PKG00264450-instructions.pdf

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION & REHABILITATIVE SERVICES

OFFICE OF SPECIAL EDUCATION PROGRAMS

WASHINGTON, D.C. 20202

FISCAL YEAR 2021

APPLICATION FOR NEW GRANTS UNDER THE

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND

RESULTS FOR CHILDREN WITH DISABILITIES

(ASSISTANCE LISTING NUMBER/CFDA 84.325)

APPLICATIONS FOR NEW AWARDS;

IMPROVING RETENTION OF SPECIAL EDUCATION TEACHERS

AND EARLY INTERVENTION PERSONNEL

(ASSISTANCE LISTING NUMBER/CFDA 84.325P)

DATED MATERIAL: OPEN IMMEDIATELY

CLOSING DATE: FEBRUARY 9, 2021

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

http://www.ed.gov/

GRANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER/CFDA 84.325P

CONTENTS

Applicant Letter ..................................................................................................................... A-1

Notice Inviting Applications ................................................................................................. B-1

Federal Register Notice ..................................................................................................... B-2

Grants.gov Submission Procedures and Tips for Applicants ............................................ B-25

Priority Description and Selection Criteria

Improving Retention of Special Education Teachers and Early Intervention Personnel (Assistance Listing Number/CFDA 84.325P) ..................................................................... C-2

Selection Criteria and Format for the Applications for New Awards— Improving Retention of Special Education Teachers and Early Intervention Personnel (Assistance Listing Number/CFDA 84.325P) Competition ............................................... C-17

General Information on Completing an Application ........................................................... D-1

Application Transmittal Instructions and Requirements for Intergovernmental Review .................................................................................................... E-1

Application Transmittal Instructions ................................................................................... E-2

Appendix ............................................................................................................................... F-1

Intergovernmental Review of Federal Programs ................................................................ F-2

State Single Points of Contact (SPOCs) ............................................................................ F-3

Notice to All Applicants Ensuring Equitable Access and Application Forms and Instructions ........................................................................................................ G-1

Part I: Application for Federal Assistance (SF-424) ........................................................... G-6

Part II: Budget Information (Form 524) ............................................................................ G-21

Part III: Application Narrative ........................................................................................... G-30

Certification Regarding Lobbying ......................................................................... G-31

Part IV: Additional Information ......................................................................................... G-32

DUNS Number Instructions .................................................................................. G-32

Grant Application Receipt Acknowledgement ....................................................... G-32

Grant and Contract Funding Information .............................................................. G-32

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 Personnel Development to Improve Services and Results for Children with Disabilities (Assistance Listing Number/CFDA 84.325) program—Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities—Improving Retention of Special Education Teachers and Early Intervention Personnel (Assistance Listing Number/CFDA 84.325P).

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-25, 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/

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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.

• FOURTH AND FIFTH YEAR OF PROJECT (84.325P GRANTS).

The Secretary may extend a project two years beyond the initial 36 months if the grantee is achieving the intended outcomes of the project (as demonstrated by data gathered as part of the project evaluation). Each applicant must include in its application a plan and a budget for the full 60-month period. In deciding whether to extend funding the project for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a) and will consider the success and timeliness with which the intended outcomes of the project requirements have been or are being met by the project.

• RECOMMENDED PAGE LIMITS AND LINE SPACING OF APPLICATION NARRATIVE.

The competition included in this package limits the 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 AND COMPETITIVE PREFERENCE PRIORITY.

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

Applicants must demonstrate matching support for the proposed project at 10 percent of the total amount of the grant, as specified in paragraph (f)(1) of the priority requirements, for an application to be reviewed and be considered eligible to receive an award.

Prior to the peer review, Department staff will determine if an application has met the absolute priority and is eligible for peer review. An application that has not met the absolute priority will not be considered for funding and may not be reviewed. Department staff will assign competitive preference priority points to applications meeting the competitive preference priority, up to a total of 5 points.

