oppED-GRANTS-082118-001-cfda84.326-cid84-326T2018-1-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)

TECHNICAL ASSISTANCE AND DISSEMINATION TO

IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH

DISABILITIES

(CFDA 84.326)

APPLICATIONS FOR NEW AWARDS;

STATE TECHNICAL ASSISTANCE PROJECTS TO IMPROVE

SERVICES AND RESULTS FOR CHILDREN WHO ARE DEAF-

BLIND AND A NATIONAL TECHNICAL ASSISTANCE AND

DISSEMINATION CENTER FOR CHILDREN WHO ARE DEAF-

BLIND

(CFDA 84.326T)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: SEPTEMBER 20, 2018

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

http://www.ed.gov/

GRANT APPLICATION PACKAGE CFDA 84.326T

CONTENTS

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

Notice of Final Requiremet and Notice Inviting Applications ............................................. B1

Federal Register Notices ................................................................................................... B11

Grants.gov Submission Procedures and Tips for Applicants ............................................. B42

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

State Technical Assistance Projects to Improve Services and Results for Children who are Deaf-Blind and a National Technical Assistance and Dissemination Center for Children who are Deaf-Blind, (CFDA 84.326T) ............................................................. C2

Selection Criteria and Format for the Applications for New Awards— State Technical

Assistance Projects to Improve Services and Results for Children who are Deaf-Blind and a National Technical Assistance and Dissemination Center for Children who are

Deaf-Blind, (CFDA 84.326T) Competition ......................................................................... C31

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 Technical Assistance and

Dissemination to Improve Services and Results for Children with Disabilities (CFDA 84.326) program—Applications for New Awards; Technical Assistance and Dissemination to Improve

Services and Results for Children with Disabilities—State Technical Assistance Projects to

Improve Services and Results for Children who are Deaf-Blind and a National Technical

Assistance and Dissemination Center for Children who are Deaf-Blind, (CFDA No. 84.326T).

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-42, which includes helpful tips about submitting electronically using the Grants.gov Apply site. Grants.gov registration involves many steps including registration on SAM (www.sam.gov) which may take approximately one week to complete, but could take as many as several weeks to complete. You may begin working on your application while completing the registration process, but you cannot submit an application until all of the Registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 hours for the information to be available in Grants.gov. You cannot submit an application through

Grants.gov until Grants.gov has received your SAM registration information. We strongly encourage you to familiarize yourself with SAM and Grants.gov and strongly recommend that you register and submit early.

Applicants are required to upload .PDF files only in a read only, flattened format.

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

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

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

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

• MAXIMUM AWARD AMOUNT.

The competitions included in this package have maximum award amounts. Please refer to the specific information for the priority/competition to which you are submitting an application (i.e., Section B of this package) for detailed budget information for the total grant period requested.

Please be advised that for the priority in this package, the maximum award amount covers all project costs including indirect costs.

• RECOMMENDED PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE.

The competitions included in this package limit the Part III Application Narrative to a recommended number of double-spaced pages. This recommended page 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/oseptad/applicant.html.

• ABSOLUTE PRIORITY.

This competition includes one absolute priority. The Department will use peer reviewers to review and score applications on the selection criteria.

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

• Prior to the peer review, Department staff will determine if an application has met the absolute priority and is eligible for peer review. An application that has not met the absolute priority will not be considered for funding and may not be reviewed.

• PROTECTION OF HUMAN SUBJECTS IN RESEARCH.

The discretionary grant Application Form SF-424 requires applicants to indicate whether they plan to conduct research involving human subjects at any time during the proposed project period. The Protection of Human Subjects in Research Attachment is an integral part of the SF-424 form. It includes information that applicants need to complete the protection of human subjects item and, as appropriate, to provide additional information to the

Department regarding human subjects research projects. Additional information on completing the protection of human subjects item is also available and can be accessed on the internet at:

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

• RESPONSE TO GPRA.

As required by the Government Performance and Results Modernization Act (GPRA) of 2010 the Office of Special Education Programs (OSEP) has developed a strategic plan for measuring GPRA performance. The program included in this announcement is authorized under Part D - National Activities to Improve Education of Children with Disabilities of the

Individuals with Disabilities Education Act. Projects funded under this competition are required to submit data on GPRA performance measures as directed by OSEP. See Performance

Measures included in the Priority Description section of this application package. Applicants are encouraged to consider this information when preparing their applications.

