Office of Special Education and Rehabilitative Services, Department of Education.
Notice.
Training and Information for Parents of Children with Disabilities—Technical Assistance for Parent Centers Notice inviting applications for new awards for fiscal year (FY) 2013.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.328R.
Applications Available: June 3, 2013.
Deadline for Transmittal of Applications: July 18, 2013.
Deadline for Intergovernmental Review: September 16, 2013.
This priority is:
The purpose of this priority is to fund eight cooperative agreements to support the establishment and operation of eight Technical Assistance Centers for Parent Centers (PTACs) in three focus areas. Section 673 of IDEA authorizes the provision of technical assistance (TA) for developing, assisting, and coordinating parent training and information programs carried out by parent training and information centers (PTIs) receiving assistance under section 671 of IDEA and community parent resource centers (CPRCs) receiving assistance under section 672 of IDEA, collectively referred to as “parent centers.”
The 100 parent centers currently funded by the Department of Education (Department) promote the effective education of infants, toddlers, children, and youth 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). Parent centers provide information, individual assistance, and training that enable parents to (1) ensure that their children are included in general education classrooms and extracurricular activities with their peers; (2) help their children meet developmental and academic goals; (3) help their children meet challenging expectations established for all children, including college- and career-ready standards; and (4) prepare their children to achieve positive postsecondary outcomes that lead to lives that are as productive and independent as possible (section 601(c)(5)(A) of IDEA). In the 30 years since the Department funded the first parent center, parent centers, consistent with section 671(b) of IDEA, have successfully helped families navigate systems providing early intervention, special education, general education, postsecondary options, and related services; understand the nature of their children's disabilities; learn about their rights and responsibilities under IDEA; expand their knowledge of evidence-based education practices to help their children succeed; strengthen their collaboration with professionals; locate resources available for themselves and their children; and advocate for improved student achievement, increased graduation rates, and improved postsecondary outcomes for all children through participation in school reform activities. In addition, parent centers have helped youth with disabilities understand their rights and responsibilities and learn self-advocacy skills.
Technical Assistance Centers for Parent Centers (PTACs) provide support to parent centers' to carry out these statutorily required activities and, in doing so, help parents participate in the education of their children at school and at home, thereby improving outcomes for children with disabilities. Section 673(b) of IDEA also lists areas in which parent centers may need TA: (1) Coordinating parent training efforts; (2) disseminating scientifically based research and information; (3) promoting the use of technology, including assistive technology devices and assistive technology services; (4) reaching underserved populations, including parents of low-income and limited English proficient children with disabilities; (5) including children with disabilities in general education programs; (6) facilitating all transitions from early intervention through postsecondary environments; and (7) promoting alternative methods of dispute resolution, including mediation.
Parent centers may also benefit from TA on the most current information on laws, policies, and evidence-based education practices affecting children with disabilities; how data can be used to inform instruction; how to interpret results from evaluations and assessments; and ways to effectively engage in school reform activities, including how to interpret and use the data that informs those activities. Ongoing TA, responsive to the individual needs of parent centers, builds parent center staff knowledge and expertise on these topics. In addition, since many parent centers are grassroots organizations with small budgets, they may benefit from TA on managing a Federal grant, maximizing efficiencies, and meeting complex statutory and regulatory requirements for nonprofits.
Parent centers also need support to increase their capacity to reach and provide services to all parents of children with disabilities, particularly parents of infants, toddlers, preschool children and transition-age youth; youth with disabilities; parents with limited English proficiency; underserved parents; and Native American parents. The following Web site provides more information on the current parent centers and PTACS, including links to each grantee's Web site:
In order to ensure that parent centers receive the TA they need to increase their knowledge and capacity to provide services to parents and youth effectively and efficiently, the Department plans to build on the work of the currently funded PTACs and Native American PTI by funding eight PTACs: A Center for Parent Information and Resources; six Regional PTACs; and a Native American PTAC.
The parent centers served by the Regional PTACs align with the States served by the Regional Resource Centers funded under the IDEA and administered by the Department's Office of Special Education (OSEP).
In addition to the three focus areas in this priority (CPIR, Regional PTACs, Native American PTAC) there are three competitive preference priorities within this priority. For an applicant under Focus Area 2 or 3, Regional PTACs or the Native American PTAC, the first competitive preference priority will award an additional five points if the applicant is a nonprofit organization that meets the IDEA definition of a “parent organization”.
