PKG00262569-instructions.pdf

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2020

APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

TRAINING AND INFORMATION FOR PARENTS OF CHILDREN

WITH DISABILITIES

(CFDA 84.328)

APPLICATIONS FOR NEW AWARDS;

PARENT TRAINING AND INFORMATION CENTERS

(CFDA 84.328M)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: JUNE 22, 2020

REOPENING DATE: July 14, 2020

NEW CLOSING DATE: July 20, 2020 NEW INTERGOVERNMENTAL REVIEW DATE: September 14, 2020

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

http://www.ed.gov/

GRANT APPLICATION PACKAGE CFDA 84.328M

CONTENTS

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

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

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

Grants.gov Submission Procedures and Tips for Applicants ............................................. B48

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

Parent Training and Information Centers (CFDA 84.328M)................................................. C2

Selection Criteria and Format for the Applications for New Awards—Parent Training and Information Centers (CFDA 84.328M) Competition .................................................... C20

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

Certification Regarding Lobbying .......................................................................... G28

Disclosure of Lobbying Activities ........................................................................... G29

Part V: Additional Information ........................................................................................... G30

DUNS Number Instructions ................................................................................... G30

Grant Application Receipt Acknowledgement ........................................................ G30

Grant and Contract Funding Information ............................................................... G30

PAPERWORK BURDEN STATEMENT

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1820-0028. 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 Training and Information for Parents of Children with Disabilities (CFDA 84.328) program—Applications for New Awards;

Training and Information for Parents of Children with Disabilities—Parent Training and Information Centers (CFDA No. 84.328M).

Note: The Notice Inviting Applications published in the Federal Register announced two separate priorities for parent centers: one priority for centers funded under IDEA (84.328M) and one priority for centers funded under the Rehabilitation Act (84.235F). This Application Package is exclusively for applying for the grants funded under IDEA

(84.328M) ONLY.

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-44, 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.

Note: Given the national emergency related to COVID-19, the Department will accept an application without an active SAM registration and may allow registered SAM users whose registrations expire before May 16, 2020, an additional 60 days to update their registration, consistent with the Office of Management and Budget Memo, M-20- 17.

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

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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 G-4, Application Forms and Instructions for Grants.gov Applications.

• MAXIMUM AWARD AMOUNT.

The competition included in this package has 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 limits 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, screen shots, and logic models included in the application narrative. (Please refer to the specific recommendations on page limits for the priority/competition to which you are submitting an application, Section B of this package).

• FORMAT FOR OTHER SECTIONS OF THE APPLICATION.

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

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

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

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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.

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 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 https://www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html http://www.ed.gov/about/offices/list/ocfo/gcsindex.html http://www.ed.gov/about/offices/list/ocfo/humansub.html

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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

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NOTICE INVITING APPLICATIONS

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FEDERAL REGISTER NOTICES

ReOpening Notice Published in the Federal Register on July 14, 2020

4000-01-U

DEPARTMENT OF EDUCATION

Reopening; Applications for New Awards; Training and Information for Parents of

Children with Disabilities--Parent Training and Information Centers

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

Education.

ACTION: Notice.

SUMMARY: On April 21, 2020, we published in the Federal Register (85 FR 22153) a notice inviting applications (NIA) for the fiscal year (FY) 2020 Parent Training and Information Centers program, Catalog of Federal Domestic Assistance (CFDA) 84.328M. The NIA established a deadline date of June 22, 2020, for the transmittal of applications. This notice reopens the competition for five days.

DATES:

Deadline for Transmittal of Applications: July 20, 2020.

Deadline for Intergovernmental Review: September 14, 2020.

FOR FURTHER INFORMATION CONTACT: Carmen Sanchez, U.S. Department of Education, 400 Maryland Avenue, SW, room 5162 Potomac Center Plaza, Washington, DC 20202-5076.

Telephone: (202) 245-6595. Email: Carmen.Sanchez@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: We did not receive timely applications that met all of the applicable requirements in the NIA from eligible applicants to serve all States listed in the notice prior to the closing date. Therefore, we are reopening the competition to allow applicants to

B-3 submit or resubmit applications that meet the requirements in the NIA, in order to ensure that parents in all States can be served by a Parent Training and Information Center.

Note: This notice does not reopen the Parent Information and Training program competition, CFDA number 84.235F, published in the same NIA.