• 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.

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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• COPIES OF THE APPLICATION.

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

ADDITIONAL INFORMATION

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

For information about other U.S. Department of Education grant and contract opportunities, we encourage you to use the Department's grant information web page which can be accessed on the internet at http://www.ed.gov/about/offices/list/ocfo/grants/grants.html.

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

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

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

B-1

NOTICE INVITING APPLICATIONS

B-2

FEDERAL REGISTER NOTICE

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities--Improving Retention of Special Education Teachers and Early Intervention Personnel

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) 2021 for Personnel Development to Improve Services and Results for Children with Disabilities--Improving Retention of Special Education Teachers and Early Intervention Personnel, Assistance Listing Number 84.325P. This notice relates to the approved information collection under OMB control number 1820-0028.

DATES:

Applications Available: December 11, 2020.

Deadline for Transmittal of Applications: February 9, 2021.

Deadline for Intergovernmental Review: April 12, 2021.

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.

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

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FOR FURTHER INFORMATION CONTACT:

Sarah Allen U.S. Department of Education 400 Maryland Avenue, SW Room 5160, Potomac Center Plaza Washington, DC 20202-5076

Telephone: (202) 245-7875

Email: Sarah.Allen@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:Sarah.Allen@ed.gov

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I. FUNDING OPPORTUNITY DESCRIPTION

Purpose of Program:

The purposes of this program are to--

(1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, and youth with disabilities; and

(2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children.

Priorities:

This competition includes one absolute priority and one competitive preference priority. In accordance with 34 CFR 75.105(b)(2)(v), the absolute priority and competitive preference priority are from allowable activities specified in the statute (see sections 662 and 681 of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C. 1462 and 1481).

Absolute Priority:

For FY 2021 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:

Improving Retention of Special Education Teachers and Early Intervention Personnel.

Background:

Many local educational agencies (LEAs) and early intervention service (EIS) providers face challenges with retention1 of qualified personnel who serve and support children with disabilities in schools, classrooms, and natural environments under IDEA (Espinoza et al., 2018; IDEA

1 For the purposes of this competition, the term “retention” means that special education teachers and early intervention service providers stay in their current position or field serving children with disabilities.

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Infant and Toddlers Coordinators Association, 2019). Across all subject areas, national estimates suggest that approximately 8 percent of teachers leave the profession each year, and two-thirds of them leave for reasons other than retirement. Within special education, teacher turnover is estimated to exceed 14 percent annually (Carver-Thomas & Darling-Hammond, 2017). These staffing shortages are costly for the systems faced with repeatedly replacing those who move out of the system or leave the profession. Moreover, low retention rates among special education teachers and early intervention personnel have negative implications for the development, learning, and academic success of infants, toddlers, children, and youth with disabilities (Council for Exceptional Children, 2019). Staff turnover is disruptive to instructional programming and practices, which in turn decreases student learning and achievement (Sutcher et al., 2016).

Efforts to improve retention of special education teachers and early intervention personnel require understanding factors associated with, or contributing to, their decisions to stay, move, or leave the profession. Factors impacting retention consistently include preparation and qualifications, support for new hires, compensation, school or program characteristics, working conditions, and demographic and nonwork influences (Billingsley & Bettini, 2019; Carver- Thomas & Darling-Hammond, 2017; Mason-Williams et al., 2020). Further, policies and practices that research has shown to improve personnel retention include offering service scholarships and loan forgiveness, creating career pathway programs that bring well-prepared candidates into teaching (e.g., “Grow Your Own” and teacher cadet programs), establishing teacher residency models in hard-to-staff districts, mentoring and induction for new hires, strengthening school principals’ and administrators’ understanding of special education, and providing competitive compensation (Billingsley & Bettini, 2019; Carver-Thomas & Darling- Hammond, 2017; Espinoza et al., 2018; Mason-Williams et al., 2020).

