two or more graduate degree programs in either (a) special education or early intervention and one or more related services through shared coursework, group assignments, and coordinated field experiences; or (b) two or more related services through shared coursework, group assignments, and coordinated field experiences. Different graduate degree programs across more than one institution of higher education may partner to develop an interdisciplinary project.

For the purpose of this priority, “interdisciplinary” does not include: (a) individual scholars who receive two or more graduate degrees; (b) one graduate degree program that prepares scholars with different areas of focus;

(c) one graduate degree program that offers interdisciplinary content but does not prepare scholars from two or more degree programs together; and (d) one graduate degree program in special education, early intervention, A-5 services3 personnel at the master’s degree, educational specialist degree, or clinical doctoral degree levels for professional practice in a variety of educational settings, including natural environments

(including the home and community settings in which children without disabilities participate), early learning programs, classrooms, and school settings. This priority is consistent with the Secretary’s

Supplemental Priority 5--Meeting the Unique Needs of Students and Children With Disabilities and/or

Those With Unique Gifts and Talents; and Supplemental Priority 8--Promoting Effective Instruction in

Classrooms and Schools, which were published in the Federal Register on March 2, 2018 (83 FR

9096).

State demand for fully credentialed special education, early intervention, and related services personnel to serve children, including infants and toddlers, and youth with disabilities exceeds the available supply, particularly in high-need schools4 (Boe, deBettencourt, Dewey, Rosenberg, Sindelar, & Leko, 2013). These shortages can negatively affect the quality of services provided to children, including infants and toddlers, and youth with disabilities and their families (Boe et al., 2013). These shortages limit the field’s capacity in ensuring that children, including infants and toddlers, and youth with disabilities have the opportunity to meet challenging objectives and receive an individualized education program that is both meaningful and appropriately ambitious, which is essential for preparing them for the future.

The need for personnel with the knowledge and skills to serve children, including infants and toddlers, and youth with disabilities who have high-intensity needs is even greater because specialized or advanced preparation is required to collaboratively design and deliver evidence-based instruction and intensive individualized intervention(s) in natural environments, classrooms, and schools that address the needs of these individuals (Boe et al., 2013; Browder, Wood, Thompson, & Ribuffo, 2014;

and related services partnering with a graduate degree program other than special education, early intervention, or related services. Programs in which scholars receive only a certificate or endorsement without a graduate degree are not eligible.

For the purposes of this priority, “related services” includes the following: speech-language pathology and audiology services; interpreting services; psychological services; applied behavior analysis; physical therapy and occupational therapy; recreation, including therapeutic recreation; social work services; counseling services, including rehabilitation counseling; and orientation and mobility services.

For the purposes of this priority, “high-need school” refers to a public elementary or secondary school that is a

“high-need local educational agency (LEA),” “high-poverty,” or “implementing targeted support and improvement plans” as defined in footnotes 8, 9, and 11, respectively.

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McLeskey & Brownell, 2015). Although children, including infants and toddlers, and youth with disabilities who have high-intensity needs may require the combined expertise of numerous professionals (including special education, early intervention, and related services providers), it is often difficult for personnel from varied professional backgrounds to work together because they lack shared information, understanding, and experience.

Interdisciplinary approaches to personnel preparation provide scholars with experience working and learning in team environments similar to those in which they are likely to work once employed (Smith, 2010). For example, under the IDEA, personnel serving children, including infants and toddlers, and youth with disabilities will work on interdisciplinary teams with parent(s), general and special education teachers, early interventionists, and related service providers with the expertise convened to design, implement, and evaluate intervention plans based on the unique learning and developmental needs of each individual child. To enable personnel to provide efficient, high-quality integrated services, personnel preparation programs need to embed content, practices, and clinical experience into preservice training that will match the interdisciplinary team-based approaches in which graduates are likely to work. This priority aims to fund interdisciplinary projects that will provide such preparation.

Priority:

The purpose of this priority is to increase the number and improve the quality of personnel who are fully credentialed to serve children, including infants and toddlers, and youth with disabilities who have high-intensity needs--especially in areas of chronic personnel shortage. The priority will fund high-quality interdisciplinary projects that prepare special education, early intervention, and related services personnel at the master’s degree, educational specialist degree, or clinical doctoral degree levels for professional practice in natural environments, early learning programs, classrooms, and school settings serving children, including infants and toddlers, and youth with disabilities.

Specifically, an applicant must propose an interdisciplinary project supporting scholars5 from two or more graduate degree programs in either (a) special education or early intervention and one or more related services; or (b) two or more related services.