Applicants that have already submitted applications under the FY 2020 Parent Training and Information Centers competition, CFDA 84.328M, are encouraged to review their applications and confirm that they have met all eligibility and other requirements contained in the NIA and the application package, which is available at www.grants.gov/web/grants/view-opportunity.html?oppId=326384.

Applicants may review two recorded webinars that discuss the application requirements at https://osepideasthatwork.org/resources-grantees/informational-webinars-osep-funding-opportunities.

Applicants that already submitted timely applications that meet all of the eligibility and other requirements do not have to resubmit their applications. If a new application is not submitted, the Department will use the application that was submitted before the June 22, 2020, 11:59 p.m. Eastern Time deadline.

Note: Applications that did not meet the submission deadline must be submitted to be considered for review.

Note to Applicants: The NIA provides other information that applies to this competition.

Specifically, the NIA identifies the requirements for applications submitted in response to the priority titled “Parent Training and Information Centers,” CFDA 84.328M, including the eligible entities, the States from which we are accepting applications, and the instructions for submitting applications.

Accessible Format: Individuals with disabilities can obtain this document, the NIA, and a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or

B-4 compact disc) on request to the program contact person listed under FOR FURTHER

INFORMATION CONTACT.

Electronic Access to This Document: The official version of this document is the document published in the Federal Register. You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

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

Dated: July 14, 2020

_______/s/____________________ Mark Schultz, Commissioner, Rehabilitation Services Administration, Delegated the authority to perform the functions and duties of the Assistant Secretary for the Office of Special Education and Rehabilitative Services.

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Notice Inviting Applications Published in the Federal Register on April 21, 2020

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Training and Information for Parents of Children with Disabilities--Parent Training and Information Centers and Parent Information and Training Program

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

ACTION: Notice.

SUMMARY:

The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2020 for Training and Information for Parents of Children with Disabilities--Parent Training and Information Centers, Catalog of Federal Domestic Assistance (CFDA) number 84.328M, and Parent Information and Training program, CFDA number 84.235F. These centers will provide objective information, resources, and impartial training that support parents and youth in working in partnership with professionals to establish and meet high expectations for children and youth with disabilities. This notice relates to approved information collections under OMB control numbers 1820-0018 and 1820-0028.

DATES:

Applications Available: April 21, 2020.

Deadline for Transmittal of Applications: June 22, 2020.

Date of 84.328M Pre-Application Meeting: OSERS will conduct a pre-application meeting specific to these competitions via webinar on May 4, 2020, at 4:00 p.m., Eastern Time. In addition, no later than April 27, 2020, the Office of Special Education Programs (OSEP) will post a pre-recorded informational webinar designed to provide technical assistance to interested applicants. Information about the teleconference and the pre-recorded webinar may be found at www2.ed.gov/fund/grant/apply/osep/new-osep-grants.html.

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

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Date of 84.235F Pre-Application Meeting: The Office of Special Education and Rehabilitative Services (OSERS) will post a PowerPoint presentation that provides general information related to RSA’s discretionary grant competitions and a PowerPoint presentation specifically related to this Parent Information and Training Program competition at https://ncrtm.ed.gov/RSAGrantInfo.aspx. OSERS will conduct a pre-application meeting specific to this competition via conference call in order to respond to questions on May 5, 2020, at 1:00 p.m. Eastern Time. OSERS invites you to send questions to tara.jordan@ed.gov in advance of the pre-application meeting. The teleconference information, including the 84.235F pre-application meeting summary of the questions and answers, will be available at https://ncrtm.ed.gov/RSAGrantInfo.aspx within 6 days after the pre-application meeting.

Deadline for Intergovernmental Review: August 19, 2020.

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:

For 84.328M:

Carmen Sanchez U.S. Department of Education 400 Maryland Avenue, SW Room 5162, Potomac Center Plaza Washington, DC 20202-5076

Telephone: (202) 245-6595

Email: Carmen.Sanchez@ed.gov http://www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf mailto:Carmen.Sanchez@ed.gov

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For 84.235F:

Tara Jordan U.S. Department of Education 400 Maryland Avenue, SW Room 5058E, Potomac Center Plaza Washington, DC 20202-5076

Telephone: (202) 245-7341

Email: Tara.Jordan@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

mailto:Tara.Jordan@ed.gov

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I. FUNDING OPPORTUNITY DESCRIPTION

Purpose of Program:

The purpose of the Training and Information for Parents of Children with Disabilities--Parent Training and Information Centers program, CFDA number 84.328M, is to ensure that parents of children with disabilities receive impartial training and objective information to help improve outcomes and raise expectations for their children. The Parent Information and Training program, CFDA number 84.235F, is designed to support projects that provide impartial training and objective information to enable individuals with disabilities, and the parents, family members, guardians, advocates, or other authorized representatives of the individuals (hereafter collectively referred to as “individuals with disabilities and their families”), to participate more effectively with professionals in meeting the vocational, independent living, and rehabilitation needs of individuals with disabilities. This program is designed to meet the unique training and information needs of those individuals who live in the area to be served, particularly those who are members of populations that have been unserved or underserved by programs under the Rehabilitation Act of 1973, as amended (Rehabilitation Act).

Priorities:

In accordance with 34 CFR 75.105(b)(2)(iv) and (v), the CFDA 84.328M Absolute Priority is from allowable activities specified in the statute, or otherwise authorized in the statute (see sections 671 and 681(d) of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1471 and 1481). In accordance with 34 CFR 75.105(b)(2)(v), the CFDA 84.235F Absolute Priority is from allowable activities specified in the statute (see section 303(c)(2) of the Rehabilitation Act; 29 U.S.C. 773(c)(2)).

Absolute Priority:

For FY 2020 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. Under 34 CFR 75.105(c)(3) we consider only applications that meet one or both of these priorities.

Note: Eligible applicants may apply for both absolute priorities but must submit separate applications for each absolute priority. An applicant may apply only once under each identified region of the CFDA 84.235F priority. An applicant may apply only once under the CFDA 84.328M priority, except an applicant may apply for multiple regional centers within a single State and must submit a separate application for each region (see page 24 for a list of States within each region). For example, an applicant applying for the 84.328M grant for Idaho and the 84.235F grant for region D-2, which contains Idaho, must submit separate applications under both CFDA numbers. Or an applicant submitting for multiple 84.328M regions within Texas must

B-9 submit separate applications for each region. If the applicant also applies for an 84.235F grant for region B-2, which contains Texas, the applicant must submit a separate application for the 84.235F grant. Applicants that apply for both absolute priority 1 and 2 are encouraged to address in their applications how they will work to provide seamless services for families and individuals with disabilities receiving services under both the IDEA and the Rehabilitation Act.

These priorities are:

CFDA 84.328M Absolute Priority--Parent Training and Information Centers.

Background:

The purpose of this priority is to fund 65 Parent Training and Information Centers (PTIs) designed to meet the information and training needs of parents1 of infants, toddlers, children, and youth with disabilities,2 ages birth through 26 (collectively, “children with disabilities”), and the information and training needs of youth with disabilities living in the States or regions of the States served by the centers. These PTIs, consistent with statute, will provide individualized assistance, training, and resources to help parents work with schools, early childhood providers, and early childhood and educational systems to meet the unique needs of their children and set high expectations and challenging objectives for every child with a disability. PTIs will also provide high-quality, accurate, and impartial information to families of children with disabilities on the range of educational options that may be available in their State and local community and will coordinate with Community Parent Resource Centers (CPRCs) (CFDA 84.328C) that may be funded in their respective States or regions of their States.

PTIs (www.parentcenterhub.org/find-your-center/) promote the effective education of children with disabilities by “strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home” (section 601(c)(5)(B) of IDEA; 20 U.S.C. 1400(c)(5)(B)). PTIs, consistent with section 671(b) (20 U.S.C. 1471(b)) of IDEA, serve families of children who may be inappropriately identified, underserved families, families with limited English proficiency, and families in which a parent may also experience a disability. PTIs help parents (a) navigate systems providing early intervention, special education and related services, general education, and postsecondary options; (b) understand the educational and service options available to them and their children; (c) understand the nature of their children’s disabilities; (d) learn about

1 The term “parent” includes natural, adoptive, and foster parents, guardians, and individuals acting in the role of “parent” as defined in section 602(23) of IDEA. (20 U.S.C. 1401(23)).

2 The term “disabilities” refers to the full range of disabilities described in section 602(3) of IDEA. (20 U.S.C. 1401(3)).