• COPIES OF THE APPLICATION.

Unless you qualify for an exception in accordance with the instructions found in the Notice inviting applications, you must submit your application electronically. Therefore, you do not need to submit paper copies of the application. If you are granted an exception, current

Government-wide policy requires that an original and two paper copies need to be submitted. Please note: If an application is recommended for funding and a grant award is issued, we will contact the applicant to request an electronic copy of the application in MS

Word or a PDF file. The Department is moving toward an electronic grant filing system and an electronic copy of all applications that are being funded will facilitate this effort.

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.

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

For information about other U.S. Department of Education grant and contract opportunities, we encourage you to use the Department's grant information web page which can be accessed on the internet at:

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

We appreciate your efforts to improve the provision of services for individuals with disabilities.

Sincerely, /s/

Lawrence J. Wexler, Ed.D.

Directory

Research to Practice Division

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

B-1

NOTICE OF FINAL REQUIREMENT

B-2

FEDERAL REGISTER NOTICE

4000-01-U

DEPARTMENT OF EDUCATION

34 CFR Chapter III

Docket ID ED-2018-OSERS-0024

Final Requirement--State Technical Assistance Projects to Improve Services and Results for Children Who Are Deaf-Blind and National Technical Assistance and Dissemination

Center for Children Who Are Deaf-Blind (TA&D-DB).

Catalog of Federal Domestic Assistance (CFDA) Number: 84.326T.

AGENCY: Office of Special Education and Rehabilitative Services, Department of

Education.

ACTION: Final requirement.

SUMMARY:

The Assistant Secretary for Special Education and Rehabilitative Services announces a requirement under the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities (TA&D) program. The Assistant Secretary may use this requirement for competitions in fiscal year (FY) 2018 and later years.

EFFECTIVE DATE:

This requirement is effective September 20, 2018.

For Further Information Contact:

Jo Ann McCann

U.S. Department of Education

400 Maryland Avenue, SW

Room 5162, Potomac Center Plaza

Washington, DC 20202-5076.

B-3

Telephone: (202) 245-7434.

Email: Jo.Ann.McCann@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

Purpose of Program:

The purpose of the Technical Assistance and Dissemination to Improve Services and Results for

Children with Disabilities program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research.

Program Authority: 20 U.S.C. 1461, 1463, 1481, and 1482.

We published a notice of proposed requirement (NPR) in the Federal Register on June 20, 2018

(83 FR 28566). That notice contained background information and our reasons for proposing this particular requirement. The only difference between the proposed requirement and this final requirement is that we included a footnote within the final requirement explaining that this requirement does not apply to the National Technical Assistance and Dissemination Center for

Children Who Are Deaf-Blind. This is not a substantive change because we explained in the

Background section of the NPR that it was not our intent to apply this requirement to that

Center.

Public Comment: In response to our invitation in the NPR, 10 parties submitted comments on the proposed requirement. Generally, we do not address technical and other minor changes, or suggested changes that the law does not authorize us to make under applicable statutory authority. In addition, we do not address general comments that raised concerns not directly related to the proposed priorities or definitions.

Analysis of the Comments and Changes:

An analysis of the comments follows.

Comment: The majority of commenters expressed support for limiting the indirect cost rate to

B-4

10 percent, indicating that this would allow more funding for the State Deaf-Blind Projects to provide TA to families and caregivers, professionals, and others providing services to children who are deaf-blind.

Discussion: We appreciate the commenters’ support and agree with the comments for the reasons stated.

Changes: None.

Comment: One commenter expressed support for the cap on indirect cost rates but raised a concern that some current State Deaf-Blind Projects that are university-based may not apply for future competitions because of the cap, leading to a loss of services for children who are deaf-blind within those States. The commenter suggested that the Department consider allowing universities to reach individual agreements with the Department on indirect cost rates. Another commenter opposed the proposed cap, arguing that negotiated indirect cost rates better ensure that necessary administrative costs for university-based State projects are covered and, therefore, that the proposed cap on indirect cost rates could jeopardize sound administration of

State projects.

