PKG00251744-instructions.pdf

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2019

APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

EDUCATIONAL TECHNOLOGY, MEDIA, AND MATERIALS FOR

INDIVIDUALS WITH DISABILITIES

(CFDA 84.327)

APPLICATIONS FOR NEW AWARDS;

STEPPING-UP TECHNOLOGY IMPLEMENTATION

(CFDA 84.327S)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: JULY 22, 2019

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

http://www.ed.gov/

GRANT APPLICATION PACKAGE CFDA 84.327S

CONTENTS

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

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

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

Grants.gov Submission Procedures and Tips for Applicants ............................................ B26

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

Stepping-up Technology Implementation (CFDA 84.327S) ................................................. C2

Selection Criteria and Format for the Applications for New Awards—Stepping-up Technology Implementation (CFDA 84.327S) Competition ............................................... C15

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

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

Application Transmittal Instructions .................................................................................... E2

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) ............................................................ G6

Part II: Budget Information (Form 524) ............................................................................. G21

Part III: Application Narrative ............................................................................................ G27

Part IV: U.S. Department of Education Evidence Form ..................................................... G28

Part V: Assurances and Certifications ............................................................................... G32

Assurances—Non-Construction Programs ........................................................... G32

Certification Regarding Lobbying .......................................................................... G35

Disclosure of Lobbying Activities ........................................................................... G36

Part VI: Additional Information .......................................................................................... G37

DUNS Number Instructions ................................................................................... G37

Grant Application Receipt Acknowledgement ........................................................ G37

Grant and Contract Funding Information ............................................................... G37

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 currently valid OMB control number.

The valid OMB control number for this collection is 1820-0028. Public reporting burden for this collection of information is estimated to average 45 hours and 40 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain a benefit (P.L. 108-446, Sec. 650 and 682). If you have comments or concerns regarding the status of your individual submission of this form, please contact the Office of Special Education Programs (OSEP) Discretionary Grant Programs, Office of Special Education and Rehabilitative Services, U.S.

Department of Education, 400 Maryland Avenue, SW, Potomac Center Plaza, room 5008C, Washington D.C. 20202-5076 or by phone at 202-245-7542.

A-1

APPLICANT LETTER

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Dear Applicant:

This application packet contains information and the required forms for you to use in submitting a new application for funding under one program authorized by the Individuals with Disabilities Education Act (IDEA). This packet covers one competition under the Educational Technology, Media, and Materials for Individuals with Disabilities (CFDA 84.327) program—Applications for New Awards; Educational Technology, Media, and Materials for Individuals with Disabilities— Stepping-up Technology Implementation (CFDA No. 84.327S).

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-26, 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 any narrative sections and all other attachments to your application as files in either Portable Document Format (PDF) or Microsoft Word.

However, it is recommended that applicants upload files as read-only flattened PDFs.

Information on computer and operating system compatibility with Adobe and links to download the latest version of Adobe are available on Grants.gov. Please note that you must follow the Application Procedures as described in the Federal Register notice announcing this grant competition. Information (including dates and times) about how to submit your application electronically can also be found in section E of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review.

Additional instructions for sending applications electronically are provided on page E-2, Application Forms and Instructions for Grants.gov Applications.

http://www.grants.gov/ http://www.sam.gov/

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• MAXIMUM AWARD AMOUNT.

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

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

• RECOMMENDED PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE.

The competitions included in this package limit the Part III Application Narrative to a recommended number of double-spaced pages. This recommended page limit and double-line spacing applies to all material presented in the application narrative. This recommended double-line spacing applies to all titles, headings, footnotes, quotations, reference citations, and captions, as well as all text in charts, tables, figures, graphs, and screen shots 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/fund/grant/apply/osep/new-osep-grants.html.

• ABSOLUTE PRIORITY AND COMPETITIVE PREFERENCE PRIORITIES.

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

Prior to the peer review, Department staff will determine if an application has met the absolute priority and is eligible for peer review. An application that has not met the absolute priority will not be considered for funding and may not be reviewed. Department staff will https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html

A-4 assign competitive preference priority points to applications meeting the competitive preference priority, up to a total of 5 points.

• EVIDENCE OF EFFECTIVENESS FORM.

Applicants must complete the Evidence of Effectiveness Form for the proposed project. You must include this form in your application when submitting in Grants.gov. It is available on the Grants.gov website.

