PKG00253604-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)

TECHNICAL ASSISTANCE AND DISSEMINATION TO IMPROVE

SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES

(CFDA 84.326)

APPLICATIONS FOR NEW AWARDS;

TECHNICAL ASSISTANCE AND DISSEMINATION CENTER FOR

THE DEVELOPMENT AND IMPLEMENTATION OF HIGH-QUALITY

INSTRUCTION, INTERVENTIONS, AND SERVICES FOR CHILDREN

WITH DISABILITIES

(CFDA 84.326C)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: SEPTEMBER 6, 2019

FORM APPROVED—OMB NO. 1820-0028, EXP. DATE: 07/31/2022

http://www.ed.gov/

GRANT APPLICATION PACKAGE CFDA 84.326C

CONTENTS

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

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

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

Grants.gov Submission Procedures and Tips for Applicants ............................................. B28

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

Technical Assistance and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities (CFDA 84.326C)........................................................................................ C2

Selection Criteria and Format for the Applications for New Awards—Technical Assistance and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities (CFDA 84.326C) Competition ........................................................................................... C17

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: Assurances and Certifications .............................................................................. G28

Assurances—Non-Construction Programs ........................................................... G28

Certification Regarding Lobbying .......................................................................... G31

Disclosure of Lobbying Activities ........................................................................... G32

Part V: Additional Information ........................................................................................... G33

DUNS Number Instructions ................................................................................... G33

Grant Application Receipt Acknowledgement ........................................................ G33

Grant and Contract Funding Information ............................................................... G33

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

A-2

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 and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities (CFDA No. 84.326C).

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

Please note the following:

• GRANTS.GOV APPLICATION SUBMISSION AND SAM REGISTRATION.

Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (www.Grants.gov). Please read carefully the Grants.gov Submission Procedures and Tips for Applicants document included on page B-28, which includes helpful tips about submitting electronically using the Grants.gov Apply site. Grants.gov registration involves many steps including registration on SAM (www.sam.gov), which may take approximately one week to complete, but could take as many as several weeks to complete. You may begin working on your application while completing the registration process, but you cannot submit an application until all of the Registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 hours for the information to be available in Grants.gov. You cannot submit an application through Grants.gov until Grants.gov has received your SAM registration information. We strongly encourage you to familiarize yourself with SAM and Grants.gov and strongly recommend that you register and submit early.

Applicants are required to upload 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.

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

A-3

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

• MAXIMUM AWARD AMOUNT.

The competition 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 competition 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.

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

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

A-4

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

• PROTECTION OF HUMAN SUBJECTS IN RESEARCH.

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

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

• RESPONSE TO GPRA.

As required by the Government Performance and Results Modernization Act (GPRA) of 2010 the Office of Special Education Programs (OSEP) has developed a strategic plan for measuring GPRA performance. The program included in this announcement is authorized under Part D - National Activities to Improve Education of Children with Disabilities of the Individuals with Disabilities Education Act. Projects funded under this competition are required to submit data on GPRA performance measures as directed by OSEP. See Performance Measures included in the Priority Description section of this application package. Applicants are encouraged to consider this information when preparing their applications.

• COPIES OF THE APPLICATION.

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

ADDITIONAL INFORMATION

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

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

A-5

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 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; Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities--Technical Assistance and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities

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 a Technical Assistance and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities, Catalog of Federal Domestic Assistance (CFDA) number 84.326C.

This Center will develop knowledge, curate resources, and disseminate information related to

(1) enabling children with disabilities to make progress toward meeting challenging goals and objectives in light of each child’s circumstances, and (2) supporting local educational agencies (LEAs), charter management organizations (CMOs), private school associations, and schools in developing and implementing high-quality individualized educational programming. This notice relates to the approved information collection under OMB control number 1820-0028.

DATES:

Applications Available: August 7, 2019.

Deadline for Transmittal of Applications: September 6, 2019.

Pre-Application Webinar Information: No later than August 12, 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.

B-3

Pre-Application Q & A Blog: No later than August 12, 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 August 26, 2019. After the blog closes, applicants should direct questions to the person listed under

FOR FURTHER INFORMATION CONTACT.

