PKG00233020-instructions-Revised02.02.22CBJ (002)_SA-84.326B.pdf

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2022

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;

TECHNICAL ASSISTANCE CENTER ON POSITIVE

SOCIAL, EMOTIONAL, AND BEHAVIORAL

OUTCOMES FOR YOUNG CHILDREN WITH, AND

AT RISK FOR, DEVELOPMENTAL DELAYS OR

DISABILITIES

(CFDA 84.326B)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: March 28, 2022

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

CONTENTS

Applicant Letter

Notice Inviting Applications Federal Register Notice Grants.gov Submission Procedures and Tips for Applicants

Priority Description and Selection Criteria Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children with, and at Risk for, Developmental Delays or Disabilities

Selection Criteria and Format for the Applications for New Awards— Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children with, and at Risk for, Developmental Delays or Disabilities (CFDA 84.326B) Competition

General Information on Completing an Application

Application Transmittal Instructions and Requirements for Intergovernmental Review

Appendix Intergovernmental Review of Federal Programs State Single Points of Contact (SPOCs)

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

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 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 4106 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—Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children with, and at Risk for, Developmental Delays or Disabilities (CFDA No. 84.326B).

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 can 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-43, 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 their attachments in PDF format only. 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 should follow the Application Procedures as described in the Federal Register notice announcing this grant competition. Information (including dates and times) about how to submit your application electronically can also be found in section D-1 of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review. Additional instructions for sending applications electronically are provided on page E-4, Application Forms and Instructions for Grants.gov Applications.

http://www.sam.gov/

• MAXIMUM AWARD AMOUNT.

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

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

• RECOMMENDED PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE.

The competitions included in this package limit the Part III Application Narrative to a recommended number of double-spaced pages. This page limitation and double-line spacing recommendation applies to all material presented in the application narrative.

This double-line spacing recommendation applies to all titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, screen shots, and logic models included in the application narrative. (Please refer to the specific recommendations on page limits for the priority/competition to which you are submitting an application, Section B of this package).

• FORMAT FOR OTHER SECTIONS OF THE APPLICATION.

Additional information regarding formatting applications has been included on Pages C-3 and C-4 of the “General Information on Completing an Application” section of this package.

Appendix A: Reviewers will be instructed to review the content of Appendix A as they do the application narrative. Reviewers will not be required to review any other appendices.

Charts, tables, figures, graphs, screen shots and logic models that provide information directly relating to the application requirements for the narrative should be the only items included in Appendix A. Appendix A should not be used for supplementary information. Please note that charts, tables, figures, graphs, screen shots, and logic models can be single-spaced when placed in an Appendix A.

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

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

If you submit your application by mail, 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 information on developing performance measures and logic models at https://www.osepideasthatwork.org/logicModel to assist you in preparing a quality application.

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

http://www.ed.gov/about/offices/list/ocfo/grants/grants.html We appreciate your efforts to improve the provision of services for individuals with disabilities.

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

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NOTICE INVITING APPLICATIONS

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GRANT APPLICATION PACKAGE CFDA 84.326B

4000-01-U

FEDERAL REGISTER NOTICE

DEPARTMENT OF EDUCATION

Applications for New Awards; Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities Program—Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children with, and at Risk for, Developmental Delays or Disabilities

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

ACTION: Notice.

SUMMARY:

The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2022 for Technical Assistance and Dissemination to Improve Services and Results for

Children with Disabilities--Technical Assistance Center on Positive Social, Emotional, and

Behavioral Outcomes for Young Children with, and at Risk for, Developmental Delays or

Disabilities

Catalog of Federal Domestic Assistance (CFDA) number: 84.326B.

Dates:

Applications Available: January 20, 2022.

Deadline for Transmittal of Applications: March 21, 2022.

Deadline for Intergovernmental Review: May 20, 2022.