Discussion: We appreciate the commenters’ concern regarding the potential for disruption of services for children who are deaf-blind within a State in the event an incumbent applicant does not apply for a new award under this program. We also appreciate the commenter’s concern about the proper administrative oversight of State projects and we agree that strong administrative oversight is essential. However, many State deaf-blind projects, including university-based projects, have operated effectively while applying indirect costs at or below 10 percent of their modified total direct costs. For this reason, we do not believe that the 10 percent cap established in this final rule will deprive the Deaf-Blind program of university-based applicants. We also believe that limiting the indirect cost rate, for university-based and non-university based projects, will not undermine sound administrative oversight of projects, but rather will be beneficial to the program and its intended beneficiaries and can be achieved with minimal disruption to project activities.

Finally, since this is a competitive grant competition, it would be inappropriate, as one commenter suggests, to have separate requirements for incumbent grantees unavailable to other grantees.

B-5

Changes: None.

Comment: One commenter stated that changes to the indirect cost rate for this program could cause confusion if a grantee also has other approved indirect cost rates from a Federal agency.

Discussion: We appreciate the commenter’s concern about potential confusion if a grantee has another negotiated indirect cost rate granted by either the Department of Education or another Federal agency. We believe that grantees with sufficient administrative capacity to participate in this program will not find it difficult to apply different indirect cost rates to grants from different agencies. However, to minimize the risk of confusion cited by the commenter, the

Department is prepared to provide all necessary technical assistance to grantees under this program to ensure that they understand the new requirement and charge the appropriate indirect cost rate to the grant.

Changes: None.

Final Requirement:

The Assistant Secretary establishes the following requirement for this program. We may apply this requirement in any fiscal year in which this program is in effect.

Final Requirement:

Allowable indirect costs.

A grantee may recover the lesser of (a) its actual indirect costs as determined by the grantee’s negotiated indirect cost rate agreement and (b) 10 percent of its modified total direct costs. If a grantee’s allocable indirect costs exceed 10 percent of its modified total direct costs, the grantee may not recoup the excess by shifting the cost to other grants or contracts with the U.S.

Government, unless specifically authorized by legislation. The grantee must use non-Federal revenue sources to pay for such unrecovered costs.1

This notice does not preclude the Department from proposing additional priorities, requirements, definitions, or selection criteria, subject to meeting applicable rulemaking requirements.

The National Technical Assistance and Dissemination Center for Children Who Are Deaf-Blind (CFDA number 84.326T) (National Center) is not subject to this limitation on recovery of indirect costs.

B-6

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

Executive Orders: 12866, 13563, and 13771

Regulatory Impact Analysis:

Under Executive Order 12866, the Secretary must determine whether this regulatory action is

“significant” and, therefore, subject to the requirements of the Executive order and subject to review by the Office of Management and Budget (OMB). Section 3(f) of Executive Order 12866 defines a “significant regulatory action” as an action likely to result in a rule that may--

(1) Have an annual effect on the economy of $100 million or more, or adversely affect a sector of the economy, productivity, competition, jobs, the environment, public health or safety, or

State, local or Tribal governments or communities in a material way (also referred to as an

“economically significant” rule);

(2) Create serious inconsistency or otherwise interfere with an action taken or planned by another agency;

(3) Materially alter the budgetary impacts of entitlement grants, user fees, or loan programs or the rights and obligations of recipients thereof; or

(4) Raise novel legal or policy issues arising out of legal mandates, the President's priorities, or the principles stated in the Executive order.

This final regulatory action is not a significant regulatory action subject to review by OMB under section 3(f) of Executive Order 12866.

Under Executive Order 13771, for each new regulation that the Department proposes for notice and comment or otherwise promulgates that is a significant regulatory action under Executive

Order 12866 and that imposes total costs greater than zero, it must identify two deregulatory actions. For FY 2018, any new incremental costs associated with a new regulation must be fully offset by the elimination of existing costs through deregulatory actions, unless required by law or approved in writing by the Director of OMB. However, Executive Order 13771 does not apply to

“transfer rules” that cause only income transfers between taxpayers and program beneficiaries, such as those regarding discretionary grant programs. Because this final requirement would be

B-7 utilized in connection with a discretionary grant program, the requirement to offset new regulations in Executive Order 13771 does not apply.