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:

David Emenheiser U.S. Department of Education 400 Maryland Avenue, SW Room 5134, Potomac Center Plaza Washington, DC 20202-5076

Telephone: (202) 245-7556

Email: David.Emenheiser@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 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 TA, supporting model demonstration projects, https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html https://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf mailto:David.Emenheiser@ed.gov

B-4 disseminating useful information, and implementing activities that are supported by scientifically based research.

Priority:

This competition includes one absolute priority. In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statue (see sections 663 and 681(d) of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1463 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:

Technical Assistance and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities (Center).

Background:

The Individuals with Disabilities Education Act (IDEA) entitles all eligible children with disabilities to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. (20 U.S.C. 1400(d)(1)(A)). The individualized education program (IEP) is the primary vehicle through which FAPE is delivered to those eligible children and is the foundation for each eligible child’s special education programming.

The 2017 U.S. Supreme Court’s unanimous decision in Endrew F. v. Douglas County School District Re-1, 137 S. Ct. 988, stated that “a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances,” id. at 999, and that “every child should have the chance to meet challenging objectives,” id. at 1000. As the Supreme Court noted, “The adequacy of a given IEP turns on the unique circumstances of the child for whom it was created.” Id. at 1001. The Court’s opinion reiterated that an adequate special education program includes development of challenging objectives in the IEP designed to enable the child with disabilities to make progress. School personnel must “be able to offer a cogent and responsive explanation for their decisions that shows the IEP is reasonably

B-5 calculated to enable the child to make progress appropriate in light of his circumstances.”1 Id. at 1002.

After the Court’s ruling, some LEAs and schools requested TA for setting and meeting these high standards. This Center will disseminate to the field knowledge and best practices developed through research and provide intensive TA to a group of LEAs, CMOs, and schools that are examining and testing the features, activities, and relationships that ensure that the broadest set of children with disabilities have access to high-quality IEPs and the provision of a FAPE consistent with the Endrew F. decision as articulated by the Court.2 This Center must be operated in a manner consistent with nondiscrimination requirements contained in the U.S.

Constitution and Federal civil rights laws.

Priority:

The purpose of this priority is to fund a cooperative agreement to establish and operate a Technical Assistance and Dissemination Center for the Development and Implementation of High-Quality Instruction, Interventions, and Services for Children with Disabilities (Center). This Center will develop knowledge, disseminate strategies and products, and provide TA for LEAs, CMOs, private school associations, and schools to develop and implement high-quality special education programs that enable children with disabilities to make progress toward meeting challenging objectives in light of each child’s circumstances.

The Center must achieve, at a minimum, the following expected outcomes:

(a) Design and refinement of a framework that incorporates theories, knowledge base, and effective policies, procedures, practices, and tools that can be used in a variety of settings3 to develop and implement high-quality IEPs and the provision of a FAPE consistent with the Endrew F. decision by showing positive impact on the achievement of challenging objectives by

1 On December 7, 2017, the Department issued questions and answers (Q&A) that provided useful background on the Endrew F decision and set out the Department’s views on how schools may meet the standards the Court articulated. The Q&A are available at https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/#.

2 It is the Court, of course, and not this Center that established the standard in the Endrew F. decision, and working with the Center does not mean that the TA recipient is in compliance with that standard.

3 For the purposes of this priority, “settings” include general education classrooms; special education classrooms; elementary, middle, and secondary schools; private schools, including faith-based schools;

home education; after school programs; juvenile justice facilities; and settings other than those listed above in which students may receive services under IDEA.

B-6 children with disabilities;

(b) Increased knowledge of the practices that support high expectations and the achievement of challenging goals and objectives tailored to children’s individual circumstances;

(c) Increased knowledge of how to improve students’ access to appropriate, effective, and individualized instruction and services that enable appropriate developmental, social, academic, and functional progress and achievement; and

(d) Increased use of evidence-based4 knowledge, tools, and products demonstrated to increase the capacity of LEAs, CMOs, and schools to develop and implement high-quality IEPs and the provision of a FAPE consistent with the Endrew F. decision and to have a positive impact on the progress toward meeting and the achievement of challenging objectives by children with disabilities.