FOR FURTHER INFORMATION CONTACT:

Sunyoung Ahn, U.S. Department of Education, 400 Maryland Avenue SW, Room 5012A, Potomac Center Plaza, Washington, DC 20202–5076. Telephone: (202) 245–6460. Email:

Sunyoung.Ahn@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

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I. FUNDING OPPORTUNITY DESCRIPTION

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.

Priority:

In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute (see sections 663 and 681(d) of the Individuals with Disabilities Education Act (IDEA)

(20 U.S.C. 1463 and 1481).

Absolute Priority:

For FY2022 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:

Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young

Children with, and at Risk for, Developmental Delays or Disabilities.

Background:

Young children’s social, emotional, and behavioral development has long been recognized as critical for school readiness. Children who are socially competent and exhibit positive behavior during the early childhood years are more successful in school and in life (Jones, Greenberg, &

Crowley, 2015). Despite this, early childhood programs that serve infants, toddlers, and preschool children (young children) with, and at risk for, developmental delays or disabilities have struggled to systematically promote positive social and emotional development and reduce challenging behaviors.

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Early childhood personnel are often not trained to adequately support young children’s social, emotional, and behavioral development (Buettner, Hur, Jeon, & Andrews, 2016). As a result, early childhood personnel frequently report that coping with challenging behavior is their most pressing training need and presents a barrier to including young children with disabilities into programs with their typically developing peers (Hemmeter, Corso, & Cheatham, 2006; Snell et al., 2012). In fact, expulsion rates in preschool are higher than in K-12, and preschool expulsion and suspension rates include stark racial and gender disparities, with young boys of color, including those with disabilities, being suspended and expelled much more frequently than other children (Gilliam, 2005; U.S. Department of Education, 2014; U.S. Department of Education, 2016). In addition, young children with disabilities and their families face significant barriers to accessing inclusive high-quality early childhood programs, despite the research base on the benefits of and the legal foundation for inclusion.1

Early childhood multi-tiered systems of support (MTSS)2 focused on social, emotional, and behavioral development implemented in center-based early childhood settings have shown promise in increasing children’s social competence and reducing challenging behaviors.

Additionally, 30 States identified in their State Systemic Improvement Plans (SSIPs)3 improving

1 Section 632(4)(G) of the IDEA Part C requires that, to the maximum extent appropriate, factoring in each child’s routines, needs, and outcomes, early intervention services be made available to all eligible infants and toddlers with disabilities in “natural environments,” including the home, and community settings in which children without disabilities participate. Section 619 of the IDEA Part B requires that to the maximum extent appropriate, all children with disabilities, including preschool children with disabilities, must be educated in the least restrictive environment, and removal from the regular education environment occurs only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

2 An early childhood MTSS framework (also referred to as response to intervention, or RTI) focused on social, emotional, and behavioral development is a framework used to organize effective practices, interventions, and implementation supports supported by evidence. MTSS strategies are typically organized into three progressively intensive tiers, with specific interventions being executed across primary, secondary and tertiary tiers. The first tier typically includes practices to promote nurturing and responsive caregiving relationships with the child and high-quality supportive environments. The second tier includes explicit instruction in social skills and emotional regulation for children who require more systematic and focused instruction. The third tier is for children with persistent challenging behaviors that are not responsive to interventions at other tiers and involves implementing a plan of intensive, individualized interventions. MTSS intervention strategies should not delay or deny the evaluation of students suspected of having a disability or developmental delay (see OSEP’s April 2016 memorandum on the use of RTI in preschool available online:

https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/oseprtipreschoolmemo4-29-16.pdf).

3 The Office of Special Education Programs (OSEP) has redesigned its accountability framework which is designated as Results Driven Accountability (RDA). As part of RDA, OSEP required States to develop, and report in the Annual Performance Report (APR), the State Systemic Improvement Plan (SSIP). The SSIP is a comprehensive, multi-year plan that is focused on improving a State-identified measurable result (SIMR). Thirty State IDEA Part C programs have developed SSIPs that have SIMRs specifically focused on improving the social and emotional outcomes of infants and toddlers with disabilities.

