oppED-GRANTS-062918-001-cfda84.327-cid84-327G2018-1-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)

EDUCATIONAL TECHNOLOGY, MEDIA, AND MATERIALS FOR

INDIVIDUALS WITH DISABILITIES PROGRAM

(CFDA 84.327)

APPLICATIONS FOR NEW AWARDS;

CENTER ON EARLY SCIENCE, TECHNOLOGY,

ENGINEERING, AND MATH LEARNING FOR

YOUNG CHILDREN WITH DISABILITIES

(CFDA 84.327G)

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 84.327G

CONTENTS

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

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

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

Grants.gov Submission Procedures and Tips for Applicants ............................................ B32

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

Center on Early Science, Technology, Engineering, and Math Learning for Young

Children with Disabilities, (CFDA 84.327G) ....................................................................... C2

Selection Criteria and Format for the Applications for New Awards— Center on Early

Science, Technology, Engineering, and Math Learning for Young Children with

Disabilities, (CFDA 84.327G) Competition ........................................................................ C22

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 IV: Assurances and Certifications

Assurances—Non-Construction Programs

Certification Regarding Lobbying

Disclosure of Lobbying Activities

Part V: 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 Educational Technology, Media, and Materials for Individuals with Disabilities (CFDA 84.327) program—Applications for

New Awards; Educational Technology, Media, and Materials for Individuals with Disabilities—

Center on Early Science, Technology, Engineering, and Math Learning for Young Children with

Disabilities, (CFDA No. 84.327G).

Please take the time to review all of the applicable requirements, definitions, selection criteria, and application instructions thoroughly. An application will not be evaluated for funding if the applicant does not comply with all of the procedural rules that govern the submission of the application or if the application does not contain the information required. (EDGAR §75.216 (b) and (c)).

Please note the following:

• GRANTS.GOV APPLICATION SUBMISSION AND SAM REGISTRATION.

Applications for grants under this competition must be submitted electronically using the

Grants.gov Apply site (www.Grants.gov). Please read carefully the Grants.gov Submission

Procedures and Tips for Applicants document included on page B-28, 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

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

file:///C:/Users/Debra.Sturdivant/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/8WBIWOAI/www.Grants.gov http://www.sam.gov/

• 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 limitation 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 D-3 and D-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.

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

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

• 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:

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

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 http://www.ed.gov/about/offices/list/ocfo/gcsindex.html http://www.ed.gov/about/offices/list/ocfo/humansub.html https://www.osepideasthatwork.org/logicModel 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

B-1

NOTICE INVITING APPLICATIONS

B-2

FEDERAL REGISTER NOTICE

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Educational Technology, Media, and Materials for

Individuals with Disabilities Program—Center on Early Science, Technology, Engineering, and Math Learning for Young Children with Disabilities, AGENCY: Office of Special Education and Rehabilitative Services, Department of

Education.

ACTION: Notice.

Overview Information:

Educational Technology, Media, and Materials for Individuals with Disabilities Program—Center on Early Science, Technology, Engineering, and Math Learning for Young Children with

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

Catalog of Federal Domestic Assistance (CFDA) Number: 84.327G.

Dates:

Applications Available: June 29, 2018.

Deadline for Transmittal of Applications: July 30, 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:

Dawn Ellis

U.S. Department of Education

400 Maryland Avenue, SW

Room 5137, Potomac Center Plaza

Washington, DC 20202-5076.

Telephone: (202) 245-6417.

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 Educational Technology, Media, and Materials for Individuals with

Disabilities are to:

(1) improve results for students with disabilities by promoting the development, demonstration, and use of technology;

(2) support educational activities designed to be of educational value in the classroom for students with disabilities;

(3) provide support for captioning and video description that is appropriate for use in the classroom; and

(4) provide accessible educational materials to students with disabilities in a timely manner.

Priority:

In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute (see sections 674(b)(2) and 681(d) of the Individuals with Disabilities Education Act

(IDEA); 20 U.S.C. 1474(b) and 1481(d)).

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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:

Center on Early Science, Technology, Engineering, and Math Learning for Young Children with Disabilities.

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.

As early as infancy, young children start developing and testing hypotheses about how things work. These inquiry-based skills and the quest for understanding form the foundation for early science, technology, engineering, and math (STEM) learning. Research shows that early exposure to STEM learning has positive impacts across developmental domains and can positively impact later learning and academic performance (Duncan et al., 2007;

Mantzicopoulos, Patrick, & Samarapungavan, 2008).