To complete the form, select the level of evidence (Promising Evidence, Moderate Evidence, or Strong Evidence) for which you are applying. Note that your project must meet the evidence requirements outlined in the NIA. Refer to the NIA for definitions of Moderate Evidence and Promising Evidence. You may submit up to two studies to meet the evidence requirements.

Next, complete the Citation and Relevance chart for each of the studies you are submitting to meet the evidence standards. For each study, you must provide the citation, the relevant findings, and the overlap of population and settings.

For additional guidance and examples, see Page 2 of the form.

• 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.

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

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• COPIES OF THE APPLICATION.

Unless you qualify for an exception in accordance with the instructions found in the Notice inviting applications, you must submit your application electronically. Therefore, you do not need to submit paper copies of the application. If you are granted an exception, current Government-wide policy requires that an original and two paper copies need to be submitted. Please note: If an application is recommended for funding and a grant award is issued, we will contact the applicant to request an electronic copy of the application in MS Word or a PDF file. The Department is moving toward an electronic grant filing system and an electronic copy of all applications that are being funded will facilitate this effort.

ADDITIONAL INFORMATION

OSEP also provides information on developing performance measures and logic models at https://www.osepideasthatwork.org/logicModel to assist you in preparing a quality application.

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

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

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

Sincerely, /s/ Lawrence J. Wexler, Ed.D.

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

B-1

NOTICE INVITING APPLICATIONS

B-2

FEDERAL REGISTER NOTICE

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Educational Technology, Media, and Materials for Individuals with Disabilities--Stepping-up Technology Implementation

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

ACTION: Notice.

SUMMARY:

The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation. As such, the Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2019 for Educational Technology, Media, and Materials for Individuals with Disabilities--Stepping-up Technology Implementation, Catalog of Federal Domestic Assistance (CFDA) number 84.327S. This notice relates to the approved information collection under OMB control number 1820-0028.

DATES:

Applications Available: June 5, 2019.

Deadline for Transmittal of Applications: July 22, 2019.

Pre-Application Webinar Information: No later than June 10, 2019, OSERS will post pre-recorded informational webinars designed to provide technical assistance to interested applicants. The webinars may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

Pre-Application Q & A Blog: No later than June 10, 2019, OSERS will open a blog where interested applicants may post questions about the application requirements for this competition and where OSERS will post answers to the questions received. OSERS will not respond to questions unrelated to the application requirements for this competition. The blog may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html and will remain open until June 24, 2019. After the blog closes, applicants should direct questions to the person listed under

FOR FURTHER INFORMATION CONTACT.

https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html

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Deadline for Intergovernmental Review: September 22, 2019.

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 13, 2019 (84 FR 3768), and available at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

For Further Information Contact:

Terry Jackson U.S. Department of Education 400 Maryland Avenue, SW Room 5128, Potomac Center Plaza Washington, DC 20202-5076

Telephone: (202) 245-6039

Email: Terry.Jackson@ed.gov

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.

SUPPLEMENTARY INFORMATION

FULL TEXT OF ANNOUNCEMENT

I. Funding Opportunity Description

Purpose of Program:

The purposes of the Educational Technology, Media, and Materials for Individuals with Disabilities Program are to--

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

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

https://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf mailto:Terry.Jackson@ed.gov

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

(4) provide accessible educational materials to children with disabilities in a timely manner.1

Priorities:

This competition includes one absolute priority. In accordance with 34 CFR 75.105(b)(2)(v), the absolute priority, and the competitive preference priority within that priority, are from allowable activities specified in sections 674(c)(1)(D) and 681(d) of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1474(c)(1)(D) and 1481(d).

Absolute Priority:

For FY 2019 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:

Stepping-up Technology Implementation.

Background:

The purpose of this priority is to fund three cooperative agreements to identify strategies needed to effectively implement technology tools2 based on promising evidence3 that benefit children

1 Applicants should note that other laws, including the Americans with Disabilities Act of 1990 (42 U.S.C.

12101 et seq.; 28 CFR part 35) and section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794; 34 CFR part 104), may require that State educational agencies and local educational agencies provide captioning, video description, and other accessible educational materials to students with disabilities when such materials are necessary to provide students with disabilities with equally integrated and equally effective access to the benefits of the educational program or activity, or as part of a “free appropriate public education” as defined in the Department’s Section 504 regulation.