For the purposes of this priority, “scholar” is limited to an individual who (a) is pursuing a master’s, educational specialist degree, or clinical doctoral graduate degree in special education, early intervention, or related services

(as defined in this notice); (b) receives scholarship assistance as authorized under section 662 of IDEA (34 CFR

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An interdisciplinary project is a project that delivers core content through shared coursework, group assignments, and coordinated clinical experiences as part of two or more master’s degree, educational specialist degree, or clinical doctoral degree programs for scholars.

Not all requirements (e.g., courses and clinical experiences) of each participating graduate degree program must be shared across all degree programs participating in the interdisciplinary project, but the interdisciplinary project must: (a) identify the competencies needed to address the individualized needs of children with disabilities who have high-intensity needs using an interdisciplinary approach to service delivery; (b) outline how the project will build capacity in those areas through shared coursework, group assignments, and coordinated clinical experiences for scholars supported by the proposed project; and (c) identify the aspects of each graduate degree program that are shared across all participating programs and those that remain unique to each.

Projects may include individuals who are in degree programs (e.g., general education, early childhood education, administration) and who are cooperating with, but not funded as scholars by, the applicant’s proposed interdisciplinary project. These individuals may participate in interdisciplinary coursework, group assignments, coordinated field experiences, and other opportunities funded by the project (e.g., speaker series, monthly seminars) if doing so does not diminish the benefit for project-funded scholars

(e.g., by reducing funds available for scholar support or limiting opportunities for scholars to participate in project activities).

304.3(g)); (c) will be eligible for a license, endorsement, or certification from a State or national credentialing authority following completion of the graduate degree program identified in the application; and (d) will be able to be employed in a position that serves children with disabilities for either 51 percent of their time or case load.

See https://pdp.ed.gov/OSEP/Home/Regulation for more information.

Scholars from each graduate degree program participating in the proposed interdisciplinary project must receive scholar support and be eligible to fulfill service obligation requirements following graduate degree program completion. Scholars from each graduate degree program participating in this project must complete the requirements of their unique graduate degree program and receive different graduate degrees. Individuals pursuing degrees in general education or early childhood education do not qualify as “scholars” eligible for scholarship assistance.

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Personnel preparation programs that prepare individuals to be educational interpreters for the deaf at the bachelor’s degree level can qualify under this priority, and are exempted from (a) the interdisciplinary requirement; and (b) the requirement for two or more graduate degree programs. All other priority requirements specified for graduate programs will apply to the bachelor’s program. While interdisciplinary projects are not required for educational interpreters, they are encouraged.

Focus Areas:

Within this absolute priority, the Secretary intends to support interdisciplinary projects under the following two focus areas: (A) Preparing Personnel to Serve Infants, Toddlers, and Preschool-Age

Children with Disabilities who have High-Intensity Needs; and (B) Preparing Personnel to Serve

School-Age Children with Disabilities who have High-Intensity Needs.

Applicants must identify the specific focus area (i.e., A or B) under which they are applying as part of the competition title on the application cover sheet (SF form 424, line 4). Applicants may not submit the same proposal under more than one focus area.

Focus Area A: Preparing Personnel to Serve Infants, Toddlers, and Preschool-Age Children with Disabilities who have High-Intensity Needs.

This focus area is for interdisciplinary projects that deliver core content through shared coursework, group assignments, and coordinated clinical experiences for scholars across two or more graduate degree programs in either: (a) early intervention or early childhood special education and related services for infants, toddlers, and preschool-age children with disabilities who have high-intensity needs; or (b) two or more related services to serve infants, toddlers, and preschool-age children with disabilities who have high-intensity needs.

Early intervention personnel are those who are prepared to provide services to infants and toddlers with disabilities ages birth to three, and early childhood personnel are those who are prepared to provide services to children with disabilities ages three through five (and in States where the age range is other than ages three through five, we defer to the State’s certification for early childhood special education). In States where certification in early intervention is combined with certification in early childhood special education, applicants may propose a combined early intervention and early childhood special education personnel preparation project under this focus area.

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Note: In Focus Area A, the Office of Special Education Programs (OSEP) intends to fund 10 awards.

OSEP may fund out of rank order high-quality applications from institutions of higher education (IHEs) that primarily serve traditionally underrepresented groups (Minority-Serving IHEs6 and Historically

Black Colleges and Universities (HBCUs)). These applications must be of high quality and should score higher than 84 on a 100-point scale in the technical review. In order to be considered under this provision, the primary applicant must be a Minority-Serving IHE or HBCU, even in cases of a proposed partnership across entities.