Because of these impacts, experts have recommended that early childhood programs intentionally integrate STEM learning into the curricula and that it be considered an essential component of a high-quality early childhood experience (Brenneman, Stevenson-Boyd, & Frede, 2009; National Research Council, 2009). While there have been recent efforts to fund STEM initiatives for early childhood, there has been a lack of focus specifically on how to support

STEM learning in infants, toddlers, and preschool children (young children) with disabilities.

This focus is necessary, however, because young children with disabilities often require specialized supports to engage in STEM learning, which can help young children achieve developmental and educational outcomes under Parts C and B of the IDEA. Many STEM activities require children to use fine and gross motor skills to physically engage with objects, have the mobility to participate in experiments, or use different senses to explore how something works. STEM activities also typically require children to ask questions, have focused

B-5 attention, and solve problems. All of these may pose challenges for some young children with disabilities. Yet the hands-on approach and active engagement needed for STEM learning is an ideal way for young children with disabilities to develop skills and achieve goals within their individualized family service plans (IFSPs) or individualized education programs (IEPs).

Identifying best practices in providing STEM learning to young children with disabilities, including through the use of technology, would help maximize the benefits to them.

To ensure that young children with disabilities can engage in and benefit from STEM learning, this priority will fund a cooperative agreement to establish and operate a Center on Early STEM

Learning for Young Children with Disabilities (the Center). The Center will assemble a body of knowledge on the practices and supports, including the use of technology, necessary to improve

STEM learning for young children with disabilities. The Center will also disseminate these practices and supports to early childhood programs, administrators, providers, families of children with disabilities, and institutions of higher education (IHEs).

This priority is consistent with three priorities from the Secretary’s Final Supplemental Priorities and Definitions for Discretionary Grant Programs, which were published in the Federal Register on March 2, 2018 (83 FR 9096): Priority 5--Meeting the Unique Needs of Students and Children

With Disabilities and/or Those With Unique Gifts and Talents; Priority 6--Promoting Science, Technology, Engineering, or Math (STEM) Education, With a Particular Focus on Computer

Science; and Priority 8--Promoting Effective Instruction in Classrooms and Schools.

Priority:

The purpose of this priority is to fund a cooperative agreement to establish and operate a national Center on Early Science, Technology, Engineering, and Mathematics (STEM) Learning, for Young Children with Disabilities to achieve, at a minimum, the following expected outcomes:.

The requirements of this priority are as follows:

(a) Increased body of knowledge of current evidence-based (as defined in this notice) practices

(EBPs) for early STEM learning, including early computer science learning for young children with disabilities;

(b) Increased use by early childhood programs, providers, and families of the current EBPs in early STEM learning for young children with disabilities; and

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(c) Increased awareness by faculty in IHEs of the current EBPs in early STEM learning for young children with disabilities and increased focus on early STEM learning within programs of study within IHEs.

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

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

(1) Address the need in the field for knowledge about early STEM learning for young children with disabilities and their families. To meet this requirement the applicant must--

(i) Demonstrate knowledge of the current and emerging EBPs in early STEM learning for all young children, and specifically around using technology to improve access to early STEM learning for young children with disabilities and their families; and

(ii) Demonstrate knowledge of current educational and policy issues and national initiatives relating to early STEM learning for all young children and their families, and specifically for young children with disabilities and their families;

(2) Address current and emerging capacity needs of early childhood programs, providers, and families to select and implement current EBPs that will improve early STEM learning for young children with disabilities, including using technology to improve their access to early

STEM learning activities. To meet this requirement, the applicant must--

(i) Present information and data on the current capacity of early childhood providers to effectively support early STEM learning in young children with disabilities;

(ii) Present information and data on how early STEM learning is included within personnel preparation programs;

(iii) Demonstrate knowledge of the implementation supports (e.g., professional development and training, ongoing consultation and coaching, performance assessments, data systems to support decision-making, administrative supports) that are needed to implement new practices within early childhood programs and services; and

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(iv) Demonstrate knowledge of how to educate, engage, and support families of young children with disabilities to implement early STEM learning activities;

(3) Improve the potential for early STEM outcomes for young children with disabilities and indicate the likely magnitude or importance of these outcomes.

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

(1) Ensure equal access and treatment for members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. To meet this requirement, the applicant must describe how it will--

(i) Identify the needs of the intended recipients for technical assistance (TA) and information;

(ii) Ensure that services and products meet the needs of the intended recipients of the grant;

(iii) As appropriate, address the needs of young children with disabilities who are Native

American or are dual language learners (i.e., English is not the primary language spoken in the home); and

(iv) As appropriate, address the needs of military-connected young children with disabilities;

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

(i) Measurable intended project outcomes; and

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

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

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Note: The following websites provide more information on logic models and conceptual frameworks: www.osepideasthatwork.org/logicModel and www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework.

