oppED-GRANTS-071318-002-cfda84.325-cid84-325N2018-1-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;

ASSOCIATE DEGREE PRESERVICE PROGRAM

IMPROVEMENT GRANTS TO SUPPORT

PERSONNEL WORKING WITH YOUNG CHILDREN

WITH DISABILITIES

(CFDA 84.325N)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: AUGUST 13, 2018

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

http://www.ed.gov/

GRANT APPLICATION PACKAGE CFDA 84.325N

CONTENTS

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

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

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

Grants.gov Submission Procedures and Tips for Applicants ............................................ B30

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

Associate Degree Preservice Program Improvement Grants to Support Personnel

Working with Young Children with Disabilities (CFDA 84.325N).......................................... C2

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

Degree Preservice Program Improvement Grants to Support Personnel Working with

Young Children with Disabilities(CFDA 84.325N) Competition .......................................... C20

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 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—Associate Degree Preservice Program Improvement Grants to

Support Personnel Working with Young Children with Disabilities(CFDA No. 84.325N).

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-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 E-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 competition included in this package has a maximum award amount. 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/osepprep/applicant.html.

• ABSOLUTE PRIORITY AND COMPETITIVE PREFERENCE PRIORITY.

This competition includes one absolute priority and one competitive preference 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. Department staff will assign competitive preference priority points to applications meeting the competitive preference priority, up to a total of five points.

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

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/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 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— Associate Degree Preservice Program

Improvement Grants to Support Personnel Working with Young Children with Disabilities

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— Associate Degree Preservice Program Improvement Grants to Support Personnel

Working with Young Children with Disabilities

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

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

Dates:

Applications Available: July 13, 2018.

Deadline for Transmittal of Applications: August 13, 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:

Julia Martin Eile

U.S. Department of Education

400 Maryland Avenue, SW

Room 5175, Potomac Center Plaza

Washington, DC 20202-5076.

Telephone: (202) 245-7431.

Email: Julia.Martin.Eile@ed.gov.

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.

Priorities:

In accordance with 34 CFR 75.105(b)(2)(v), the absolute and competitive preference priorities are 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, these priorities are absolute priorities. Under 34 CFR

75.105(c)(3), we consider only applications that meet these priorities.

This priority is:

Associate Degree Preservice Program Improvement Grants to Support Personnel

Working with 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.

The purpose of this priority is to fund eight Associate Degree Preservice Improvement Grants and improve the quality of existing associate degree programs so that associate degree-level personnel are well prepared to work with infants, toddlers, preschool, and early elementary school children ages birth through 8 (young children) with disabilities and their families in inclusive early childhood programs and elementary schools. Associate degree-level personnel play critical roles in the development and learning of all young children, including young children with disabilities, as child care providers, preschool teachers, assistant teachers, and paraprofessionals. In these roles, associate degree-level personnel can use evidence-based

(as defined in this notice) practices (EBPs) to meaningfully include young children with disabilities in early childhood programs and classrooms, individualize interventions and accommodations, collect data to monitor progress, and collaborate with other professionals. In elementary schools, paraprofessionals are often responsible for providing direct services to children, such as small group instruction, one-on-one tutoring, and assisting with classroom management. Studies have shown, however, that associate degree programs do not adequately prepare personnel to work with young children with disabilities (Chang, Early, &

Winton, 2005; Giangreco, 2010; Maxwell, Lim, & Early, 2006). This priority is consistent with two of the 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

B-5 and/or Those with Unique Gifts and Talents; and Priority 8--Promoting Effective Instruction in

Classrooms and Schools.

The Office of Special Education Programs (OSEP) began to address the need for more qualified associate degree-level personnel in FYs 2010 and 2011 by funding projects to enhance and redesign community college programs. A number of those grantees were four-year institutions that partnered with community colleges and successfully redesigned their associate degree programs. They did this by incorporating content on serving children with disabilities and their families into courses and practicum experiences to increase the competencies of associate degree-level personnel to work with children with disabilities and their families (Catlett, Maude, & Nollsch, 2014; Catlett, Maude, & Skinner, 2016).

OSEP will build on this work by funding four-year institutions of higher education (IHEs) to partner with a minimum of three community colleges to enhance and redesign their associate degree programs to better prepare associate degree students to meet the needs of young children with disabilities and their families.

Priority:

The purpose of this priority is to fund eight Associate Degree Preservice Program Improvement

Grants to Support Personnel Working with Young Children with Disabilities to achieve, at a minimum, the following expected outcomes:

(a) Redesigned curricula and increased faculty knowledge and capacity to deliver new content in the curricula that better prepares associate degree students to work with young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools;

(b) Increased competencies of associate degree students to work with young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools;

(c) Increased numbers of associate degree-level personnel who have the competencies to work with young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools; and

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(d) Refinement and verification of a model to effectively enhance and redesign associate degree programs to prepare associate degree-level personnel to work with young children with disabilities and their families through partnerships with four-year IHEs.