2 For the purposes of this priority, “technology tools” may include, but are not limited to, digital math text readers for students with visual impairments, reading software to improve literacy and communication development, and text-to-speech software to improve reading performance. These tools must assist or otherwise benefit students with disabilities.

3 For the purposes of this priority, “promising evidence” has the meaning set forth in 34 CFR 77.1.

B-5 with disabilities4 and their families, children with high needs5 and their families, and educators;

develop and disseminate products6 that will help a broad range of sites to understand, use, and implement these technology tools; provide ongoing coaching and professional development supports to educators that will allow them to integrate the technology into curricula and programs to support high expectations for children with disabilities, service providers, and families; and scale-up and disseminate to additional sites.

Congress recognized in the 2004 reauthorization of IDEA that “almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by ... supporting the development and use of technology, including assistive technology devices and assistive technology services, to maximize accessibility for children with disabilities” (section 601(c)(5) of IDEA).

Innovative technology tools and programs, including assistive technology devices and services, are especially helpful as educators work to engage students who struggle with the general education curriculum. However, having access to tools alone does not ensure improved outcomes.

When educators receive the necessary supports to use technology effectively, technology integration in early childhood settings may increase social awareness and collaborative behaviors, improve abstract reasoning and problem-solving abilities, and enhance visual-motor coordination.

Technologies (e.g., online career-readiness tools, computer-based writing tools to support literacy, web-based curriculum to support 21st-century learning) can support State educational agencies (SEAs) and local educational agencies (LEAs) to (a) improve student learning and engagement; (b) accommodate the special needs of students; (c) facilitate student, family, and teacher access to digital content and resources; and (d) improve the quality of instruction

4 In accordance with 34 CFR 300.8, “Child with a disability” means a child evaluated in accordance with the IDEA evaluation and eligibility procedures who is found to have a specific disability and, as a result of that disability, needs special education and related services. See also 20 U.S.C. 1401(3).

5 For the purposes of this priority, “children or students with high needs” means children or students at risk of educational failure or otherwise in need of special assistance or support, such as children and students who are living in poverty, who are English Learners, who are academically far below grade level, who have left school before receiving a regular high school diploma, who are at risk of not graduating with a regular high school diploma on time, who are homeless, who are in foster care, who have been incarcerated, or are children or students with disabilities.

6 For the purposes of this priority, “products” may include, but are not limited to, apps, instruction manuals, lesson plans, demonstration videos, ancillary instructional materials, and professional development modules such as collaborative groups, coaching, mentoring, or online supports.

B-6 through personalized learning and data. Furthermore, while the implementation of technology for K-12 students typically occurs in public school settings, including public charter and magnet schools, there are over two million students attending parochial schools, another segment of the student population that could benefit from building 21st-century skills through innovative technology.

As stated in section 4109 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA), technologies can be used to support LEAs and SEAs to increase student access to personalized, rigorous learning experiences. The Education Freedom Scholarships policy proposal would also allow States to design student scholarship programs that could be tailored to expand access to innovative technology tools and programs for students with disabilities.

Notwithstanding the potential benefits of using technology to improve learning outcomes, implementation can be a significant challenge. Even as access to coursework online expands, and the number of students involved in online learning has grown, many of these online learning technologies are not readily accessible to students with disabilities. Educators and families need products and resources that can assist them to readily implement technology tools for children with disabilities.

In response to this need and to address this issue for children with disabilities, Stepping-up Technology Implementation projects build on technology development efforts by identifying, developing, and disseminating products and resources that promote the effective implementation7 of instructional and assistive technology tools in early childhood programs or K- 12 settings.8

Projects must be operated in a manner consistent with nondiscrimination requirements contained in the U.S. Constitution and Federal civil rights laws.

7 In this context, “effective implementation” means “making better use of research findings in typical service settings through the use of processes and activities (such as accountable implementation teams) that are purposeful and described in sufficient detail such that independent observers can detect the presence and strength of these processes and activities.” (Fixen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute. The National Implementation Research Network (FMHI Publication #231)).

8 For the purposes of this priority, “settings” include general education classrooms; special education classrooms; high-quality early childhood programs; private schools, including parochial schools; home education; after school programs; juvenile justice facilities; and settings other than those listed above in which students may receive services under IDEA.