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

(i) The current research on practices to support early STEM learning for young children with disabilities and the use of technology to improve access to early STEM learning for young children with disabilities;

(ii) The current research about adult learning principles and implementation science or improvement science that will inform the proposed products; and

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

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

(i) How it proposes to identify or develop the knowledge base on:

(A) EBPs on early STEM learning for young children with disabilities;

(B) Use of technology to improve access to early STEM learning for young children with disabilities;

(C) What young children should know or be able to do in early STEM at different ages;

(D) Integration of early STEM learning into IFSPs under Part C of the IDEA and IEPs under

Part B of the IDEA; and

(E) Implementation supports needed for early childhood programs and providers to have the capacity to implement the early STEM learning practices, and educate, engage, and support families of young children with disabilities in implementing opportunities for early STEM learning.

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(ii) Its proposed approach to universal, general TA,1 which must identify the intended recipients of the products and services under this approach and should include, at minimum, activities focused on--

(A) Developing and disseminating resources, materials, and tools for faculty at IHEs to embed current EBPs on early STEM learning for young children with disabilities within personnel preparation programs of study;

(B) Developing and disseminating resources, materials, and tools for early childhood programs and providers on current EBPs on early STEM learning for young children with disabilities, including: how to incorporate early STEM learning into IFSPs and IEPs to achieve child outcomes identified on the IFSP or IEP; how to use technology to increase opportunities for early STEM learning and deliver instruction or interventions that promote early STEM learning; and how to work with families to help promote early STEM learning with their child;

and

(C) Partnering with national professional organizations, foundations, industry and research organizations and centers to disseminate information on how young children with disabilities can be included in broader early STEM research, policies, and practices, including within new curricula and learning materials.

(iii) Its proposed approach to targeted, specialized TA,2 which must identify the intended recipients, including the type and number of recipients that will receive the products and services under this approach; and

“Universal, general TA” means TA and information provided to independent users through their own initiative, resulting in minimal interaction with TA center staff and including one-time, invited or offered conference presentations by TA center staff. This category of TA also includes information or products, such as newsletters, guidebooks, or research syntheses, downloaded from the TA center's website by independent users. Brief communications by TA center staff with recipients, either by telephone or email, are also considered universal, general TA.

“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

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

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

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

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

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

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

(1) Designate, with the approval of the OSEP project officer, a project liaison staff person with sufficient dedicated time, experience in evaluation, and knowledge of the project to work in collaboration with the Center to Improve Program and Project Performance (CIP3),3 the project director, and the OSEP project officer on the following tasks:

multiple topics that are designed around the needs of the recipients. Facilitating communities of practice can also be considered targeted, specialized TA.

The major tasks of CIP3 are to guide, coordinate, and oversee the design of formative evaluations for every large discretionary investment (i.e., those awarded $500,000 or more per year and required to participate in the 3+2 process) in OSEP’s Technical Assistance and Dissemination; Personnel

Development; Parent Training and Information Centers; and Educational Technology, Media, and

Materials programs. The efforts of CIP3 are expected to enhance individual project evaluation plans by providing expert and unbiased TA in designing the evaluations with due consideration of the project’s budget. CIP3 does not function as a third-party evaluator.

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

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

(iii) Revise, as needed, the evaluation plan submitted in the grant application such that it clearly--

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

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

(C) Can be used to assist the project director and the OSEP project officer, with the assistance of CIP3, as needed, to specify the performance measures to be addressed in the project’s

Annual Performance Report;

(2) Cooperate with CIP3 staff in order to accomplish the tasks described in paragraph (1) of this section; and

(3) Dedicate sufficient funds in each budget year to cover the costs of carrying out the tasks described in paragraphs (1) and (2) of this section and implementing the evaluation plan.

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

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

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

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

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

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

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

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

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

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

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

(4) The proposed project will benefit from a diversity of perspectives, including those of researchers, faculty, early childhood administrators, providers across different types of early childhood programs, families, and policy makers, among others, in its development and operation.

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

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

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

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

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

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

(iii) Three trips annually to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP; and

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

(3) Include, in the budget, a line item for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project’s intended outcomes, as those needs are identified in consultation with, and approved by, the OSEP project officer.