Finally, comprehensive strategies to address retention of special education teachers and EIS providers benefit from effective organizational partnerships between relevant stakeholders (Espinoza et al., 2018), including personnel preparation faculty and researchers, parents and families, professional organizations, and practitioners and administrators at the State, regional, and local levels. With the goal of ensuring alignment between preparation programs and the needs of the local systems serving children with disabilities, stronger partnerships bring stakeholders together regularly to share knowledge, address common challenges, and develop enduring relationships around shared goals. By connecting these research findings with available resources from technical assistance centers funded by the Office of Special Education Programs (OSEP), such as The Educator Shortages in Special Education Toolkit (Great Teachers and Leaders Center, 2020) and A System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs (Early Childhood Technical Assistance Center, 2015), States, regional, and local systems will be better able to develop, implement, evaluate, scale-up, and sustain comprehensive retention plans, resulting in meaningful improvement in retention of special education teachers and early intervention personnel.

B-6

Over the past year, OSEP has engaged the field in numerous activities related to attracting, preparing, and retaining effective personnel and received considerable feedback that State educational agencies (SEAs) and Part C lead agencies would benefit from investments that support their efforts to improve retention. The proposed investment under the absolute priority would fund efforts by SEAs or Part C lead agencies, in collaboration with LEAs or EIS providers, to plan, implement, evaluate, scale-up, and sustain a comprehensive retention plan that uses evidence-based policies and practices to address factors contributing to low retention in these systems. This priority is consistent with the Secretary’s Supplemental Priority 5: Meeting the Unique Needs of Students and Children with Disabilities and/or Those with Unique Gifts and Talents; and Supplemental Priority 8: Promoting Effective Instruction in Classrooms and Schools.

Priority:

The purpose of this priority is to fund grants to achieve, at a minimum, the following expected outcomes:

(a) Increased capacity of State, regional, and local systems to develop, implement, evaluate, scale-up, and sustain comprehensive retention plans that use evidence-based policies and practices to address identified factors contributing to low retention of special education teachers and early intervention personnel. Such a plan might include mentorship or induction programs, career pathways programs, recognition and incentive programs, competitive compensation, service scholarships, or student loan repayment for continued service.

(b) Increased capacity of State, regional, and local systems to evaluate their comprehensive retention plans and how the plans are implemented.

(c) Increased capacity of State, regional, and local systems to effectively partner with a broad range of stakeholder groups--including, but not limited to, the business community, personnel preparation programs at institutions of higher education (IHEs), parent training and information centers2 (PTIs), and other community-based organizations--needed to develop, implement, evaluate, scale-up, and sustain comprehensive retention plans that improve retention of special education teachers and early intervention personnel.

2 For the purpose of this priority, the term “parent training and information centers” means OSEP-funded parent training and information centers that serve parents of children of all ages (birth to 26) and all types of disabilities. Discretionary grants are awarded only to parent organizations as defined by IDEA under Assistance Listing Number 84.328. For more information, including centers located in each State and territory, see www.parentcenterhub.org/find-your-center/.

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(d) Improved retention of special education teachers and early intervention personnel.

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

Note: OSEP intends to fund projects that address retention of special education teachers and early intervention personnel. OSEP may fund high-quality applications out of rank order to ensure that projects are funded across both SEAs and Part C lead agencies.

Note: An applicant may submit an application that addresses retention of special education teachers or an application that addresses retention of early intervention personnel. An applicant may submit one application that addresses retention of special education teachers and another that addresses retention of early intervention personnel.

Note: To be reviewed and be considered eligible to receive an award, applicants must demonstrate matching support for the proposed project at 10 percent of the total amount of the grant as specified in paragraph (f)(1) of the application requirements of this priority.