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Priority:

The Department intends to fund three cooperative agreements to (a) identify strategies needed to readily implement existing technology tools based on promising evidence that benefit children with disabilities and children with high needs; and (b) develop and disseminate products (see footnote 6; e.g., instruction manuals, lesson plans, demonstration videos, ancillary instructional materials) that will assist educators and families in early childhood programs or K-12 settings to readily use, understand, and implement these technology tools.

To be considered for funding under this priority, applicants must meet the application requirements. Any project funded under this absolute priority must also meet the programmatic and administrative requirements specified in the priority.

Application Requirements

An applicant must include in its application--

(a) A project design that is based on promising evidence;

(b) A logic model9 or conceptual framework that depicts, at a minimum, the goals, activities, project evaluation, methods, performance measures, outputs, and outcomes of the proposed project.

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

www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf; and http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=REL2015057.

(c) A plan to implement the activities described in the Project Activities section of this priority;

(d) A plan, linked to the proposed project’s logic model or conceptual framework, for a formative evaluation of the proposed project’s activities. The plan must describe how the formative evaluation will use clear performance objectives to ensure continuous improvement in the operation of the proposed project, including objective measures of progress in implementing the project and ensuring the quality of products and services;

9 “Logic model” (also referred to as a theory of action) means a framework that identifies key project components of the proposed project (i.e., the active “ingredients” that are hypothesized to be critical to achieving the relevant outcomes) and describes the theoretical and operational relationships among the key project components and relevant outcomes. See 34 CFR 77.1.

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(e) Documentation assuring that the final products disseminated to help sites effectively implement technology tools will be both open educational resources (OER)10 and licensed through an open access licensing authority;

(f) Documentation that the technology tool used by the project is fully developed,11 based on promising evidence, and addresses, at a minimum, the following principles of universal design for learning (UDL):

(1) Multiple means of presentation so that students can approach information in more than one way (e.g., specialized software and websites, screen readers that include features such as text-to-speech, changeable color contrast, alterable text size, or selection of different reading levels);

(2) Multiple means of expression so that all students can demonstrate knowledge through options such as writing, online concept mapping, or speech-to-text programs, where appropriate; and

(3) Multiple means of engagement to stimulate interest in and motivation for learning (e.g., options among several different learning activities or content for a particular competency or skill and providing opportunities for increased collaboration consistent with UDL principles);12

(g) A plan for how the project will sustain project activities after funding ends;

(h) A plan, for recruiting and selecting sites,13 which includes appropriate consideration of a wide range of settings where children with disabilities are served, including the following sites:

(1) Three development sites. Development sites are the sites in which iterative

10 OERs are teaching and learning materials that the public may freely use and reuse at no cost. Unlike fixed, copyrighted resources, OER have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights. Retrieved from www.oercommons.org/about.

11 A technology that is “fully developed” is a completed, existing technology that is ready to be implemented. Any enhancements or additions to the existing technology should be minor and time-limited and must be completed before the end of year one.

12 For more information on UDL principles, see www.udlcenter.org/aboutudl/whatisudl/3principles.

13 For more information on recruiting and selecting sites, refer to Assessing Sites for Model Demonstration: Lessons Learned from OSEP Grantees at http://mdcc.sri.com/documents/MDCC_Site_Assessment_Brief_09-30-11.pdf.

B-9 development14 of the products and resources intended to support the implementation of technology tools will occur. The project must start implementing the technology tool with one development site in year one of the project period and two additional development sites in year two;

(2) Four pilot sites. Pilot sites are the sites in which try-out, formative evaluation, and refinement of the products and resources will occur. The project must work with the four pilot sites during years three and four of the project period; and

(3) Ten dissemination sites. Dissemination sites will be selected if the project is extended for a fifth year. Dissemination sites will be used to (a) refine the products for use by educators, and (b) evaluate the performance of the tool. Dissemination sites will receive less TA from the project than development or pilot sites. Also, at this stage (i.e., the fifth year), dissemination sites will extend the benefits of the technology tool to additional students. To be selected as a dissemination site, eligible sites must commit to working with the project to implement the technology tool.

Note: A site may not serve in more than one category (i.e., development, pilot, dissemination).

Note: A minimum of three of the seven development and pilot sites must be in settings other than traditional public elementary and secondary schools. A minimum of four of the 10 dissemination sites must be in settings other than traditional public elementary and secondary schools. These non-traditional sites must otherwise meet the requirements of each category listed above.