Focus Area B: Preparing Personnel to Serve School-Age Children with Disabilities who have

High-Intensity Needs.

This focus area is for interdisciplinary projects that deliver core content through shared coursework, group assignments, and coordinated clinical experiences to scholars across two or more graduate degree programs in either: (a) special education and related services for school-age children with disabilities who have high-intensity needs; or (b) two or more related services to serve school-age children with disabilities who have high-intensity needs.

Note: In Focus Area B, OSEP may fund out of rank order high-quality applications from IHEs that primarily serve traditionally underrepresented groups (Minority-Serving IHEs and HBCUs). These applications must be of high quality and should score higher than 84 on a 100-point scale in the technical review. In order to be considered under this provision, the primary applicant must be a

Minority-Serving IHE or HBCU, even in cases of a proposed partnership across entities.

Projects funded under Focus Area A or B may use up to 12 months during the first year of the project period and up to $100,000 of Federal funds for program planning without enrolling scholars.

Applicants must provide sufficient justification for requesting program planning time and include the intended outcomes of program planning in Year 1, and a description of the proposed strategies and activities to be supported, such as--

(1) Outlining or updating coursework, group assignments, or coordinated clinical experience needed to support interdisciplinary preparation for special education, early intervention, or related services personnel serving children with disabilities who have high-intensity needs;

For the purposes of this priority, “Minority-Serving IHEs” refers to IHEs with a minority enrollment of 50 percent or more, which may include Historically Black Colleges and Universities, Tribal Colleges, and Predominantly

Hispanic-Serving Colleges and Universities.

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(2) Building capacity (e.g., hiring of a clinical practice supervisor, providing professional development for clinical field supervisors, and training for faculty);

(3) Purchasing needed resources (e.g., additional teaching supplies or specialized equipment to enhance instruction); or

(4) Negotiating agreements with programs or schools to serve as sites for coordinated clinical experience needed to support delivery of the proposed interdisciplinary project.

Remaining Year 1 Federal funds up to the maximum award available for one budget period of 12 months (i.e., $250,000) may be used for scholar support and other grant activities if included in the

Year 1 budget request.

Note: Applicants proposing projects to develop, expand, or add a new area of emphasis to special education, early intervention, or related services programs must provide, in their applications, information on how these new areas will be sustained once Federal funding ends.

To be considered for funding under this absolute priority, all program applicants must meet the application requirements contained in the priority. All projects funded under this absolute priority also must meet the programmatic and administrative requirements specified in the priority.

The requirements of this priority are as follows:

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

(1) The project addresses national, State, regional, or district shortages of personnel who are fully qualified to serve children with disabilities, ages birth through 21, who have high-intensity needs.

To address this requirement, the applicant must--

(i) Present data on the quality of each special education, early intervention, or related services personnel preparation degree program participating in the project in areas such as: the average amount of time it takes for scholars to complete the program; the percentage of program graduates who receive a license, endorsement, or certification related to special education, related services, or early intervention services; the percentage of program graduates finding employment related to

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(ii) If available for the degree programs participating in the proposed project, present data on the quality of their interdisciplinary approaches to the preparation of special education, early intervention, or related services personnel.

Note: Data on the quality of a personnel preparation program should be no older than five years prior to the start date of the project proposed in the application. When reporting percentages, the denominator (i.e., total number of scholars or program graduates) must be provided.

(2) The project will increase the number of personnel who demonstrate the competencies needed to provide (a) differentiated instruction, and (b) intensive individualized intervention(s) in an interdisciplinary team-based approach to address the individualized needs of children with disabilities who have high-intensity needs, ages birth through 21, that result in improvements in learning or developmental outcomes (e.g., academic, social, emotional, behavioral), or successful transition to postsecondary education and the workforce. To address this requirement, the applicant must--

(i) Identify the competencies7 that special education, early intervention, or related services personnel need in order to ensure delivery of (a) differentiated instruction, and (b) intense individualized intervention(s) in an interdisciplinary team-based approach that will: lead to improved learning and developmental outcomes; ensure access to and progress in academic achievement standards or alternate academic achievement standards, as appropriate; lead to successful transition to college

For the purposes of this priority, “competencies” means what a person knows and can do--the knowledge, skills, and dispositions necessary to effectively function in a role (National Professional Development Center on

Inclusion, 2011). These competencies should ensure that personnel are able to use challenging academic standards, child achievement and functional standards, and assessments to improve instructional practices, services, learning and developmental outcomes (e.g., academic, social, emotional, behavioral), and college- and career-readiness of children with disabilities.