To meet the requirements of this priority, an applicant must--

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

(1) Address the State, regional, or local need to retain special education teachers or early intervention personnel across the career continuum and at every level of experience. To meet this requirement, the applicant must--

(i) Present applicable State, regional, or local data demonstrating the current and projected number and percentage of special education teachers or early intervention personnel leaving their current positions (disaggregated, to the extent possible, by those retiring and those leaving for other reasons, such as promotion, moving to general education, or leaving the field);

(ii) Present applicable State, regional, or local data demonstrating the impact of teachers or early intervention personnel leaving their systems such as impacts on fiscal or academic outcomes; and

(iii) Describe factors contributing to special education teachers or early intervention personnel leaving their systems; and

(2) Address the need for improved infrastructure and partnerships with a broad range of stakeholder groups to retain special education teachers or early intervention personnel. To meet this requirement, the applicant must--

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(i) Describe current State, regional, and local strategies that have been used or are being used to improve retention of special education teachers or early intervention personnel;

(ii) Describe the impact of implementing the strategies identified in paragraph (a)(2)(i) of this section;

(iii) Describe the changes in State, regional, and local infrastructure (e.g., governance, finance, personnel, coordination, data, and accountability and improvement) needed to improve retention of special education teachers or early intervention personnel;

(iv) Describe the collaborative relationships with a broad range of stakeholder groups that need to be strengthened or established to improve retention of special education teachers or early intervention personnel; and

(v) Describe the likely magnitude or importance of retaining more special education teachers or early intervention personnel at State, regional, and local levels.

(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;

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

(i) Measurable intended project outcomes; and

(ii) In Appendix A, the logic model3 by which the proposed project will achieve its intended outcomes that depicts, at a minimum, the goals, 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;

3 “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.

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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) Use up to the first 12 months of the project period to develop a comprehensive retention plan, or a plan to evaluate, scale-up, and sustain an existing comprehensive retention plan, that uses evidence-based policies and practices that address identified factors contributing to low retention to retain special education teachers or early intervention personnel. To meet this requirement, the applicant must include--

(i) Its proposed plan to collect and analyze additional data, as appropriate, to understand the factors, including policies and practices, contributing to low retention of special education teachers or early intervention personnel at the State, regional, and local levels;

(ii) The current and additional evidence-based policies and practices that will guide the development of the comprehensive retention plan or the plan to scale-up an already existing comprehensive retention plan, and the proposed process the applicant will use to address the identified factors contributing to low retention;

(iii) Its proposed process for identifying LEAs or EIS providers that the State will partner with to develop comprehensive retention plans, or plan to scale-up already existing comprehensive retention plans, to improve the retention of special education or early intervention personnel.

The applicant should indicate the extent to which the poverty level of youth served, geography (e.g., rural, urban) or other demonstrated needs (e.g., staff shortages, historic pattern of high turnover rates) will factor into its process for identifying LEAs or EIS providers to partner with;

and

(iv) Its proposed plan for identifying and establishing meaningful partnerships, as appropriate, with a broad range of stakeholder groups, including but not limited to the business community, IHEs, PTIs, and other community-based organizations, necessary to successfully develop a comprehensive retention plan, or to evaluate, scale-up, and sustain existing comprehensive retention plans;

(5) Implement, scale-up, and sustain a comprehensive retention plan that uses evidence-based policies and practices to address identified factors contributing to low retention of special education teachers or early intervention personnel. To meet this requirement, the applicant must include its approach to--

(i) Ensure an infrastructure (e.g., governance, finance, personnel, data, and accountability and improvement) is in place to implement the comprehensive retention plan at the State, regional, or local level;

http://www.osepideasthatwork.org/logicModel http://www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework http://www.osepideasthatwork.org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework

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(ii) Establish additional partnerships, as needed, including agreements that outline responsibilities, sharing of resources, and decision-making and communication processes among all partners;

(iii) Recruit LEAs or EIS providers to partner with to implement, evaluate, scale-up, and sustain the comprehensive recruitment plan. To meet this requirement, the applicant must include--