(i) Information on the development and pilot settings, including student demographics and other pertinent data (e.g., whether the settings are schools identified for comprehensive or targeted support and improvement in accordance with section 1111(c)(4)(C)(iii), (c)(4)(D), or (d)(2)(C)-(D) of the ESEA); and

(j) A budget for attendance at the following:

(1) A one and one-half day kick-off meeting to be held in Washington, DC, after receipt of

14 For the purposes of this priority, “iterative development” refers to a process of testing, systematically securing feedback, and then revising the educational intervention to increase the likelihood that it will be implemented with fidelity. (Diamond, K. E., & Powell, D. R. (2011). An iterative approach to the development of a professional development intervention for Head Start teachers. Journal of Early Intervention, 33(1), 75-93).

B-10 the award, and an annual planning meeting held 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.

(2) A three-day project directors’ conference in Washington, DC, during each year of the project period.

(3) Two annual two-day trips to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP.

Project Activities:

To meet the requirements of this priority, the project, at a minimum, must conduct the following activities:

(a) Recruit a minimum of three development sites and four pilot sites in accordance with the plan proposed under paragraphs (h) and (i) of the Application Requirements section of this notice.

Note: Final dissemination site selection will be determined in consultation with the OSEP project officer following the kick-off meeting.

(b) Identify and develop resources and products that, when used to support the implementation of the technology tool, create accessible learning opportunities for all children, including children with disabilities and children with high needs, and support the sustained implementation of the selected technology tool. Development of the products must be an iterative process beginning in a single development school and continuing through repeated cycles of development and refinement in the other development sites, followed by a formative evaluation and refinement in the pilot sites. To support implementation of the technology tool the products and resources must, at a minimum, include--

(1) An instrument or method for assessing--

(i) The site staff’s current technology uses and needs, current technology investments, firewall issues, and the knowledge and availability of dedicated on-site technology personnel;

(ii) The readiness of development and pilot sites to implement the technology tool. Any instruments and methods for assessing readiness may include resource inventory

B-11 checklists, school self-study guides, and surveys of educators’ and families’ interests;

and

(iii) Whether the technology tool has achieved its intended outcomes.

(c) Provide ongoing training to educators and families so that they might implement the technology tool with fidelity and to integrate it into the curriculum.

(d) Collect and analyze data on whether the technology tool has achieved its intended outcomes for early childhood development, K-12, or college- and career-readiness.

(e) Collect formative and summative data from the development and pilot sites to refine and evaluate the products.

(f) If the project is extended to a fifth year--

(1) Provide the products and the technology tool to no fewer than 10 dissemination sites;

and

(2) Collect summative data about the success of the project’s products and services in supporting implementation of the technology tool in the dissemination sites.

(g) By the end of the project period, provide--

(1) Information on the products and resources, as supported by the project evaluation, including any accessibility features, that will enable other sites to implement and sustain implementation of the technology tool;

(2) Information on the technology implementation report, including data on how educators and families used the technology, data on how technology impacted child outcomes, how technology was implemented with fidelity, and features of universal design for learning;

(3) Information on how the technology tool contributed to changed practices and improved early childhood outcomes, academic achievement, or college- and career-readiness for children with disabilities, as well as children with high needs (i.e., data to assess how well the project addressed the goals of the project as described in the logic model); and

(4) A plan for disseminating the technology tool and accompanying products beyond the sites directly involved in the project and how dissemination will be sustained after the project ends.

B-12

Cohort Collaboration and Support

OSEP project officer(s) will provide coordination support among the projects. Each project funded under this priority must--

(a) Participate in monthly conference-call discussions to share and collaborate on implementation and specific project issues; and

(b) Provide information annually using a template that captures descriptive data on project site selection, processes for installation of technology, and the use of technology and sustainability (i.e., the process of technology implementation).

Note: The following website provides more information about implementation research:

http://nirn.fpg.unc.edu/learn-implementation.