A-12 and career for children with disabilities, including children with disabilities who have high-intensity needs; and maximize the use of effective technology, including assistive technology, to deliver instruction, interventions, and services;

(ii) Identify the competencies needed by members of interdisciplinary teams that will result in improved outcomes for children with disabilities who have high-intensity needs;

(iii) Identify the competencies that personnel need to support inclusion of children with disabilities who have high-intensity needs in the least restrictive and natural environments to the maximum extent appropriate by intentionally promoting participation in learning and social activities to foster development, learning, academic achievement, friendships with peers, and sense of belonging;

(iv) Identify how scholars will be prepared to develop, implement, and evaluate evidence-based instruction and evidence-based interventions that improve outcomes for children with disabilities who have high-intensity needs in a variety of settings (e.g., natural environments; public schools, including charter schools; private schools, including parochial schools; and other nonpublic education settings, including home education); and

(v) Provide a conceptual framework for the proposed interdisciplinary personnel preparation project, including any empirical support for project activities designed to promote the acquisition of the identified competencies (see paragraph (a)(2)(i) of the requirements for this priority) needed by special education, early intervention, or related services personnel, and how these competencies relate to the proposed project.

(b) Demonstrate, in the narrative section of the application under “Quality of Project Services,” how the project--

(1) Will conduct its planning activities, if up to the first 12 months of the project period will be used for planning.

(2) Will recruit and retain high-quality scholars into each of the graduate degree programs participating in the project and ensure equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. To meet this requirement, the applicant must describe--

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(i) Criteria the applicant will use to identify high-quality applicants for admission into each of the graduate degree programs participating in the project;

(ii) Recruitment strategies the applicant will use to attract high-quality applicants and any specific recruitment strategies targeting high-quality applicants from traditionally underrepresented groups, including individuals with disabilities; and

(iii) The approach, including mentoring, monitoring, and accommodations, the applicant will use to support scholars to complete their respective degree programs.

(3) Reflects current evidence-based practices, including practices in the areas of literacy and numeracy development, assessment, behavior, instructional practices, and inclusive strategies, as appropriate, and is designed to prepare scholars in the identified competencies. To address this requirement, the applicant must describe how the project will--

(i) Incorporate current evidence-based practices (including relevant research citations) that improve outcomes for children with disabilities who have high-intensity needs into (a) the required coursework and clinical experiences for each graduate degree program participating in the project;

and (b) the shared coursework, group assignments, and coordinated clinical experiences required for the interdisciplinary portions of the project; and

(ii) Use evidence-based professional development practices for adult learners to instruct scholars.

(4) Is of sufficient quality, intensity, and duration to prepare scholars in the identified competencies. To address this requirement, the applicant must describe how--

(i) The components of (a) each graduate degree program participating in the project and (b) the shared coursework, group assignments, and coordinated clinical experiences required for the interdisciplinary portions of the proposed project will support scholars’ acquisition and enhancement of the identified competencies;

(ii) The components of (a) each graduate degree program participating in the project and (b) the shared coursework, group assignments, and coordinated clinical experiences required for the interdisciplinary portions of the proposed project will be integrated to allow scholars, in

A-14 collaboration with other team members, to use their knowledge and skills in designing, implementing, and evaluating practices supported by evidence to address the learning and developmental needs of children with disabilities who have high-intensity needs;

(iii) Scholars will be provided with ongoing guidance and feedback during training; and

(iv) The proposed project will provide ongoing induction opportunities and mentoring support to graduates of each graduate degree program participating in the project.

(5) Will collaborate with appropriate partners, including--

(i) High-need schools, which may include high-need LEAs,8 high-poverty schools,9 schools identified for comprehensive support and improvement,10 and schools implementing a targeted support and improvement plan11 for children with disabilities; early childhood and early intervention programs located within the geographic boundaries of a high-need LEA; and early childhood and early intervention programs located within the geographical boundaries of an LEA serving the highest percentage of schools identified for comprehensive support and improvement or implementing targeted support and improvement plans in the State. The purpose of these partnerships is to

For the purposes or this priority, “high-need LEA” means an LEA (a) that serves not fewer than 10,000 children from families with incomes below the poverty line; or (b) for which not less than 20 percent of the children are from families with incomes below the poverty line.

For the purposes of this priority, “high-poverty school” means a school in which at least 50 percent of students are from low-income families as determined using one of the measures of poverty specified under section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended. For middle and high schools, eligibility may be calculated on the basis of comparable data from feeder schools. Eligibility as a high-poverty school under this definition is determined on the basis of the most currently available data.