We have also reviewed this final regulatory action under Executive Order 13563, which supplements and explicitly reaffirms the principles, structures, and definitions governing regulatory review established in Executive Order 12866. To the extent permitted by law, Executive Order 13563 requires that an agency--

(1) Propose or adopt regulations only upon a reasoned determination that their benefits justify their costs (recognizing that some benefits and costs are difficult to quantify);

(2) Tailor its regulations to impose the least burden on society, consistent with obtaining regulatory objectives and taking into account--among other things and to the extent practicable--the costs of cumulative regulations;

(3) In choosing among alternative regulatory approaches, select those approaches that maximize net benefits (including potential economic, environmental, public health and safety, and other advantages; distributive impacts; and equity);

(4) To the extent feasible, specify performance objectives, rather than the behavior or manner of compliance a regulated entity must adopt; and

(5) Identify and assess available alternatives to direct regulation, including economic incentives--such as user fees or marketable permits--to encourage the desired behavior, or provide information that enables the public to make choices.

Executive Order 13563 also requires an agency “to use the best available techniques to quantify anticipated present and future benefits and costs as accurately as possible.” The Office of

Information and Regulatory Affairs of OMB has emphasized that these techniques may include

“identifying changing future compliance costs that might result from technological innovation or anticipated behavioral changes.”

We are issuing this final requirement based on a reasoned determination that the benefits would justify the costs. In choosing among alternative regulatory approaches, we selected this approach to maximize net benefits. Based on the analysis that follows, the Department believes that this regulatory action is consistent with the principles in Executive Order 13563.

B-8

We also have determined that this regulatory action would not unduly interfere with State, local, and Tribal governments in the exercise of their governmental functions.

In accordance with both Executive orders, the Department has assessed the potential costs and benefits, both quantitative and qualitative, of this regulatory action. This regulatory action may result in a subset of grantees under this program recovering less funds for indirect costs than they would otherwise have recovered prior to this final new maximum indirect cost rate, which could impact their operations. Further, it could result in particular entities not seeking funding under this program because of an inability to operate under this final new maximum indirect cost rate. However, we believe that the benefits to program beneficiaries of utilizing a higher percentage of program funds for direct services outweigh these costs.

Paperwork Reduction Act of 1995:

This document does not contain Paperwork Reduction Act requirements. The Technical

Assistance and Dissemination to Improve Services and Results for Children with Disabilities program has been approved by OMB to collect data under OMB 1820-0028. The final requirement would not impact the approved and active data collection.

Intergovernmental Review:

This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. One of the objectives of the Executive order is to foster an intergovernmental partnership and a strengthened federalism. The Executive order relies on processes developed by State and local governments for coordination and review of final Federal financial assistance.

This document provides early notification of our specific plans and actions for this program.

Accessible Format:

Individuals with disabilities can obtain this document in an accessible format (e.g., braille, large print, audiotape, or compact disc) on request to the program contact persons listed under FOR

FURTHER INFORMATION CONTACT.

B-9

Electronic Access to This Document:

The official version of this document is the document published in the Federal Register. You may access the official edition of the Federal Register and the Code of Federal Regulations via the Federal Digital System at: www.gpo.gov/fdsys. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or

Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Dated:

/s/

Johnny W. Collett, Assistant Secretary for Special

Education and Rehabilitative Services.

B-10

NOTICE INVITING APPLICATIONS

B-11

FEDERAL REGISTER NOTICE

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Technical Assistance and Dissemination to Improve

Services and Results for Children with Disabilities Program—State Technical Assistance

Projects to Improve Services and Results for Children who are Deaf-Blind and a National

Technical Assistance and Dissemination Center for Children who are Deaf-Blind

AGENCY: Office of Special Education and Rehabilitative Services, Department of

Education.

ACTION: Notice.

Overview Information:

Technical Assistance and Dissemination to Improve Services and Results for Children with

Disabilities Program—State Technical Assistance Projects to Improve Services and Results for

Children who are Deaf-Blind and a National Technical Assistance and Dissemination Center for

Children who are Deaf-Blind.

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

Catalog of Federal Domestic Assistance (CFDA) Number: 84.326T.

Dates:

Applications Available: August 21, 2018.

Deadline for Transmittal of Applications: September 20, 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

B-12

For Further Information Contact:

Jo Ann McCann

U.S. Department of Education

400 Maryland Avenue, SW

Room 5162, Potomac Center Plaza

Washington, DC 20202-5076.

Telephone: (202) 245-7434.

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:

Two Department of Education (Department) programs fund this competition: the Technical

Assistance and Dissemination to Improve Services and Results for Children with Disabilities

(TA&D) program and the Personnel Development to Improve Services and Results for Children with Disabilities (PD) program.The purpose of the TA&D program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research.