Fifth Year of Project

The Secretary may extend a project one year beyond the initial 48 months to work with dissemination sites if the grantee is achieving the intended outcomes of the project (as demonstrated by data gathered as part of the project evaluation) and making a positive contribution to the implementation of a technology tool based on promising evidence with fidelity in the development and pilot sites. Each applicant must include in its application a plan for the full 60-month period. In deciding whether to continue funding the project for the fifth year, the Secretary will consider the requirements of 34 CFR 75.253(a), and will consider--

(a) The recommendation of a review team consisting of the OSEP project officer and other experts selected by the Secretary. This review will be held during the last half of the third year of the project period;

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

(c) The degree to which the project’s activities have contributed to changed practices and improved early childhood outcomes, academic achievement, or college- and career-readiness for students with disabilities.

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

This priority is:

Improving Academic Outcomes for Children with Disabilities (0 or 5 points).

Projects that are designed to improve outcomes for children with disabilities in one of the following areas:

(a) Literacy for children with disabilities in grades 3 through 5; or

(b) Science, technology, engineering, or mathematics (STEM) for children with disabilities enrolled in middle school (grades 6 through 8).

Waiver of Proposed Rulemaking:

Under the Administrative Procedure Act (APA) (5 U.S.C. 553) the Department generally offers interested parties the opportunity to comment on proposed priorities and requirements.

Section 681(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priority in this notice.

Program Authority:

20 U.S.C. 1462 and 1481.

Applicable Regulations:

(a) The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99.

(b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.

(c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474.

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 agreements.

Estimated Available Funds:

$1,500,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2020 from the list of unfunded applications from this competition.

Estimated Range of Awards:

$450,000 to $500,000 per year.

Estimated Average Size of Award:

$475,000 per year.

Maximum Award:

We will not make an award exceeding $500,000 for a single budget period of 12 months.

Estimated Number of Awards:

3.

Project Period:

Up to 48 months.

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III. ELIGIBILITY INFORMATION

1. Eligible Applicants:

SEAs; 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 program does not require cost sharing or matching.

3. Subgrantees:

A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application. Under 34 CFR 75.708(e), a grantee may contract for supplies, equipment, and other services in accordance with 2 CFR part 200.

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) Applicants for, and recipients of, funding must, with respect to the aspects of their proposed project relating to the absolute priority, involve individuals with disabilities, or parents of individuals with disabilities ages birth through 26, in planning, implementing, and evaluating the project (see section 682(a)(1)(A) of IDEA).

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IV. APPLICATION AND SUBMISSION INFORMATION

1. Application Submission Instructions:

Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), and available at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019- 02206.pdf, which contain requirements and information on how to submit an application.

2. 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.

3. Funding Restrictions:

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

4. Recommended Page Limit:

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

(1) limit the application narrative to no more than 50 pages and (2) use the following standards:

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

• Double space (no more than three lines per vertical inch) all text in the application narrative, 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 the application narrative, including all text in charts, tables, figures, graphs, and screen shots.

http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf

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V. APPLICATION REVIEW INFORMATION

1. Selection Criteria:

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

(a) Significance (10 points).

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

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

(i) The significance of the problem or issue to be addressed by the proposed project;

(ii) The magnitude or severity of the problem to be addressed by the proposed project;

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

(iv) The potential contribution of the proposed project to increased knowledge or understanding of educational problems, issues, or effective strategies; and

(v) The potential replicability of the proposed project or strategies, including, as appropriate, the potential for implementation in a variety of settings.

(b) Quality of project services (25 points).

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

(2) In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age or disability.

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

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

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

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

(iv) The extent to which the services to be provided by the proposed project are appropriate to the needs of the intended recipients or beneficiaries of those services; and

(v) The likely impact of the services to be provided by the proposed project on the intended recipients of those services.

(c) Quality of the project design (20 points).

(1) The Secretary considers the quality of the design of the proposed project.

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

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

(ii) The extent to which the design of the proposed project includes a thorough, high-quality review of the relevant literature, a high-quality plan for project implementation, and the use of appropriate methodological tools to ensure successful achievement of project objectives;

(iii) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs;

(iv) The extent to which the design for implementing and evaluating the proposed project will result in information to guide possible replication of project activities or strategies, including information about the effectiveness of the approach or strategies employed by the project;

and

(v) The extent to which there is a conceptual framework underlying the proposed research or demonstration activities and the quality of that framework.

(d) Quality of the management plan (20 points).

(1) The Secretary considers the quality of the management plan for the proposed project.

(2) In determining the quality of the management plan for the proposed project, the Secretary considers the following factors:

(i) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks;

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(ii) The extent to which the time…