A-4 the social and emotional outcomes of infants and toddlers with disabilities under Part C of the

IDEA. However, State and local early childhood programs are not typically organized in a manner that systematically supports early childhood personnel in implementing these interventions. State and local programs need guidance and resources on how to implement the framework, especially in home-based and community settings with young children with, and at risk for, developmental delays or disabilities.

To support young children’s social, emotional, and behavioral development and reduce their challenging behaviors, this priority will fund a cooperative agreement to establish and operate a national Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children with, and at Risk for, Developmental Delays or Disabilities. The center will develop an early childhood MTSS framework, and then support States, early childhood programs, and personnel in implementing this framework focused on improving social, emotional, and behavioral development.

The purpose of this priority is to fund a cooperative agreement to establish and operate a

Children with, and at Risk4 for, Developmental Delays or Disabilities to achieve, at a minimum, the following:

4 Section 663(b)(1) of the IDEA gives the Department the authority to include a focus on “at-risk” children in this priority: “Funds received under this section shall be used to support activities to improve services provided under this title, including the practices of professionals and others involved in providing such services to children with disabilities, that promote academic achievement and improve results for children with disabilities through...implementing effective strategies for addressing inappropriate behavior of students with disabilities in schools, including strategies to prevent children with emotional and behavioral problems from developing emotional disturbances that require the provision of special education and related services.” Under IDEA Part C, States have the option to serve “at-risk infants and toddlers,” defined under section 632(1) as individuals under three years of age who would be at risk of experiencing a substantial developmental delay if early intervention services were not provided to the individual.

Additionally, under section 638(5) of the IDEA, States that do not serve “at-risk infants and toddlers” under IDEA Part C may strengthen the statewide system by initiating, expanding, or improving collaborative efforts to at-risk infants and toddlers, including establishing linkages with appropriate public or private community-based organizations, services, and personnel for IDEA child find and related purposes.

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(a) An early childhood multi-tiered systems of support (MTSS) framework focused on improving social, emotional, and behavioral development that explicitly integrates practices supported by evidence (as defined in this notice); addresses the needs of infants and toddlers as well as preschoolers; reduces inappropriate and disproportionate discipline practices affecting young children of color; increases inclusion and ongoing participation of young children with disabilities in early childhood settings; promotes family engagement; and is relevant for various early childhood settings (center, home, and community-based);

(b) Improved State and local capacity, including improved skills of personnel, to organize the infrastructure components (including policies, funding, workforce, coaching, data collection and analysis, and interagency leadership) needed to support, scale-up, and sustain the implementation of the early childhood MTSS framework described in paragraph (a) across early childhood programs; and

(c) Increased State and local implementation of the early childhood MTSS framework described in paragraph (a) with early childhood programs and providers using reliable and valid tools and processes for evaluating the fidelity of the implementation of the early childhood MTSS framework focused on social, emotional, and behavioral development; and measuring improvements in young children’s social, emotional, and behavioral outcomes, and reductions in behavior incidents, suspensions, and expulsions.

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

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

(1) Address the current and emerging needs of States, early childhood programs, and personnel to improve the social, emotional, and behavioral outcomes of young children with, and at risk for, developmental delays or disabilities through the implementation of an early childhood MTSS framework. To meet this requirement the applicant must--

(i) Present applicable national and State data demonstrating the need to address improved positive social, emotional, and behavioral outcomes in young children with, and at risk for, developmental delays or disability and the needs of States, early childhood programs, and

A-6 personnel in implementing an early childhood MTSS framework focused on social, emotional, and behavioral development;

(ii) Demonstrate knowledge of current educational issues and policy initiatives related to:

implementing and sustaining an early childhood MTSS framework that promotes positive social, emotional, and behavioral outcomes for young children with, and at risk for, developmental delays or disability across early childhood settings; reducing disproportionate discipline practices and suspension and expulsion; and increasing inclusive opportunities for young children with disabilities;