Note: With approval from the OSEP project officer, the project must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period;

(4) Describe how doctoral students or post-doctoral fellows will be engaged in the project to increase the number of future leaders in the field who are knowledgeable about early STEM learning for young children with disabilities, including the use of technology to increase access to early STEM learning; and

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

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

Fourth and Fifth Years of the Project:

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

(a) The recommendation of a 3+2 review team consisting of experts selected by the Secretary.

This review will be conducted during a one-day intensive meeting that will be held during the last half of the second year of the project period;

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

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

References:

Brenneman, K., Stevenson-Boyd, J., & Frede, E. (2009). Mathematics and science in preschool: Policies and practice. NIEER Policy Brief (Issue 19). Available from http://nieer.org/wp-content/uploads/2016/08/MathSciencePolicyBrief0309.pdf.

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A., Klebanov, P.,... Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.

Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children's motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378-394.

Available from www.researchgate.net/profile/Panayota_Mantzicopoulos/publication/222704499_Young_ children%27s_motivational_beliefs_about_learning_science/links/0c9605265240e6d71b

000000/Young-childrens-motivational-beliefs-about-learning-science.pdf.

National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: The National Academies Press.

Definitions:

The following definitions are from 34 CFR 77.1:

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Demonstrates a rationale means a key project component included in the project’s logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes.

Evidence-based means the proposed project component is supported by one or more of strong evidence, moderate evidence, promising evidence, or evidence that demonstrates a rationale.

Experimental study means a study that is designed to compare outcomes between two groups of individuals (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving a project component or a control group that does not.

Randomized controlled trials, regression discontinuity design studies, and single-case design studies are the specific types of experimental studies that, depending on their design and implementation (e.g., sample attrition in randomized controlled trials and regression discontinuity design studies), can meet What Works Clearinghouse (WWC) standards without reservations as described in the WWC Handbook:

(i) A randomized controlled trial employs random assignment of, for example, students, teachers, classrooms, or schools to receive the project component being evaluated (the treatment group) or not to receive the project component (the control group).

(ii) A regression discontinuity design study assigns the project component being evaluated using a measured variable (e.g., assigning students reading below a cutoff score to tutoring or developmental education classes) and controls for that variable in the analysis of outcomes.

(iii) A single-case design study uses observations of a single case (e.g., a student eligible for a behavioral intervention) over time in the absence and presence of a controlled treatment manipulation to determine whether the outcome is systematically related to the treatment.

Logic model (also referred to as a theory of action) means a framework that identifies key project components of the proposed project (i.e., the active “ingredients” that are hypothesized to be critical to achieving the relevant outcomes) and describes the theoretical and operational relationships among the key project components and relevant outcomes.

Moderate evidence means that there is evidence of effectiveness of a key project component in improving a relevant outcome for a sample that overlaps with the populations or settings proposed to receive that component, based on a relevant finding from one of the following:

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(i) A practice guide prepared by the WWC using version 2.1 or 3.0 of the WWC Handbook reporting a “strong evidence base” or “moderate evidence base” for the corresponding practice guide recommendation;

(ii) An intervention report prepared by the WWC using version 2.1 or 3.0 of the WWC Handbook reporting a “positive effect” or “potentially positive effect” on a relevant outcome based on a

“medium to large” extent of evidence, with no reporting of a “negative effect” or “potentially negative effect” on a relevant outcome; or

(iii) A single experimental study or quasi-experimental design study reviewed and reported by the WWC using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by the

Department using version 2.1 or 3.0 of the WWC Handbook, as appropriate, and that--

(A) Meets WWC standards with or without reservations;

(B) Includes at least one statistically significant and positive (i.e., favorable) effect on a relevant outcome;

(C) Includes no overriding statistically significant and negative effects on relevant outcomes reported in the study or in a corresponding WWC intervention report prepared under version

2.1 or 3.0 of the WWC Handbook; and

(D) Is based on a sample from more than one site (e.g., State, county, city, school district, or postsecondary campus) and includes at least 350 students or other individuals across sites.

Multiple studies of the same project component that each meet requirements in paragraphs

(iii)(A), (B), and (C) of this definition may together satisfy this requirement.

Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project. Evidence may pertain to an individual project component or to a combination of project components (e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers).

Promising evidence means that there is evidence of the effectiveness of a key project component in improving a relevant outcome, based on a relevant finding from one of the following:

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(i) A practice guide prepared by WWC reporting a “strong evidence base” or “moderate evidence base” for the corresponding practice guide recommendation;

(ii) An intervention report prepared by the WWC reporting a “positive effect” or “potentially positive effect” on a relevant outcome with no reporting of a “negative effect” or “potentially negative effect” on a relevant outcome; or

(iii) A single study assessed by the Department, as appropriate, that--

(A) Is an experimental study, a quasi-experimental design study, or a well-designed and well-implemented correlational study with statistical controls for selection bias (e.g., a study using regression methods to account for differences between a treatment group and a comparison group); and

(B) Includes at least one statistically significant and positive (i.e., favorable) effect on a relevant outcome.