(A) Has a board of directors—
(i) The majority of whom are parents of children with disabilities ages birth through 26;
(ii) That includes—
(I) Individuals working in the fields of special education, related services, and early intervention;
(II) Individuals with disabilities; and
(III) The parent and professional members of which are broadly representative of the population to be served, including low-income parents and parents of limited English proficient children; and
(B) Has as its mission serving families of children with disabilities who—
(i) Are ages birth through 26; and
(ii) Have the full range of disabilities described in section 602(3) of IDEA.
For an applicant under Focus Area 2, Regional PTACs, the second competitive preference priority will award an additional five points if the applicant is located in the region that it proposes to serve. We believe such an organization will understand regional needs and perspectives, and use its travel budget more efficiently.
For an applicant under Focus Area 3, the Native American PTAC, the third competitive preference priority will
This priority will fund eight cooperative agreements to support the establishment and operation of eight PTACs in three focus areas. Under Focus Area 1, the Department intends to fund one CPIR. The CPIR, must, at a minimum: (a) Increase parent centers' knowledge of: Evidence-based education practices that improve early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reform efforts to improve student achievement and increase graduation rates; the use of data to inform instruction and advance school reform efforts; and best practices in nonprofit management, outreach, family-centered services, self-advocacy skill building, and the use of technology in service provision and nonprofit management; and (b) increase the coordination of parent training efforts.
Under Focus Area 2, the Department intends to fund six Regional PTACs. Regional PTACs must, at a minimum, increase the capacity of the parent centers in their geographic areas to (a) reach and provide services to parents of children with disabilities and youth with disabilities, and (b) effectively manage their centers. The six Regional PTACs will be awarded to represent the following six geographic regions:
Region 1 PTAC: CT, ME, MA, NH, NJ, NY, PA, RI, VT.
Region 2 PTAC: DE, KY, MD, NC, SC, TN, VA, DC, WV.
Region 3 PTAC: AL, AR, FL, GA, LA, MS, OK, Puerto Rico, TX, U.S. Virgin Islands.
Region 4 PTAC: IL, IN, IA, MI, MN, MO, OH, WI.
Region 5 PTAC: AZ, CO, KS, MT, NE., ND, NM, SD, UT, WY.
Region 6 PTAC: AK, CA, HI, ID, NV, OR, WA, the outlying areas of the Pacific Basin, and the Freely Associated States.
Under Focus Area 3, the Department intends to fund one Native American PTAC. The Native American PTAC must, at a minimum: (a) Increase knowledge in parent centers of how to provide effective, culturally responsive services that meet the needs of Native American parents of children with disabilities and Native American youth with disabilities and that lead to improvements in early learning, school-aged, and postsecondary outcomes; and (b) increase the capacity of parent centers to reach and provide services to Native American parents and youth in their areas.
To be considered for funding under this priority, an applicant must meet the application, programmatic, and administrative requirements of the focus area for which it applies. An applicant may submit separate applications in more than one focus area; however, an applicant is limited to only one application in each focus area.
(a) Demonstrate, in the narrative section of the application, under “Significance of the Project” how the project—
(1) Addresses parent centers' needs for universal TA on the following: Evidence-based education practices that improve early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reform efforts to improve student achievement and increase graduation rates; the use of data to inform instruction and advance school reform efforts; and best practices in nonprofit management, outreach, family-centered services, self-advocacy skill building, and the use of technology in service provision and nonprofit management. To address this requirement the applicant must—
(i) Present information on the needs of all parent centers;
(ii) Demonstrate knowledge of best practices on providing training and information to a variety of audiences, to include parents from diverse backgrounds and youth with disabilities;
(iii) Demonstrate knowledge of current evidence-based education practices and policy initiatives in early childhood, general and special education, transition services, and postsecondary options;
(iv) Demonstrate knowledge of current best practices in outreach, family-centered services, self-advocacy skill building, nonprofit management, and the use of technology in service provision and nonprofit management; and
(v) Demonstrate knowledge of current Office of Special Education Programs (OSEP) Technical Assistance and Dissemination (TA&D) projects, including the Regional Resource Center (RRC) program, among others; and
(2) Will result in more coordinated and effective efforts among the parent centers.