In addition to meeting the programmatic requirements in this priority, applicants must meet the application and administrative requirements in this priority, which are:

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

(1) Identify and address the current and emerging needs of LEAs, CMOs, and school personnel to develop and implement high-quality IEPs reasonably calculated to enable children to make progress based on challenging goals and objectives and high expectations in light of each child’s circumstances. To meet this requirement, the applicant must--

(i) Present applicable national, State, regional, or local research demonstrating significant features, components, and practices of IEP development and implementation on student progress and achievement of challenging objectives;

(ii) Demonstrate knowledge of current educational issues and policy initiatives, including disability policy initiatives, that identify and address the particular and ongoing capacity needs of LEA, CMO, and school personnel, and school personnel in a variety of settings, and how they are likely to change, translate, and expand the general and special education approach to

4 For the purposes of this priority, “evidence-based” means the proposed project component is supported, at a minimum, by evidence that demonstrates a rationale (as defined in 34 CFR 77.1), where a key project component included in the project’s logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes.

B-7 programming and implementing instruction and related services for students with disabilities;

(iii) Present information about how school leaders and practitioners access and utilize knowledge, tools, and products, which are developed based on evidence of their ability to impact progress and achievement of students with disabilities; and

(2) Improve the knowledge and use of the features of IEP development and implementation that have been shown to be positively related to progress and achievement of challenging goals and objectives by children with disabilities in rural, suburban, and urban communities, as well as those living in poverty or attending a high-need school,5 and indicate the likely magnitude or importance of the improvements.

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

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

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

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

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

5 For the purposes of this priority, “high-need school” refers to a public elementary or secondary school that is: (1) an LEA (a) that serves not fewer than 10,000 children from families with incomes below the poverty line; or (b) for which not less than 20 percent of the children are from families with incomes below the poverty line; (2) a school in which at least 50 percent of students are from low-income families as determined using one of the measures of poverty specified under section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended (ESEA); (3) a school identified for comprehensive support and improvement by a State under section 1111(c)(4)(D) of the ESEA that includes (a) not less than the lowest performing 5 percent of all schools in the State receiving funds under Title I, Part A of the ESEA; (b) all public high schools in the State failing to graduate one third or more of their students; and

(c) public schools in the State described under section 1111(d)(3)(A)(i)(II) of the ESEA; or (4) a school identified for targeted support and improvement by a State that has developed and is implementing a school-level targeted support and improvement plan to improve student outcomes based on the indicators in the statewide accountability system as defined in section 1111(d)(2) of the ESEA.

B-8 applicant must provide--

(i) Measurable intended project outcomes; and

(ii) In Appendix A, the logic model6 by which the proposed project will achieve its intended outcomes that depicts, at a minimum, the goals and how they will be measured, activities, outputs, and intended outcomes of the proposed project;

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

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

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

(i) The research methods for determining the salient IEP development and implementation of EBPs that are most closely related to ensuring children with disabilities are offered IEPs that are reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances, as outlined in the IDEA, the Endrew F. decision, and current practices in rural, suburban, and urban communities, as well as those living in poverty or attending a high-need school;

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

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

(5) Develop products and provide services that are of high quality and sufficient intensity and duration to achieve the intended outcomes of the proposed project. To address this requirement, 6 Logic model (34 CFR 77.1) (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.

B-9 the applicant must describe--

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

(A) The relationships among IEP development, service delivery, parent engagement, and individual student outcomes; and

(B) The ways in which improved implementation of instructional practices and related services guided by the IEPs lead to improved student outcomes;

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

(A) The intended recipients, including the type and number of recipients from a variety of settings and geographic distribution, that will receive the products and services designed to impact student progress and achievement based on the improved development and implementation of IEPs;

(B) The proposed measures and instruments used to show fidelity of implementation of the identified salient IEP development and implementation features as well as the impact on student progress and achievement;

(C) Its proposed approach to the selection of TA recipients, including how it will measure the readiness of potential TA recipients to work with the project, assessing, at a minimum, their need and interest, current infrastructure, available resources, and feasibility and likelihood of increasing capacity at the LEA, CMO, private school association, and school levels;

(D) Its proposed plan for collaborating with the State educational agencies (SEAs) to work with and assist LEAs, CMOs, and schools in developing and enhancing sustainable systems, consistent with the Endrew F. decision, that include professional development based on adult learning principles and coaching;

(E) Its proposed plan for working with appropriate levels of the education system (e.g., SEAs, LEAs, CMOs, schools, families) to ensure there is communication between each level and there are systems in place to support the use of EBPs; and