Quasi-experimental design study means a study using a design that attempts to approximate an experimental study by identifying a comparison group that is similar to the treatment group in important respects. This type of study, depending on design and implementation (e.g., establishment of baseline equivalence of the groups being compared), can meet WWC standards with reservations, but cannot meet WWC standards without reservations, as described in the WWC Handbook.

Relevant outcome means the student outcome(s) or other outcome(s) the key project component is designed to improve, consistent with the specific goals of the program.

Strong evidence means that there is evidence of the effectiveness of a key project component in improving a relevant outcome for a sample that overlaps with the populations and settings proposed to receive that component, based on a relevant finding from one of the following:

(i) A practice guide prepared by the WWC using version 2.1 or 3.0 of the WWC Handbook reporting a “strong evidence base” for the corresponding practice guide recommendation;

(ii) An intervention report prepared by the WWC using version 2.1 or 3.0 of the WWC Handbook reporting a “positive effect” on a relevant outcome based on a “medium to large” extent of

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(iii) A single experimental study reviewed and reported by the WWC using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by the Department using version 2.1 or 3.0 of the WWC Handbook, as appropriate, and that--

(A) Meets WWC standards without reservations;

(B) Includes at least one statistically significant and positive (i.e., favorable) effect on a relevant outcome;

(C) Includes no overriding statistically significant and negative effects on relevant outcomes reported in the study or in a corresponding WWC intervention report prepared under version

2.1 or 3.0 of the WWC Handbook; and

(D) Is based on a sample from more than one site (e.g., State, county, city, school district, or postsecondary campus) and includes at least 350 students or other individuals across sites.

Multiple studies of the same project component that each meet requirements in paragraphs

(iii)(A), (B), and (C) of this definition may together satisfy this requirement.

What Works Clearinghouse Handbook (WWC Handbook) means the standards and procedures set forth in the WWC Procedures and Standards Handbook, Version 2.1 or 3.0 (incorporated by reference, see 34 CFR 77.2). Study findings eligible for review under WWC standards can meet WWC standards without reservations, meet WWC standards with reservations, or not meet WWC standards. WWC practice guides and intervention reports include findings from systematic reviews of evidence as described in the Handbook documentation.

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.

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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 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.

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II. AWARD INFORMATION

Type of Award:

Cooperative agreement.

Estimated Available Funds:

$1,450,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2019 from the list of unfunded applications from this competition.

Maximum Award:

We will not make an award exceeding $1,450,000 for a single budget period of 12 months.

Estimated Number of Awards:

1.

Note: The Department is not bound by any estimates in this notice.

Project Period:

Up to 60 months.

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III. ELIGIBILITY INFORMATION

1. Eligible Applicants:

SEAs; State lead agencies under Part C of the IDEA; LEAs, including charter schools that are considered LEAs under State law; IHEs; other public agencies; private nonprofit organizations;

freely associated States and outlying areas; Indian Tribes or Tribal organizations; and for-profit organizations.

2. Cost Sharing or Matching:

This program does not require cost sharing or matching.

3. Eligible Subgrantees:

(a) Under 34 CFR 75.708(b) and (c) a grantee may award subgrants--to directly carry out project activities described in its application--to the following types of entities: IHEs and private nonprofit organizations suitable to carry out the activities proposed in the application.

(b) The grantee may award subgrants to entities it has identified in an approved application.

4. Other: General Requirements:

(a) The projects funded under this competition must make positive efforts to employ, and advance in employment, qualified individuals with disabilities (see section 606 of IDEA).

(b) The applicant and grant recipient funded under this competition must involve individuals with disabilities or parents of individuals with disabilities ages birth through 26 in planning, implementing, and evaluating the project (see section 682(a)(1)(A) of IDEA).

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IV. APPLICATION AND SUBMISSION INFORMATION

1. Application Submission Instructions:

For information on how to submit 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.

2. Intergovernmental Review:

This competition is subject to Executive Order 12372 and the regulations in 34 CFR part 79.

However, under 34 CFR 79.8(a), we waive intergovernmental review in order to make awards by the end of FY 2018.

3. Funding Restrictions:

We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.

4. Recommended Page Limit:

The…