(iii) Present information about the current level of State and local implementation of:

(A) Early childhood MTSS frameworks focused on social, emotional, and behavioral development;

(B) Activities to reduce disproportionate discipline and suspension and expulsion practices in early childhood programs;

(C) Activities to address challenging behavior as a barrier to inclusive opportunities for young children with disabilities; and

(D) IDEA Part C activities to implement SSIPs targeting their State-identified measurable result

(SIMR) on the improvement of social and emotional outcomes;

(2) Improve State and local implementation of an early childhood MTSS framework focused on social, emotional, and behavioral development and indicate the likely magnitude or importance of the improvements.

(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; and

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

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

(i) Measurable intended project outcomes; and

(ii) The logic model by which the proposed project will achieve its intended outcomes. A logic model used in connection with this priority communicates how a project will achieve its intended outcomes and provides a framework for both the formative and summative evaluations of the project;

(3) Use a conceptual framework 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: Rather than use the definition of “logic model” in 34 CFR 77.1(c), OSEP uses the definition in paragraph (b)(2)(ii) of these application requirements. This definition, unlike the definition in 34 CFR 77.1(c), differentiates between logic models and conceptual frameworks.

The following websites provide more information on logic models:

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 practices supported by evidence. To meet this requirement, the applicant must describe--

(i) The current research on the effectiveness of an early childhood MTSS framework focused on social, emotional, and behavioral development and related practices supported by evidence;

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

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

http://www.osepideasthatwork.org/logicModel http://www.osepideasthatwork.org/resources-

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

(i) How it proposes to identify or develop the knowledge base on effective practices within, and implementation supports for, an early childhood MTSS framework focused on social, emotional, and behavioral development that-–

(A) Improves the social, emotional, and behavioral development of infants, toddlers, and preschoolers with, or at risk for, developmental delays and disabilities;

(B) Reduces the use of suspension and expulsion in early childhood programs and addresses the disproportionate discipline practices for young children of color;

(C) Increases the inclusion of young children with disabilities in early childhood programs;

(D) Integrates infant mental health specialists and early childhood mental health consultants in the implementation of an early childhood MTSS framework;

(E) Allows for the collection and use of data to inform decision-making about improving social, emotional, and behavioral outcomes for young children; and

(F) Engages families of young children, including those from diverse cultural and linguistic backgrounds, in the social, emotional, and behavioral development of their children;

(ii) Its proposed approach to universal, general TA,5 which must identify the intended recipients of the products and services under this approach and should include activities focused on strengthening an early childhood MTSS framework that promotes young children’s social, emotional, and behavioral development including developing and strengthening existing resources, guidance, and tools on:

(A) Practices supported by evidence, policies and implementation supports to promote infant, toddlers’ and preschoolers’ social, emotional, and behavioral outcomes;

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

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(B) Addressing potential disparities in the application or effect of discipline practices for young children of color and reducing suspension and expulsion in programs serving young children with, and at risk for, developmental delays and disabilities;

(C) Using valid and reliable tools to measure change in social, emotional, and behavioral outcomes at the child level and making data-based decisions to inform interventions; and

(D) Collecting data on progress towards social, emotional, and behavioral outcomes and discipline practices at the program level, and how to use these data to make decisions related to practices and policies;

(iii) Its proposed approach to targeted, specialized TA,6 which must identify --

(A) The intended recipients, including the type and number of recipients that will receive the products and services under this approach;

(B) Its proposed approach to measure the readiness of potential TA recipients to work with the project, assessing, at a minimum, their current infrastructure, available resources, and ability to build capacity at the local level;

(C) The process by which the proposed project will collaborate with OSEP-funded TA centers

(see www.osepideasthatwork.org/find-center-or-grant/find-a-center) and other federally funded TA Centers; and

(D) Its proposed approach to increasing the engagement and leadership of State IDEA Part C and Part B, section 619 coordinators to collaborate with other early childhood State leaders to significantly reduce or eliminate suspension and expulsion practices in early childhood programs.