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

(1) Address the need in the field for associate degree-level personnel with the competencies to serve young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools. To meet this requirement, the applicant must--

(i) Present applicable national and State data demonstrating the need to improve the competencies of associate degree-level personnel to serve young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools;

(ii) Demonstrate knowledge of the competencies that associate degree-level personnel need to effectively serve young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools; and

(iii) Demonstrate knowledge of current educational issues and policy initiatives relating to the preparation of a competent early childhood workforce, especially associate degree-level personnel;

(2) Address the need for faculty to have the competencies to deliver content that will prepare associate degree students to serve young children with disabilities and their families and support their meaningful participation, development, and learning in early childhood programs and elementary schools. To meet this requirement, the applicant must--

(i) Present applicable national or State data demonstrating the need to improve preservice preparation at the associate degree-level to prepare students to serve young children with disabilities and their families; and

(ii) Present information about the current capacity of faculty preparing associate degree students to align the curriculum to State and national professional organization personnel

B-7 standards, integrate content on serving young children with disabilities and their families, and design the curriculum utilizing adult learning principles.

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

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

(2) 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;

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 adult learning principles that will inform the proposed project; and

(ii) How the proposed project will incorporate current research and EBPs in the development and delivery of curriculum enhancement and redesign;

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(5) Develop or refine a process to effectively enhance and redesign associate degree programs to achieve the intended outcomes of the proposed project. To address this requirement, the applicant must describe--

(i) How it proposes to develop partnerships with a minimum of three community colleges in the

State to enhance and revise the associate degree curricula within these community colleges to prepare early intervention, early childhood special education, and early childhood education personnel to serve children ages birth through age 8 with disabilities. (In States where the age range for certification of early childhood personnel is other than birth through age 8 (e.g., birth through age 3, birth through age 5, ages 3 through 5), we defer to the age range in such State’s certification); and

(ii) Its proposed approach to partner with community colleges to enhance or redesign the associate degree programs’ curricula by incorporating EBPs into courses and by providing at least one practicum experience in a setting that serves young children with disabilities and their families. The applicant must describe how the improved associate degree program will be--

(A) Aligned to State standards for associate degree-level personnel, or in States that do not have State standards, meet appropriate national professional organization standards for associate degree-level professions; and

(B) Designed to ensure that associate degree students receive training and develop competencies in the following areas:

(1) Collaborating and working effectively with other practitioners;

(2) Implementing instructional and intervention practices, such as the Division for Early

Childhood Recommended Practices, the Council for Exceptional Children High-Leverage

Practices in Special Education, or similar best practice recommendations;

(3) Supporting young children with disabilities’ literacy and science, technology, engineering and mathematics (STEM) development by implementing EBPs and supporting families to understand their young children’s literacy and STEM development;

(4) Supporting young children with disabilities’ social, emotional, and behavioral development and implementing positive behavioral interventions and supports;

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(5) Using technology to enhance children’s development and access to natural learning opportunities or participation in early childhood programs;

(6) Observing and collecting data for progress monitoring;

(7) Engaging and communicating effectively with families;

(8) Assisting in the implementation of transition plans and services across settings from early intervention to preschool and preschool to elementary school; and

(9) Working with children and families from diverse cultural and linguistic backgrounds, including dual language learners with disabilities;

(iii) Its proposed approach to ensure that faculty in the community colleges have the necessary support, knowledge, skills, and competences to enhance or redesign their associate degree program and implement the new content to prepare associate degree students to work with young children with disabilities and their families; and

(iv) Its proposed approach to using resources developed by other projects funded by the

Department of Education and the Department of Health and Human Services when partnering with community colleges to redesign or enhance their associate degree programs.

(c) Demonstrate, in the narrative section of the application under “Quality of the 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 measureable goals, objectives, and outcomes of the project. To address this requirement, the applicant must describe--

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

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(ii) How data on faculty competencies will be collected and analyzed; and

(iii) How data on the quality of the process used to enhance and redesign the associate degree program will be collected and analyzed;

(3) The methods of evaluation will produce quantitative and qualitative data for objective performance measurement 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 associate degree-level personnel to provide evidence-based services to young children with disabilities and their families;

(ii) Results of the evaluation will be used to refine the process for enhancing and redesigning associate degree programs; and

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

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

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

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

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

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

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

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

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

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

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

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

(4) The proposed project will benefit from a diversity of perspectives, including those of families, educators, faculty, doctoral-level students, technical assistance and professional development providers, researchers, and policy makers, among others, in its development and operation.