B-10 their rights and responsibilities under IDEA; (e) expand their knowledge of evidence-based practices3 to help their children succeed; (f) strengthen their collaboration with professionals; (g) locate resources for themselves and their children; and (h) advocate for improved child outcomes and student achievement, increased graduation rates, and improved postsecondary outcomes for all children through participation in program and school reform activities.

By providing parents with impartial information and individualized assistance and training, PTIs enable parents to (a) make informed decisions when choosing educational and early learning options that best meet the needs of their children; (b) help their children meet developmental and academic goals; (c) help their children meet challenging expectations established for all children; and (d) prepare their children to achieve positive postsecondary outcomes that lead to lives that are as productive and independent as possible. In addition, parent centers help youth with disabilities understand their rights and responsibilities and learn self-advocacy skills to prepare them to lead productive lives as independently as possible.

PTIs are also valuable partners to Federal, State, and local agencies, providing expertise on how to better support families and youth with disabilities so that they can effectively and efficiently access IDEA services. Projects must be awarded and operated in a manner consistent with the nondiscrimination requirements contained in the U.S. Constitution and the Federal civil rights laws.

CFDA 84.328M Priority:

The Department intends to fund 65 grants to establish and operate 65 PTIs. Based on the quality of applications received, the Department intends to fund one PTI in each of the following States:4 Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Utah, Vermont, U.S. Virgin Islands, Virginia, Washington, West Virginia, Wisconsin, Wyoming, and one PTI to serve the freely associated States5 and outlying areas in the Pacific.

In addition, the Department intends to fund PTIs to serve regions within each of the following

3 The term “evidenced-based practices” (EBPs) means, at a minimum, demonstrating a rationale (as defined in 34 CFR 77.1) based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes.

4 Under section 602(31) of IDEA, the term “State” means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas. Under section 602(22) “outlying area” means the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.

5 The freely associated States of the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau.

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States: California, Florida, Illinois, New York, and Texas. Regional PTIs will be better able to provide responsive services to families in the largest, most diverse States.

At a minimum, the PTIs must-- (a) increase parents’ capacity to help their children with disabilities improve their early learning, school-aged, and postsecondary outcomes; (b) increase parents’ knowledge of educational and early learning options; and (c) increase youth with disabilities’ capacity to be effective self-advocates.

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

(a) In the narrative section of the application under “Significance,”--

(1) Present appropriate information on--

(i) The needs of parents in the geographic diversity of its State or region, including, but not limited to, underserved parents, low income parents, parents with limited English proficiency, and parents with disabilities;

(ii) The needs of youth with disabilities in the geographic diversity of its State or region, including, but not limited to, underserved youth, incarcerated youth, youth in foster care, and youth with limited English proficiency; and

(iii) The variety of educational options available within the State and local communities, and how parents and youth are made aware of these options; and

(2) Demonstrate how the proposed project will, within the geographic diversity in its State or region--

(i) Address the needs of parents of children with disabilities for high-quality services that increase parents’ capacity to help their children with disabilities improve their early learning, school-aged, and postsecondary outcomes. To meet this requirement the applicant must--

(A) Demonstrate knowledge of best practices on providing training and information to the variety of parents in its State or region;

(B) Demonstrate knowledge of best practices in outreach and family-centered services;

(C) Demonstrate knowledge of current education practices and policy initiatives to improve outcomes in early intervention and early childhood, general and special education, transition services, and postsecondary options; and

(D) Demonstrate knowledge of how to identify and work with appropriate partners in the State, including local providers and lead agencies providing Part C services; State and local

B-12 educational agencies; State child welfare agencies; disability-specific systems and entities serving families, such as the State’s protection and advocacy system; vocational rehabilitation (VR) agencies; and other nonprofits serving families in order to improve outcomes; and

(ii) Address the needs of youth with disabilities for high-quality services that increase their capacity to be effective self-advocates. To meet this requirement the applicant must--

(A) Demonstrate knowledge of best practices for providing training and information to the variety of youth with disabilities in its State or region;

(B) Demonstrate knowledge of current education practices and policy initiatives in self-advocacy; and

(C) Demonstrate knowledge of how to work with appropriate partners serving youth with disabilities, including State and local VR agencies, other nonprofits, and Independent Living Centers that provide assistance such as postsecondary education options, employment training, and supports.

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

(1) Use a project logic model to guide the development of project plans and activities within its State or region;

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.