(b) Demonstrate, in the narrative section of the application, under “Quality of the Project Services” how the project will—
(1) Conduct a national assessment of the needs of parent centers for—
(i) Knowledge of evidence-based education practices that improve early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reform efforts to improve student achievement and increase graduation rates; the use of data to inform instruction and advance school reform efforts; and best practices in nonprofit management, outreach, family-centered services, self-advocacy skill building, and the use of technology in service provision and nonprofit management, among others; and
(ii) Resources and products to train and inform (a) families of parental rights, evidence-based education practices, and school reform efforts; and (b) youth of their rights and responsibilities under IDEA, as well as increase their self-advocacy skills.
The methods and tools that will be used to conduct the national needs assessment will be finalized in consultation with the Regional PTACs, the Native American PTAC, and the OSEP project officers in order to assure coordination and avoid duplication;
(2) Use a conceptual framework
(3) Create, update, and maintain an online, annotated repository of resources produced by the CPIR, parent centers, OSEP-funded projects, other Department-funded projects, and other federally funded projects for parent centers' use with families, youth, staff members, members of the boards of directors, and professionals;
(4) Develop a process for creating new resources for parent centers to use with families, youth, staff members, members of the boards of directors, and professionals that ensures resources—
(i) Are responsive to the changing needs of parent centers;
(ii) Will be used to increase parents' knowledge of expected early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reforms to improve student achievement and increase graduation rates; and the use of data to inform instruction and school reform activities;
(iii) Will be used to increase youth's knowledge of their rights and responsibilities, and increase their self-advocacy skills;
(iv) Will be used to inform a variety of families, youth, and professionals;
(v) Are available in a variety of formats;
(vi) Can be used in various methods to deliver TA (in-person, remote, and Web-based, among others);
(vii) Use best practices for informing and training families and youth;
(viii) Address the needs identified through the needs assessment in paragraph (b)(1) of this focus area;
(ix) Address gaps in the resources available in the repository in paragraph (b)(3) of this focus area;
(x) Address emerging educational and policy initiatives;
(xi) Are developed in consultation with the Regional PTACs, Native American PTAC, and parent centers; and
(xii) Use content-specific knowledge and expertise within parent centers in the development, review, and dissemination of the resources;
(5) Provide universal TA, as appropriate, to parent centers on evidence-based education practices that improve early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reform efforts to improve student achievement and increase graduation rates; the use of data to inform instruction and advance school reform efforts; and best practices in nonprofit management, outreach, family-centered services, self-advocacy skill building, and the use of technology in service provision and nonprofit management that—
(i) Targets a variety of audiences (parent center directors, staff, new personnel, and members of the boards of directors, among others);
(ii) Increases parent centers' knowledge of expected early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; and school reforms to improve student achievement and increase graduation rates;
(iii) Includes a variety of formats (meetings, newsletters, communities of practice, wikis, among others);
(iv) Uses various methods to deliver TA (in-person, remote, and Web-based, among others);
(v) Uses best practices for training and providing TA to adult learners;
(vi) Uses technology to increase its efficiency and effectiveness;
(vii) Addresses the needs identified through the needs assessment in paragraph (b)(1) of this focus area;
(viii) Addresses emerging educational and policy initiatives;
(ix) Is developed in consultation with the Regional PTACs, Native American PTAC, and parent centers; and
(x) Leverages content-specific knowledge and expertise within parent centers;
(6) Assist parent centers in the collection of annual performance data required under section 671(b)(12) of IDEA, in consultation with the OSEP project officer;
(7) Disseminate information about the CPIR, OSEP's Technical Assistance and Dissemination Network, OSEP initiatives, and other Department-funded resources and initiatives in collaboration with the Regional PTACs and Native American PTAC that—
(i) Promotes parent center engagement in these initiatives; and
(ii) Makes use of existing knowledge and expertise across the parent centers, the Regional PTACs, and the Native American PTAC; and
(8) Consult with a group of persons, including representatives from parent centers, State educational agencies, State lead agencies, other OSEP-funded TA projects, project directors of State Professional Development Grants, and researchers, as appropriate, on the activities and outcomes of the CPIR and solicit programmatic support and advice from various participants in the group, as appropriate. The CPIR must identify the members of the group to OSEP within eight weeks after receipt of the award.