The purposes of the PD program are to: (1) help address State-identified needs for personnel--in special education, related services, early intervention, and regular education--to work with children with disabilities; and (2) ensure that those personnel have the skills and knowledge--derived from practices that have been determined through research and experience to be successful--that are needed to serve those children..

Priority:

In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute (see sections 662(c)(2), 663(c)(8)(A) and (C), and 681(d) of the Individuals with

Disabilities Education Act (IDEA) (20 U.S.C. 1462, 1463, and 1481)).

B-13

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:

State Technical Assistance Projects to Improve Services and Results for Children who are Deaf-Blind and a National Technical Assistance and Dissemination Center for

Children who are Deaf-Blind.

Background:

The purpose of this priority is to establish and operate State Technical Assistance Projects to

Improve Services and Results for Children Who Are Deaf-Blind and a National Technical

Assistance and Dissemination Center for Children Who Are Deaf-Blind that will provide TA and support to the State projects.

The State Technical Assistance Projects to Improve Services and Results for Children who are

Deaf-Blind (State Deaf-Blind Projects) will help State educational agencies (SEAs), Part C lead agencies (LAs), local educational agencies (LEAs)--including charter school LEAs, early intervention services (EIS) providers, teachers, service providers, and families to address the educational, related services, transitional, and early intervention needs of children who are deaf-blind.2 The State Deaf-Blind Projects are designed to increase access to, and progress in, the general education curriculum and grade-level academic content standards for children who are deaf-blind and improve their communication skills with a goal of supporting lifelong learning, including postsecondary education and employment readiness.

The National Technical Assistance and Dissemination Center for Children who are Deaf-Blind

(National Center) will provide TA and support to the State Deaf-Blind Projects in addressing these needs. This support includes providing specialized TA, training, dissemination, and informational services to agencies and organizations, professionals, families, and others involved in providing services to children who are deaf-blind.

2 For purposes of this notice, the term “children who are deaf-blind” refers to infants, toddlers, children, youth, and young adults (ages birth through 21) who are deaf-blind.

B-14

Children who are deaf-blind have complex needs and are among the most diverse groups of learners served under the IDEA. Approximately 90 percent of children who are deaf-blind also have additional physical, learning, or cognitive disabilities. As a result, children who are deaf-blind face a unique set of challenges not commonly faced by their peers with, and without, disabilities. Therefore, SEAs, LAs, LEAs, EIS providers, teachers, service providers, State TA providers, and families need significant support to address the intense educational, related services, transitional, and early intervention needs of children who are deaf-blind to ensure that these children are prepared for lifelong learning and successfully transition to postsecondary education or employment.

State Technical Assistance Projects to Improve Services and Results for Children Who are

Deaf-Blind

This priority will fund discretionary grants to establish and operate State Technical Assistance

Projects to Improve Services and Results for Children Who are Deaf-Blind. For more than 20 years, the Office of Special Education Programs (OSEP) has supported State Deaf-Blind

Projects to improve support to local schools and agencies within the States that are serving children who are deaf-blind and their families. The State Deaf-Blind Projects will work closely with SEAs, LAs, LEAs, EIS providers, teachers, service providers, and families to address the intense educational, related services, transitional, and early intervention needs of children who are deaf-blind to ensure that these children are prepared for lifelong learning and successfully transition to postsecondary education or employment. In partnership with the National Center, the targeted and intensive TA provided by State Deaf-Blind Projects will ensure that family members and caregivers, EIS providers, special and regular education teachers, and related services personnel have access to the specialized training and tools needed to support the educational and social success of children who are deaf-blind. In order to support the training and certification of trained paraprofessionals who are specifically trained to work with children who are deaf-blind, State Deaf-Blind Projects also will be encouraged to work with the National

Center to utilize existing training modules (e.g., Open Hands Open Access) and paraprofessional evaluation systems.

National Technical Assistance and Dissemination Center for Children Who are Deaf-Blind

This priority will also fund a cooperative agreement to establish and operate a National

Technical Assistance and Dissemination Center for Children Who are Deaf-Blind. The National

Center will work with the State Deaf-Blind Projects to ensure that family members and

B-15 caregivers, EIS providers, special and regular education teachers, and related services personnel have access to the specialized training and tools needed to support the educational and social success of children who are deaf-blind.