(A) The proposed process for identifying LEAs or EIS providers that the State will partner with to implement, evaluate, scale-up, and sustain the comprehensive retention plan, and expectations for participation, which must include the data that partners will need to be collected to demonstrate progress in implementing the comprehensive retention plan; and

(B) The proposed process the applicant will use to identify additional LEAs or EIS providers that it will partner with in years four and five if the project period is extended; and

(iv) The proposed process the applicant will use to sustain the comprehensive retention plan once Federal support ends; and

(6) Disseminate information on the effectiveness of evidence-based policies and practices used within the comprehensive retention plan and the impact of implementing the plan to other SEAs and LEAs or Part C lead agencies and local service providers to support other systems in increasing the retention of special education teachers or early intervention personnel.

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

(1) The applicant will use comprehensive and appropriate methodologies to evaluate how well the goals or objectives of the proposed project have been met, including project processes and intended outcomes. The applicant must describe performance measures for the project that include retention rates for special education teachers or early intervention personnel; and

(2) The applicant will collect, analyze, and use data related to specific and measurable goals, objectives, and intended outcomes of the project. To meet this requirement, the applicant must describe how--

(i) Retention of special education teachers or early intervention personnel and other project processes and outcomes will be measured for formative evaluation purposes, including proposed instruments, data collection methods, and proposed analyses;

(ii) Proposed evaluation methods will provide performance feedback that allows for periodic assessment of progress towards meeting the project outcomes;

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(iii) Results of the evaluation will be used as a basis for improving the proposed project; and

(iv) Evaluation results will be reported to OSEP in its annual and final performance reports.

(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 meet 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 project will benefit from a diversity of perspectives, including those of individuals with disabilities, families of students with disabilities, administrators, teachers and personnel, faculty, technical assistance and professional development providers, PTIs, researchers, business leaders, and policymakers, among others, in its development and operation.

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

(1) Demonstrate, in the budget information (ED Form 524, Section B) and budget narrative, matching support for the proposed project at 10 percent of the total amount of the grant;

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Note: Matching support can be either cash or in-kind donations. Under 2 CFR 200.306, a cash expenditure or outlay of cash with respect to the matching budget by the grantee is considered a cash contribution. However, certain cash contributions that the organization normally considers an indirect cost should not be counted as a direct cost for the purposes of meeting matching support. Specifically, in accordance with 2 CFR 200.306(c), unrecovered indirect costs cannot be used to meet the non-Federal matching support. Under 2 CFR 200.434, third-party in-kind contributions are services or property (e.g., land, buildings, equipment, materials, supplies) that are contributed by a non-Federal third party at no charge to the grantee.

The Secretary does not, as a general matter, anticipate waiving this requirement in the future. Furthermore, given the importance of cost share or matching funds to the long-term success of the project, eligible entities must identify appropriate cost share or matching funds in the proposed three-year budget.

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

(3) Include, in the budget, attendance at a two- and one-half day meeting in conjunction with either the OSEP project directors’ conference or the OSEP leadership conference in Washington, DC, during each year of the project period.

Fourth and Fifth Year of Project

The Secretary may extend a project two years beyond the initial 36 months if the grantee is achieving the intended outcomes of the project (as demonstrated by data gathered as part of the project evaluation). Each applicant must include in its application a plan and a budget for the full 60-month period. In deciding whether to extend funding the project for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a) and will consider the success and timeliness with which the intended outcomes of the project requirements have been or are being met by the project.

Competitive Preference Priority:

Within this absolute priority, we give competitive preference to applications that address the following competitive preference priority. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 5 points to an application, depending on how well the application meets the competitive preference priority.

This priority is:

Matching Support (Up to 5 points).

An application that demonstrates matching support for the proposed project at--

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(a) 20 percent of the requested Federal award (1 point);

(b) 40 percent of the total amount of the requested Federal award (2 points);

(c) 60 percent of the total amount of the requested Federal award (3 points);

(d) 80 percent of the total amount of the requested Federal award (4 points); or

(e) 100 percent of the total amount of the requested Federal award (5 points).