(iv) Its proposed approach to intensive, sustained TA,7 which must identify--

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

7 “Intensive, sustained TA” means TA services often provided on-site and requiring a stable, ongoing relationship between the TA center staff and the TA recipient. “TA services” are defined as negotiated series of activities designed to reach a valued outcome. This category of TA should result in changes to http://www.osepideasthatwork.org/find-center-or-grant/find-a-center

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(A) The intended recipients, including the type and number of recipients that will receive the products and services under this approach;

(B) Its proposed approach to measure the readiness of the recipients to work with the project, including their commitment to the initiative, alignment of the initiative to their needs, current infrastructure, available resources, and ability to build capacity at the local level;

(C) Its proposed plan for assisting State early childhood agencies (including State educational agencies (SEAs) and lead agencies) to build training systems that include professional development based on adult learning principles and coaching;

(D) Its proposed plan for working across the early childhood and health systems (e.g., child care, Head Start, State-funded prekindergarten, Part C and Part B section 619 of IDEA, home visiting, mental health) and with appropriate levels of the systems (e.g., State early learning agencies, regional TA providers, districts and communities, schools and local programs, families) to ensure that there is communication across programs and between each level and that there are systems in place to support the use of an early childhood

MTSS framework focused on social, emotional, and behavioral development; and

(E) The process by which the proposed project will collaborate with OSEP-funded centers (see www.osepideasthatwork.org/find-center-or-grant/find-a-center) and other federally funded

TA Centers.

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

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

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

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

policy, program, practice, or operations that support increased recipient capacity or improved outcomes at one or more systems levels.

http://www.osepideasthatwork.org/find-center-or-grant/find-a-center

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

(d) Demonstrate, in the narrative section of the application under “Adequacy of Project

Resources,” 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.

(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) Allocation of key project providers and any consultants and subcontractors, and how these allocations are appropriate and adequate to achieve the project’s intended outcomes;

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

(4) The proposed project will benefit from a diversity of perspectives, including those of families, various early childhood programs, educators, TA providers, future leaders, researchers, and policy makers, among others, in its development and operation; and

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

(1) Include, in Appendix A, a logic model that depicts, at a minimum, the goals, activities, outputs, and intended outcomes of the proposed project.

(2) Include, in Appendix A, a conceptual framework for the project;

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

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

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

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

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

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

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

(5) Include, in the budget, a line item for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project’s intended

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

(6) Engage doctoral students or post-doctoral fellows to increase the number of future leaders in the field who are knowledgeable about how to implement, scale-up, and sustain an early childhood MTSS framework focused on social, emotional, and behavioral development through engagement with the project; and

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

Fourth and Fifth Years of the Project:

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

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

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

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

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

References:

Buettner, C. K., Hur, E. H., Jeon, L., & Andrews, D. W.

(2016, February). What are we teaching the teachers? Child development curricula in

US higher education. Child & Youth Care Forum 45(1), 155-175.

Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New York, NY: Foundation for Child Development.

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Hemmeter, M. L., Corso, R., & Cheatham, G. (2006, February). Issues in addressing challenging behaviors in young children: A national survey of early childhood educators.

Paper presented at the Conference on Research Innovations in Early Intervention. San

Diego, CA.

Jones, D. E., Greenberg, M, & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290.

Snell, M. E., Voorhees, M.D., Berlin, R.A., Stanton-Chapman, T.L., Hadden, S., & McCarty, J.

(2012). Use of interview and observation to clarify reported practices of Head Start staff concerning problem behavior: for programs and training. Journal of Positive Behavior

Interventions, 14, 108-117.