(2) Develop and implement an outreach plan to inform parents of children with disabilities of how they can benefit from the services provided by the PTI, including, but not limited to--

(i) Parents of children who may be inappropriately identified;

(ii) Underserved parents;

(iii) Parents with limited English proficiency;

(iv) Low-income parents; and

(v) Parents with disabilities; and

(3) Develop and implement an outreach plan to inform youth with disabilities of how they can benefit from the services provided by the PTI.

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

(1) Provide high-quality services that increase parents’ capacity to help their children with disabilities improve their early learning, school-aged, and postsecondary outcomes. To meet this requirement the applicant must include information as to how the services will--

(i) Increase parents’ knowledge of--

(A) The nature of their children’s disabilities, including their children’s strengths, and academic, behavioral, and developmental challenges;

(B) The importance of having high expectations for their children and how to help them meet those expectations;

(C) The local, State, and Federal resources available to assist them and their children and local resources that strengthen their connection to their communities;

(D) IDEA, Federal IDEA regulations, and State regulations, policies, and practices implementing IDEA, including--

(1) Their rights and responsibilities under IDEA, including procedural safeguards and dispute resolution;

(2) Their role on Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) Teams and how to effectively participate on IFSP and IEP Teams; and

(3) How services are provided under IDEA;

(E) Other relevant educational and health care legislation, including the Elementary and Secondary Education Act of 1965, as amended (ESEA); the Rehabilitation Act, especially section 504 of the Rehabilitation Act (Section 504) and the provisions established by the Workforce Innovation and Opportunity Act (WIOA); and the Americans with Disabilities Act

(ADA);

(F) Transition services, at all levels, including Part C early intervention to Part B preschool, preschool to elementary school, elementary school to secondary school, secondary school to postsecondary education and workforce options, and re-entry of incarcerated youth to school and the community;

(G) The options available within the State and their community to educate and help their children meet educational and developmental outcomes;

(H) How their children can have access to the general education curriculum and inclusive early

B-14 learning programs, including access to corresponding academic standards and assessments, extracurricular and enrichment opportunities, and other initiatives available to all children;

(I) Early intervention and education practices that improve outcomes and help children meet high expectations; and

(J) School reform efforts to improve student achievement and increase graduation rates; and

(ii) Increase parents’ capacity to--

(A) Effectively support their children with disabilities and participate in their children’s education;

(B) Make informed decisions when choosing educational and early learning options that best meet the needs of their children;

(C) Communicate effectively and work collaboratively in partnership with early intervention service providers, school-based personnel, related services personnel, and administrators;

(D) Resolve disputes effectively; and

(E) Participate in school reform activities to improve outcomes for all children;

(2) Provide high-quality services that increase youth with disabilities’ capacity to be effective self-advocates. To meet this requirement the applicant must include information as to how the services will--

(i) Increase the knowledge of youth with disabilities about--

(A) The nature of their disabilities, including their strengths, and of their academic, behavioral, and developmental challenges;

(B) The importance of having high expectations for themselves and how to meet those expectations;

(C) The resources available to support their success in secondary and postsecondary education and employment and full participation in their communities;

(D) IDEA, Section 504, Rehabilitation Act, WIOA, ADA, and other legislation, regulations, and policies that affect people with disabilities;

(E) Their rights and responsibilities while receiving services under IDEA, the Rehabilitation Act, and WIOA, and after transitioning to post-school programs, services, and employment;

(F) How they can participate on IEP Teams;

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(G) The options available within the State and their community to help them meet their educational and post-transition outcomes; and

(H) Supported decision making necessary to transition to adult life; and

(ii) Increase the capacity of youth with disabilities to--

(A) Advocate for themselves, including communicating effectively and working collaboratively in partnership with providers; and

(B) Make informed decisions when choosing educational options that best meet their needs;

(3) Use various methods to deliver services, including in-person and remotely through the use of technology;

(4) Use best practices for providing training and information to adult learners and youth;

(5) Establish cooperative partnerships with any CPRCs and any other PTIs funded in the State under sections 672 and 671 of IDEA, respectively;

(6) Establish cooperative partnerships with the Parent Training and Information Centers funded under the Rehabilitation Act (CFDA 84.235F) in the Regional Parent Technical Assistance Center’s (Regional PTAC’s) (CFDA 84.328R) region to which they belong, and the Center for Parent Information and Resources (CFDA 84.328R); and

(7) Network with local, State, and national organizations and agencies, such as protection and advocacy agencies and VR agencies that serve parents and families of children with disabilities, to better support families and children with disabilities to effectively and efficiently access IDEA and pre-employment transition services.