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

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

(2) If the project maintains a website, include relevant information about the revised program and documents in a form that meets government or industry recognized standards of accessibility;

(3) Include, in the budget, attendance at a two and one-half day project directors’ conference in

Washington, DC, during each year of the project period; and

(4) Provide an assurance that the project will submit the revised curriculum and syllabi for courses that are included in the improved associate degree programs to the OSEP project

B-12 officer with the submission of the annual performance report during each year of the grant and make any necessary revisions required by OSEP.

Competitive Preference Priority:

Within this absolute priority, we give competitive preference to applications that meet the following priority. Under 34 CFR 75.105(c)(2)(i) we award up to an additional five points to an application that meets this priority.

This priority is:

Applicants that partner with one or multiple local or State entities, such as schools (including early childhood programs), local educational agencies (LEAs) or State educational agencies

(SEAs), State lead agencies, businesses, or not-for-profit organizations, to help meet the goals of the project.

Note: The Department is particularly interested in partnerships that are designed to identify and address local needs for personnel in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and partnerships designed to guarantee post-graduation employment opportunities for personnel who successfully complete a relevant training program with an associate degree from any partner community college.

References:

Catlett, C., Maude, S. P., & Nollsch, M. (2014). Young Exceptional Children Monography, No.

16.

Catlett, C., Maude, S. P., & Skinner, M. (2016, October). The blueprint process for enhancing early childhood preservice programs and courses. Unpublished manuscript.

Chang, F., Early, D., & Winton, P. (2005). Early childhood teacher preparation in special education at 2- and 4-year institutions of higher education. Journal of Early Intervention, 27, 110-124.

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Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48(1), 1-13.

Maxwell, K. L., Lim, C-I., & Early, D. M. (2006). Early childhood teacher preparation programs in the United States: National report. Chapel Hill: University of North Carolina, FPG

Child Development Institute.

Definitions:

The following definitions are from 34 CFR 77.1:

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.

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(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:

(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 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.

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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:

(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.

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

(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 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 3.0 or Version 2.1

(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

B-17 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. 1462 and 1481.

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.

(d) The regulations for this program in 34 CFR part 304.

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:

Discretionary grants.

Estimated Available Funds:

$1,200,000.

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.

Estimated Range of Awards:

$145,000 to $150,000 per year

Estimated Average Size of Award:

$150,000 per year

Maximum Award:

We will not make an award exceeding $150,000 for a single budget period of 12 months.

Estimated Number of Awards:

8.

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:

IHEs, nonprofit and for-profit organizations engaged in the preparation of early childhood personnel.

2. Cost Sharing or Matching:

This competition 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: SEAs;

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 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 application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you

(1) limit the application narrative to no more than 70 pages and (2) use the following standards:

A “page” is 8.5" x 11", on one side only, with 1" margins at the top, bottom, and both sides.

Double space (no more than three lines per vertical inch) all text in the application narrative section, including titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, screen shots, and logic models.

Use a font that is 12 point or larger.

Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial.

The recommended page limit and double-spacing do not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the abstract (follow the guidance provided in the application package for completing the abstract), the table of contents, the list of priority requirements, the resumes, the reference list, the letters of support, or the appendices. However, the recommended page limit http://www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf

B-21 and double-spacing do apply to all of Part III, the application narrative, including all text in titles, headings, footnotes, quotations, reference citations, and captions, as well as charts, tables, figures, graphs, screen shots, and logic models.

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V. APPLICATION REVIEW INFORMATION

1. Selection Criteria:

The selection criteria for this program are from 34 CFR 75.210 and are as follows:

(a) Significance (10 points)

(1) The Secretary considers the significance of the proposed project.

(2) In determining the significance of the proposed project, the Secretary considers the following factors:

(i) The extent to which specific gaps or weaknesses in services, infrastructure, or opporutnities have been identified and will be addressed by the proposed project, including the nature and magnitude of those gaps or weaknesses; and

(ii) The importance or magnitude of the results or outcomes likely to be attained by the proposed project, especially improvements in teaching and student achievement.

(b) Quality of project services (35 points)

(1) The Secretary considers the quality of the services to be provided by the proposed project.

(2) In determining the quality of the services to be provided by the proposed project, the

Secretary considers the quality and sufficiency of strategies for ensuring 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.

(3) In addition, the Secretary considers the following factors:

(i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable;

(ii) The extent to which the services to be provided by the proposed project reflect up-to-date knowledge from research and effective practice;

(iii) The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients of those services;

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(iv) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services;

and

(v) The extent to which the proposed activities constitute a…