U.S. Department of Education, Office for Civil Rights. (2014). Data snapshot: Early childhood education. Retrieved from: https://www2.ed.gov/about/offices/list/ocr/docs/crdc-early-learning-snapshot.pdf.

U.S. Department of Education, Office for Civil Rights. (2016). 2013-2014 civil rights data collection: A first look. Retrieved from:

http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf.

Definitions:

For the purposes of this priority:

Strong theory means a rationale for the proposed process, product, strategy, or practice that includes a logic model (34 CFR 77.1).

Supported by evidence means supported by at least strong theory.

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.

http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf

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Program Authority:

20 U.S.C. 1463 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.

Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized

Indian tribes.

Note: The regulations in 34 CFR part 86 apply to institutions of higher education (IHEs) only.

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II. AWARD INFORMATION

Type of Award:

Cooperative agreement.

Estimated Available Funds:

The Administration has requested, $44,345,000 for the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program, of which we would use an estimated $1,100,000 for this competition. The actual level of funding, if any, depends on final congressional action. However, we are inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2023 from the list of unfunded applications from this competition.

Maximum Award:

We will fund a successful application only up to $1,100,000 for a single budget period of 12 months.

Estimated Number of Awards:

1.

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

Project Period:

Up to 60 months.

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III. ELIGIBILITY INFORMATION

1. Eligible Applicants:

SEAs; State lead agencies under Part C of the IDEA; local educational agencies (LEAs), including public charter schools that operate as LEAs under State law; IHEs; other public agencies; private nonprofit organizations; freely associated States and outlying areas; Indian

Tribes or Tribal organizations; and for-profit organizations.

2. Cost Sharing or Matching:

This 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: IHEs and private nonprofit organizations suitable to carry out the activities proposed in the application.

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

4. Other: General Requirements:

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

(b) Each applicant for and recipient of funding 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. Address to Request Application Package:

Education Publications Center (ED Pubs)

U.S. Department of Education

P.O. Box 22207

Alexandria, VA 22304

Telephone, toll free: 1-877-433-7827.

FAX: (703) 605-6794.

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call, toll free: 1-877-576-7734.

You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at its address:

edpubs@inet.ed.gov.

If you request an application package from ED Pubs, be sure to identify this competition as follows: CFDA number 84.326B.

Individuals with disabilities can obtain a copy of the application package in an accessible format

(e.g., braille, large print, audiotape, or compact disc) by contacting the person or team listed under Accessible Format in section VIII of this notice.

2. Content and Form of Application Submission:

Requirements concerning the content of an application, together with the forms you must submit, are in the application package for this competition.

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 Part III 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.

http://preview.ed.gov/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/8WBIWOAI/www.EDPubs.gov mailto:edpubs@inet.ed.gov

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

• 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 does 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 does apply to all of Part III, the application narrative, including all text in charts, tables, figures, graphs, and screen shots.

3. Submission Dates and Times:

Applications Available: January 20, 2022.

Deadline for Transmittal of Applications: March 21, 2022.

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

Grants.gov Apply site (Grants.gov). For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery if you qualify for an exception to the electronic submission requirement, please refer to Other Submission

Requirements in section IV of this notice.

We do not consider an application that does not comply with the deadline requirements.

Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under FOR FURTHER INFORMATION

CONTACT. If the Department provides an accommodation or auxiliary aid to an individual with a disability in connection with the application process, the individual’s application remains subject to all other requirements and limitations in this notice.

Deadline for Intergovernmental Review: May 20, 2022.

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4. Intergovernmental Review:

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

Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition.

5. Funding Restrictions:

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

6. Data Universal Numbering System Number, Taxpayer Identification Number, and

System for Award Management:

To do business with the Department of Education, you must—

a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification

Number (TIN);

b. Register both your DUNS number and TIN with the System for Award Management (SAM)

(formerly the Central Contractor Registry (CCR)), the Government’s primary registrant database;

c. Provide…