(c) Demonstrate, in the narrative section of the application, under “Quality of the Evaluation Plan” how—
(1) The applicant will evaluate the effectiveness of the proposed project by undertaking a formative evaluation and a summative evaluation, including a description of how the applicant will measure the outcomes proposed in the logic model (see paragraph (f)(1) of this focus area). The description must include—
(i) Evaluation methodologies, including proposed instruments, data collection methods, and possible analyses; and
(ii) Proposed standards or targets for determining effectiveness;
(2) The applicant will use the results of the formative evaluation to examine the effectiveness of project implementation strategies and the progress toward achieving intended outcomes; and
(3) Formative evaluation activities during the project period will complement and coordinate with a summative evaluation. The formative and summative evaluations will be developed in consultation with the OSEP project officer.
(d) Demonstrate, in the narrative section of the application, under “Adequacy of Project Resources” how—
(1) The proposed personnel, consultants, and contractors are highly qualified and experienced in carrying out the proposed activities and in meeting the outcomes identified in the project logic model (see paragraph (f)(1) of this focus area);
(2) The qualifications of the members of the group of persons listed in paragraph (b)(8) of this focus area are relevant to the proposed activities and outcomes;
(3) The applicant will encourage applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, linguistic diversity, gender, age, or disability, as appropriate; and
(4) The applicant and key partners have adequate resources to carry out proposed project activities.
(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 outcomes identified in the project logic model (see paragraph (f)(1) of this focus area) will be achieved on time and within budget;
(2) The time of key personnel, consultants, and contractors will be sufficiently allocated to the project;
(3) The proposed management plan will ensure that the products and services provided are of high quality; and
(4) The applicant will ensure that the proposed project benefits from a diversity of perspectives, including parent center staff, TA providers, researchers, and families, among others.
(f) In the narrative under “Required Project Assurances” or appendices as directed, the applicant must—
(1) Include in Appendix A, a logic model that depicts, at a minimum, the goals, activities, outputs, and outcomes of the proposed project. A logic model communicates how a project will achieve its outcomes and provides a framework for both the formative and summative evaluations of the project.
The following Web sites provide more information on logic models:
(2) Include in Appendix A, a conceptual framework for the project;
(3) Include in Appendix A, person-loading charts and timelines to illustrate the management plan described in the narrative;
(4) Ensure that the budget includes attendance at the following:
(i) A one and one-half day kick-off meeting to be held in Washington, DC, after receipt of the award, and an annual planning meeting held in Washington, DC, with the OSEP project officer and other relevant staff during each subsequent year of the project period.
Within 30 days of receipt of the award, a post-award teleconference must be held between the OSEP project officer and the grantee's project director or other authorized representative.
(ii) A three-day project directors' conference in Washington, DC, during each year of the project period.
(iii) One trip annually to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP;
(5) Ensure that the budget includes a line item for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project's activities, as those needs are identified in consultation with OSEP.
With approval from the OSEP project officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period;
(6) Include in the budget for the second and third years financial support for parent center project directors to travel to Washington, DC, for an annual parent center meeting. The second year budget must include financial support for 73 project directors, and the third year budget must include financial support for 30 project directors. The budget for the fourth and fifth years should not include any financial support for parent center project directors; and
(7) Ensure that the project maintains a Web site, including the repository described in paragraph (b)(3) of this focus area, that meets government or industry-recognized standards for accessibility.
Fourth and Fifth Years of the Project:
In deciding whether to continue funding the CPIR for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a), and in addition—
(a) The recommendation of a review team consisting of experts selected by the Secretary. This review will be conducted during a one-day intensive meeting in Washington, DC, that will be held during the last half of the second year of the project period. The CPIR must budget for travel expenses associated with this review;
(b) The timeliness and effectiveness with which all requirements of the negotiated cooperative agreement have been or are being met by the CPIR; and
(c) The quality, relevance, and usefulness of the CPIR's activities and resources and the degree to which they have contributed to improved knowledge among parent centers of evidence-based education practices that lead to expected early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reforms to improve student achievement and increase graduation rates; the use of data to inform instruction and in school reform activities; and the best practices in nonprofit management, outreach, family-centered services, self-advocacy skill building, and the use of technology in service provision and nonprofit management.