For the purpose of this priority, the term “school identified for comprehensive support and improvement” means a statewide identified category of school that includes (a) not less than the lowest performing five percent of all schools in the State receiving funds under Title I, Part A of the ESEA; (b) all public high schools in the State failing to graduate one third or more of their students; and (c) public schools in the State described under section

1111(d)(3)(A)(i)(II) of the ESEA.

For the purposes of this priority, “school implementing a targeted support and improvement plan” means a school that has developed and is implementing a school-level targeted support and improvement plan to improve student outcomes based on the indicators in the statewide accountability system as defined in section 1111(d)(2) of the ESEA.

A-15 provide clinical practice for scholars aimed at developing the identified competencies as members of interdisciplinary teams; and

(ii) Other personnel preparation programs on campus or at partnering universities for the purpose of sharing resources, supporting program development and delivery, and addressing personnel shortages.

(6) Will use technology, as appropriate, to promote scholar learning and professional practice, enhance the efficiency of the project, collaborate with partners, and facilitate ongoing mentoring and support for scholars.

(7) Will ensure that scholars understand how to use technology to support student learning and students’ use of educational and assistive technology; and

(8) Will align with and use resources, as appropriate, available through technical assistance centers, which may include centers funded by the Department.

Note: Use the “Find a Center” link at www.osepideasthatwork.org for information about OSEP-funded technical assistance centers.

(c) Demonstrate, in the narrative section of the application under “Quality of Project Evaluation,” how--

(1) The applicant will use comprehensive and appropriate methodologies to evaluate how well the goals or objectives of the proposed project have been met, including the project processes and outcomes.

(2) The applicant will collect, analyze, and use data related to specific and measurable goals, objectives, and outcomes of the project. To address this requirement, the applicant must describe how--

(i) Scholar competencies and other project processes and outcomes will be measured for formative evaluation purposes, including proposed instruments, data collection methods, and possible analyses; and

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(ii) It will collect and analyze data on the quality of services provided by scholars who complete the graduate degree programs involved in this interdisciplinary project and are employed in the field for which they were trained, including data on the learning and developmental outcomes (e.g., academic, social, emotional, behavioral, meeting college- and career-ready standards), and on growth toward these outcomes, of the children with disabilities who have high-intensity needs.

Note: Following the completion of the project period, grantees are encouraged to engage in ongoing data collection activities.

(3) The methods of evaluation will produce quantitative and qualitative data for objective performance measures that are related to the outcomes of the proposed project.

(4) The methods of evaluation will provide performance feedback and allow for periodic assessment of progress towards meeting the project outcomes. To address this requirement, the applicant must describe how--

(i) Results of the evaluation will be used as a basis for improving the proposed project to prepare special education, early intervention, or related services personnel to provide (a) focused instruction, and (b) intense individualized intervention(s) in an interdisciplinary team-based approach to improve outcomes of children with disabilities who have high-intensity needs; and

(ii) The grantee will report the evaluation results to OSEP in its annual and final performance reports.

(d) Demonstrate, in the narrative under “Project Assurances” or in the applicable appendices, that the following program requirements are met. The applicant must--

(1) Provide scholar support for participants from two or more graduate degree programs partnering in the proposed interdisciplinary personnel preparation project. Consistent with 34 CFR 304.3, each scholar should (a) receive support for no less than one academic year, and (b) be eligible to fulfill service obligation requirements following degree program completion. Funding across degree programs may be applied differently.

(2) Include in Appendix B of the application --

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(i) Course syllabi for all coursework in the major of each degree program and all shared courses, group assignments, and coordinated clinical experiences required of interdisciplinary project scholars; and

(ii) For new coursework, proposed syllabi; and

(iii) Table(s) summarizing the program of study for each degree program, and clearly delineating the shared coursework, group assignments, and coordinated field experiences required of project scholars.

(3) Ensure that a comprehensive set of completed syllabi, including syllabi created or revised as part of a project planning year, are submitted to OSEP by the end of Year 1 of the grant.

(4) Ensure scholars will not be selected based on race, ethnicity, or national origin. Per the Supreme

Court’s decision in Adarand Constructors, Inc. v. Pena, 515 U.S. 200 (1995), the Department does not allow the selection of individuals on the basis of race, ethnicity, or national origin. For this reason, grantees must ensure that any discussion of the recruitment of scholars based on race, ethnicity, or national origin distinguishes between increasing the pool of applicants and actually selecting scholars.

(5) Ensure that the project will meet all requirements for grantees in disbursing scholarships as outlined in…