(d) 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 for evaluating the quality, accuracy, and impartiality of project services and products; measures of progress in implementation, including the criteria for determining the extent to which the project’s products and services have met the goals for reaching its target population; measures of intended outcomes or results of the project’s activities in order to evaluate those activities; and how well the goals or objectives of the proposed project, as described in its logic model, have been met.

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

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

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

(3) 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; and

(4) 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.

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

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

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

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

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

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

(4) The board of directors will be used to provide appropriate oversight to the project;

(5) The proposed project will benefit from a diversity of perspectives, including those of families using a variety of education options, youth, educators, and State and local providers, among others, in its development and operation;

(6) The proposed project will ensure that the annual performance reports submitted to the Department will--

(i) Be accurate and timely;

(ii) Include information on the projects’ outputs and outcomes; and

(iii) Include, at a minimum, the number and demographics of parents and youth to whom the PTI provided information and training, the parents’ and youth’s unique needs, and the levels of service provided to them; and

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(7) The project management and staff will--

(i) Make use of the technical assistance (TA) and products provided by the OSEP-funded Center on Parent Information and Resources, Regional PTACs, and other TA centers, as appropriate;

(ii) Participate in developing individualized TA plans with the Regional PTAC, as appropriate;

and

(iii) Facilitate one site visit from the Regional PTAC during the grant cycle.

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

(1) Include, in Appendix A, a logic model for the project;

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

(3) Include, in the budget, travel funds to support the project director’s attendance at one meeting sponsored by OSEP or the Regional PTACs, at a minimum;

(4) Maintain a website that meets government or industry-recognized standards for accessibility and that includes, at a minimum, a current calendar of upcoming events, free informational publications for families, and links to webinars or other online multimedia resources; and

(5) Assure that the information provided to parents is accurate and impartial.

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. 1471 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.

CFDA 84.235F Absolute Priority--Parent Information and Training Program.

Background:

The purpose of this priority is for the Rehabilitation Services Administration (RSA) to fund eight Parent Information and Training (RSA-PTI) centers, to meet the information and training needs of individuals with disabilities and their families, so that individuals with disabilities can achieve their employment and independent living goals. The Secretary may fund out of rank order to ensure that the RSA-PTI centers will be distributed geographically throughout the country, with two RSA-PTI centers within each of the OSEP-funded Regional PTAC regions.6 Funding will be provided to the highest ranked applicant for each region. Applicants must propose to provide services to all States in a region:

Region A-1: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont.

Region A-2: Delaware, Maryland, New Jersey, New York, Pennsylvania, District of Columbia, Puerto Rico, U.S. Virgin Islands.

Region B-1: Florida, Georgia, North Carolina, South Carolina, Tennessee, Virginia.

Region B-2: Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, Texas.

Region C-1: Illinois, Indiana, Kentucky, Michigan, Minnesota, Ohio, West Virginia, Wisconsin.

Region C-2: Iowa, Kansas, Missouri, Montana, Nebraska, North Dakota, South Dakota, Wyoming.

6 For RSA-funded grants, “State” includes, in addition to each of the several States of the United States, the District of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands (Rehabilitation Act, Section 7(34)). The Regional PTAC regions and the States in those regions can be found at www.parentcenterhub.org/rptacs/.

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Region D-1: Alaska, Hawaii, Oregon, Washington, American Samoa, the Commonwealth of the Northern Mariana Islands, Guam.

Region D-2: Arizona, California, Colorado, Idaho, Nevada, New Mexico, Utah.

The RSA-PTI centers will be designed to meet the unique training and information needs of individuals with disabilities and their families who live in the area to be served, particularly those who are members of populations that have been unserved or underserved by other Rehabilitation Act programs. The RSA-PTI centers will coordinate and work closely with the PTI centers established under the CFDA 84.328M priority pursuant to section 671 of IDEA. Finally, the RSA-PTI centers will help to build greater and more effective family engagement in the education and postsecondary transition of their children and create or expand partnerships with community-based organizations to provide supports and services to students and families.

The Department has funded RSA-PTI centers under the Rehabilitation Act since 1993. For individuals with disabilities and their families, particularly for youth of transition age, the need for information about postsecondary transition, VR, independent living,…