Applicants must address this competitive preference priority in the budget information (ED Form 524, Section B) and budget narrative.

References:

Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744.

https://doi.org/10.3102/0034654319862495.

Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.

https://learningpolicyinstitute.org/product/teacher-turnover.

Council for Exceptional Children. (2019, July 7-10). Special education legislative summit [Conference presentation]. Arlington, VA, United States.

Early Childhood Technical Assistance Center. (2015). A system framework for building high-quality early intervention and preschool special education programs.

https://ectacenter.org/~pdfs/pubs/ecta-system_framework.pdf.

Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Learning Policy Institute.

https://learningpolicyinstitute.org/product/long-view.

Great Teachers and Leaders Center. (2020). Educator shortages in special education: Toolkit for developing local strategies. https://gtlcenter.org/technical-assistance/toolkits/educator-shortages-special-education.

IDEA Infant and Toddler Coordinators Association. (2019). 2019 Tipping points annual survey:

State challenges. www.ideainfanttoddler.org/pdf/2019-ITCA-State-Challenges-Report.pdf.

Mason-Williams, L., Bettini, E., Peyton, D., Harvey, A., Rosenberg, M., & Sindelar, P. (2020).

Rethinking shortages in special education: Making good on the promise of an equal

B-14 opportunity for students with disabilities. Teacher Education and Special Education, 43(1), 45-62.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching?

Teacher supply, demand, and shortages in the U.S. Learning Policy Institute.

https://learningpolicyinstitute.org/product/coming-crisis-teaching.

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. 1462 and 1481.

Note: 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.

Applicable Regulations:

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

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

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

(d) The regulations for this program in 34 CFR part 304.

Note: The regulations in 34 CFR part 86 apply to IHEs only.

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II. AWARD INFORMATION

Type of Award:

Discretionary grants.

Estimated Available Funds:

The Administration has requested $89,700,000 for the Personnel Development to Improve Services and Results for Children with Disabilities program for FY 2021, of which we intend to use an estimated $2,250,000 for this competition. The actual level of funding, if any, depends on final congressional action. However, we are inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2022 from the list of unfunded applications from this competition.

Estimated Range of Awards:

$700,000 - $750,000.

Estimated Average Size of Award:

$725,000.

Maximum Award:

We will not make an award exceeding $750,000 for a project period of 36 months for applications addressing the retention of either special education teachers or early intervention personnel.

Note: Applicants must describe, in their applications, the amount of funding being requested for each 12-month budget period.

Estimated Number of Awards:

9.

Project Period:

Up to 36 months.

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

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III. ELIGIBILITY INFORMATION

1. Eligible Applicants:

SEAs and Part C lead agencies are the only eligible applicants.

2. a. Cost Sharing or Matching:

Cost sharing or matching is required for this competition.

b. Indirect Cost Rate Information:

This program uses an unrestricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.

c. Administrative Cost Limitation:

This program does not include any program-specific limitation on administrative expenses. All administrative expenses must be reasonable and necessary and conform to Cost Principles described in 2 CFR part 200 subpart E of the Uniform Guidance.

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).

https://www2.ed.gov/about/offices/list/ocfo/intro.html

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IV. APPLICATION AND SUBMISSION INFORMATION

1. Application Submission Instructions:

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

2. Intergovernmental Review:

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

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

3. Funding Restrictions:

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

4. Recommended Page Limit:

The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you (1) limit the application narrative to no more than 50 pages and (2) use the following standards:

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

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

• Use a font that is 12 point or larger.

• Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial.

The recommended page limit does not apply to the cover sheet; the budget section, including the narrative budget justification; 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.

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V. APPLICATION REVIEW INFORMATION

1. Selection Criteria:

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

(a) Significance (15 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, especially improvements in teaching and student achievement.

(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 sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.

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

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

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

(iii) The extent to which the training or professional development services to be provided…