(F) Its proposed plan for disseminating lessons learned from LEAs, CMOs, and schools

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

B-10 receiving the intensive TA for universal TA recipients;

(iii) Its proposed approach to universal, general TA,8 which must identify the intended recipients, including the educators, administrators, parents, and service providers, and how they will access and utilize:

(A) The knowledge developed through the research methods described in paragraph (b)(4)(i) of these application and administrative requirements;

(B) The tools and products developed through the activities described in paragraph (b)(5)(i) of these application and administrative requirements; and

(C) The lessons learned from the delivery of intensive TA on IEP development and implementation.

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

(i) How the proposed project will ensure that its products and services are not designed to influence the enrollment or placement decisions of parents of children with disabilities and are designed to support services for children with disabilities equally, regardless of placement;

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

(iii) How the proposed project will collaborate with other organizations and Department-funded TA centers, including parent centers, and the intended outcomes of this collaboration; and

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

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

8 “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.

B-11 evaluate those activities; and how well the goals or objectives of the proposed project, as described in its logic model, have been met. Applicants must also include a proposed plan for collecting baseline, targeted, and outcome data for each intensive TA site.

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

(1) Designate, with the approval of the Office of Special Education Programs (OSEP) project officer, a project liaison staff person with sufficient dedicated time, experience in evaluation, and knowledge of the project to work in collaboration with the Center to Improve Program and Project Performance (CIP3),9 the project director, and the OSEP project officer on the following tasks:

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

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

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

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

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

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

9 The major tasks of CIP3 are to guide, coordinate, and oversee the design of formative evaluations for every large discretionary investment (i.e., those awarded $500,000 or more per year and required to participate in the 3+2 process) in OSEP’s Technical Assistance and Dissemination; Personnel Development; Parent Training and Information Centers; and Educational Technology, Media, and Materials programs. The efforts of CIP3 are expected to enhance individual project evaluation plans by providing expert and unbiased TA in designing the evaluations with due consideration of the project’s budget. CIP3 does not function as a third-party evaluator.

B-12 annual performance report;

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

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

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

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

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

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

(4) How the proposed project will benefit from a diversity of perspectives, including those of families, educators, TA providers, researchers, and policy makers, among others, in its

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

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

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

(i) A two-day kick-off meeting in Washington, DC, after receipt of the award, and an annual planning meeting, 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 annual two-day trips to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP; and

(iv) A two-day intensive 3+2 review meeting during the second year of the project period;

(3) Include, in the budget, a line item for an annual set-aside of 10 percent of the grant amount to support emerging needs and future Department policy initiatives that are consistent with the proposed project’s intended outcomes, as those needs and initiatives are identified in consultation with, and approved by, the OSEP project officer. 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; and

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

(5) Ensure that annual project progress toward meeting project goals is posted on the project website; and

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

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

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

Under 34 CFR 75.253, the Secretary may reduce continuation awards or discontinue awards in any year of the project period for excessive carryover balances or a failure to make substantial progress. The Department intends to closely monitor unobligated balances and substantial progress under this program and may reduce or discontinue funding accordingly.

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. 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. 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.

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(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 as regulations of the Department 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:

$2,000,000.

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.

Maximum Award:

We will not make an award exceeding $2,000,000 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.

III. ELIGIBILITY INFORMATION

1. Eligible Applicants:

SEAs; State lead agencies under Part C of the IDEA; LEAs, including public charter schools that are considered LEAs under State law; IHEs; other public agencies; private nonprofit organizations; freely associated States and outlying areas; Indian Tribes or Tribal organizations;

and for-profit organizations.

2. Cost Sharing or Matching:

This program does not require cost sharing or matching.

3. 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.

However, under 34 CFR 79.8(a), we waive intergovernmental review in order to make an award by the end of FY 2019.

3. Funding Restrictions:

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

4. Recommended Page Limit:

The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you (1) limit the application narrative to no more than 70 pages and (2) use the following standards:

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

• Double space (no more than three lines per vertical inch) all text in the application narrative, 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 listed below:

(a) Significance (10 points).

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

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

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

(ii) The importance or magnitude of the results or outcomes likely to be attained by the proposed project.

(b) Quality of project services (35 points).

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

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