The goals of this priority are to (1) expand upon a national TA network to improve outcomes for children who are deaf-blind; (2) expand the use of training modules to support personnel development of teachers and qualified personnel; (3) expand the body of knowledge and use of high-quality practices to facilitate emerging and developing literacy and numeracy for children who are deaf-blind; (4) facilitate increased parental involvement in the education and transition opportunities for children who are deaf-blind through providing networking opportunities for families, dissemination of knowledge, and engagement with deaf-blind family organizations; and

(5) collaborate with the State Deaf-Blind Projects in collecting information to provide a State-by-

State needs assessment, including disability and demographic information and trends, in order to ensure that children who are deaf-blind are identified early and receive appropriate services and supports. In addition, State Deaf-Blind Projects in States that utilize or plan to utilize certified paraprofessionals will collaborate with the National Center to (1) increase the number of certified paraprofessionals and qualified teachers within the State who have demonstrated skills to improve the classroom experience of children who are deaf-blind; and (2) increase the use of paraprofessional evaluation systems leading to increased availability of qualified paraprofessionals to support children who are deaf-blind.

This priority is consistent with the Secretary’s Final Supplemental Priorities and Definitions for

Discretionary Grant Programs, published in the Federal Register on March 2, 2018 (83 FR

9096) (Supplemental Priorities): Supplemental Priority 5--Meeting the Unique Needs of

Students and Children With Disabilities and/or Those With Unique Gifts and Talents.

Priority:

For the purpose of this competition, we have separated the absolute priority into two focus areas: State Deaf-Blind Projects (Focus Area A) and a National Center (Focus Area B).

Applicants must identify whether they are applying under Focus Area A, Focus Area B, or both.

Note: Each focus area will be reviewed and scored separately if an applicant is applying under both focus areas. As the program and application requirements for the two focus areas are different, applicants must ensure that they have met all applicable requirements.

B-16

Focus Area A: State Technical Assistance Projects to Improve Services and Results for

Children Who Are Deaf-Blind.

Under Focus Area A, the Department will fund discretionary grants to establish and operate

State Deaf-Blind Technical Assistance Projects (State Deaf-Blind Projects) to improve services and results for children who are deaf-blind. Grants under Focus Area A are available to support projects in all States, including the District of Columbia, Puerto Rico, the outlying areas and the freely associated States. A grant may be awarded to an entity to serve a single State or a multi-

State consortium. Funds awarded under this priority may not be used to provide direct early intervention services under Part C of IDEA or direct special education and related services under Part B of IDEA.

State Deaf-Blind Projects funded under this priority must achieve, at a minimum, the following expected outcomes:

(a) Provide TA and training on improving outcomes to personnel who serve children who are deaf-blind;

(b) Increase early identification and referral of children who are deaf-blind for appropriate services and supports;

(c) Facilitate emerging and developing literacy and numeracy for children who are deaf-blind by promoting access to the general education curriculum and grade-level academic content standards through the use of high-quality practices;

(d) Continue and expand support to children who are deaf-blind and their families during the transition to postsecondary education or employment;

(e) Increase support to families to facilitate their involvement in the education and transition opportunities for children who are deaf-blind; and

(f) In collaboration with the National Center, collect information to provide a State-by-State needs assessment.

Also, State Deaf-Blind Projects in States that use, or plan to use, certified paraprofessionals will collaborate with the National Center to--

B-17

(a) Increase the number of certified paraprofessionals and qualified teachers within the State who have demonstrated skills to improve the educational, social, and communication outcomes and the classroom experience of children who are deaf-blind; and

(b) Increase the use of paraprofessional evaluation systems leading to increased availability of qualified paraprofessionals for children who are deaf-blind.

In addition to these programmatic requirements, to be considered for funding under Focus Area

A of 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 of the Project,” how the proposed project will--

(1) Provide EIS providers, special education teachers, regular education teachers, related services personnel, and SEA, LEA, LA, and EIS provider administrators with the training and information needed to develop and implement individualized supports to ensure that children who are deaf-blind have access to and progress in the general education curriculum and grade-level academic content standards, and have access to high-quality educational opportunities that lead to successful transitions to postsecondary education or employment;

and

(2) In conjunction with State Parent Training and Information Centers (PTIs), ensure that family members and caregivers of children who are deaf-blind have the training and information needed to maintain and improve productive partnerships with service providers.

To address the requirements of paragraphs (1) and (2) of this section, the applicant must--

(i) Present applicable State, regional, or local data (and, in the case of an application for a consortium, data for each State that the consortium will serve) demonstrating training and information needs of EIS providers, special and regular education teachers, related services personnel, and family members and caregivers identified in paragraphs (1) and (2) of this section, taking into account the critical needs of the diverse deaf-blind population and the geographical distribution of children who are deaf-blind; and

B-18

(ii) Demonstrate knowledge of current educational issues and policy initiatives in educating children who are deaf-blind, including any State-specific policy initiatives and how the applicant will support their implementation; and

(3) Improve educational, social, and communication outcomes for children who are deaf-blind, and indicate the likely magnitude or importance of the outcomes.

(b) Demonstrate, in the narrative section of the application under “Quality of the 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 TA and information;

(ii) Ensure that services meet the needs of the intended recipients of the grant and that any products are first approved by the OSEP project officer and then developed in coordination with the National Center;

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

(3) Be based on current research and make use of high-quality practices. To meet this requirement, the applicant must describe--

(i) The current research and high-quality practices on ensuring access to the general education curriculum, grade-level academic content standards, and high-quality educational opportunities that lead to successful transitions to postsecondary education or employment;

(ii) How the project will provide high-quality training and TA to the family members and caregivers of children who are deaf-blind and TA and professional development to practitioners identified in paragraph (a) of the application and administrative requirements in this section; and

(iii) The process the proposed project will use to incorporate current research and high-quality practices in the development and delivery of its products and services;

B-19

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

(i) Its proposed approach to universal, general TA,3 including the intended recipients of products and services;

(ii) Its proposed approach to targeted, specialized TA,4 including the intended recipients of products and services; and

(iii) Its proposed approach to intensive, sustained TA,5 including the intended recipients of products and services. To address this requirement, the applicant must describe--

(A) Its proposed approach to collaborate with SEAs, LEAs, LAs, EIS providers, PTIs, or other relevant entities, as appropriate, to support project initiatives and to leverage their available resources, ability to build supports for families, and ability to provide TA and training to teachers, EIS providers, and other service providers;

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

Within the context of State or a multi-State consortium of Deaf-Blind Projects, “targeted, specialized TA” means TA service based on needs common to multiple recipients and not extensively individualized. A relationship is established between the TA recipient and one or more project staff. This category of TA includes one-time, labor-intensive events, such as facilitating strategic planning or hosting regional or national conferences. It can also include episodic, less labor-intensive events that extend over a period of time, such as facilitating a series of conference calls on single or multiple topics that are designed around the needs of the recipients. Facilitating communities of practice can also be considered targeted, specialized TA.

Within the context of State or a multi-State consortium of Deaf-Blind Projects, “intensive, sustained TA” means TA services often provided on-site and requiring a stable, ongoing relationship between the project staff and the TA recipient. “TA services” are defined as a negotiated series of activities designed to reach a valued outcome. This category of TA should result in changes to policy, program, practice, or operations that support increased recipient capacity and improved outcomes at one or more systems levels.

B-20

(B) Its proposed plan for assisting LEAs and EIS providers to address the needs of children who are deaf-blind based on best practices and current research on effective training and professional development; and

(C) Its proposed plan for working with individuals and entities at each level of the education system (e.g., SEAs, LEAs, LAs, EIS providers, schools, and families) to ensure communication among the different groups and that there are systems in place to support the use of high-quality practices for educating children who are deaf-blind.

(6) Implement services in collaboration with the National Center to meet the TA objectives within the State(s) served. 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;

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

(iv) How the applicant will facilitate States’ ability to use and benefit from the National Center’s initiatives, products, and TA, including those initiatives that cross State boundaries.

(c) Demonstrate, in the narrative section of the application under “Quality of the Evaluation

Plan,” how--

(1) The proposed project will collect and analyze data on specific and measurable goals, objectives, and outcomes of the project. To address this requirement, the applicant must describe--

(i) The proposed evaluation methodologies, including instruments, data collection methods, and possible analyses;

(ii) The proposed standards or targets for determining effectiveness; and

(iii) The proposed methods for collecting data on implementation supports and fidelity of implementation.

B-21

(2) The proposed project will use the evaluation results to examine the project’s implementation strategies and the progress toward achieving intended outcomes; and

(3) The methods of evaluation will produce quantitative and qualitative data that demonstrate whether the project achieved the intended outcomes.

(d) Demonstrate, in the narrative section of the…