(a) Demonstrate, in the narrative section of the application, under “Significance of the Project” how the project—
(1) Addresses the needs of parent centers in its region for targeted and intensive TA to increase their capacity to reach and provide services to parents and youth in their areas, effectively manage their centers, support parental engagement in school reform activities, and build youth's self-advocacy skills. To address this requirement the applicant must—
(i) Present appropriate information on the needs of parent centers in the region;
(ii) Demonstrate knowledge of best practices on providing training and information to a variety of audiences, to include parents from diverse backgrounds and youth;
(iii) Demonstrate knowledge of current evidence-based education practices and policy initiatives in early childhood, general and special education, transition services, and postsecondary options;
(iv) Demonstrate knowledge of current best practices in outreach, family-centered services, self-advocacy skill building, nonprofit management, and the use of technology in service provision and nonprofit management; and
(v) Demonstrate knowledge of current OSEP TA&D projects, including the RRC program, and other Department-funded projects, among others; and
(2) Will increase the capacity of the parent centers in the region to reach and provide services to parents and youth in their areas.
(b) Demonstrate, in the narrative section of the application, under “Quality of the Project Services” how the project will—
(1) Conduct a regional assessment of the needs of parent centers for ongoing targeted and intensive TA to increase their capacity to—
(i) Reach and provide services to parents and youth in their area, including appropriate referrals to other services that support families and youth;
(ii) Effectively manage their centers; and
(iii) Support parent engagement in school reform activities, including the use of data to enhance school reform efforts.
The methods and tools that will be used to conduct the regional needs assessment will be finalized in consultation with the CPIR, other Regional PTACs, the Native American PTAC, and the OSEP project officer in order to assure coordination and avoid duplication;
(2) Use a conceptual framework and project logic model (see paragraph (f)(1) of this focus area) to guide the development of project plans and activities;
(3) Provide ongoing targeted TA to parent centers in the region that—
(i) Targets a variety of audiences (parent center directors, staff, new personnel, and members of the boards of directors, among others);
(ii) Uses various methods to deliver TA (e.g., in-person, remote, and Web-based) and includes at least one in-person, on-site visit to each parent center in the region during the course of the five-year project period;
(iii) Increases parent centers' capacity to provide information and training on expected early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reforms to improve student achievement and increase graduation rates; and the use of data to inform instruction and enhance school reform efforts;
(iv) Increases parent centers' capacity to train youth on their rights and responsibilities and build their self-advocacy skills;
(v) Uses best practices for training and providing TA to adult learners;
(vi) Uses technology to increase its efficiency and effectiveness;
(vii) Addresses the needs identified through the regional needs assessment in paragraph (b)(1) of this focus area;
(viii) Responds to emerging educational and policy initiatives;
(ix) Builds on the universal TA provided by the CPIR;
(x) Is developed in consultation with the Native American PTAC and parent centers in the region; and
(xi) Makes use of existing knowledge and expertise within parent centers, the CPIR, and the other Regional PTACs;
(4) Provide intensive TA to parent centers that request it or are identified by OSEP as needing it. This intensive TA includes—
(i) Methods for identifying and accessing needed resources in other parent centers, the CPIR, the Regional PTACs, OSEP TA&D centers, other Department-funded resources, and national and State nonprofit and technology TA centers, among others;
(ii) Methods for clearly communicating with the parent centers receiving intensive TA and their OSEP project officers, as appropriate;
(iii) In-person, on-site visits with the parent centers in need of intensive TA, as appropriate; and
(iv) Methods for following up with parent centers and providing ongoing support as needed; and
(5) Disseminate information about the Regional PTACs, OSEP's Technical Assistance and Dissemination Network, OSEP initiatives, and other Department-funded resources and initiatives in collaboration with the CPIR and the Native American PTAC.
(c) Demonstrate, in the narrative section of the application, under “Quality of the Evaluation Plan” how—
(1) The applicant will evaluate the effectiveness of the proposed project by undertaking a formative evaluation and a summative evaluation, including a description of how the applicant will measure the outcomes proposed in the logic model (see paragraph (f)(2) of this focus area). The description must include—
(i) Evaluation methodologies, including proposed instruments, data collection methods, and possible analyses; and
(ii) Proposed standards or targets for determining effectiveness;
(2) The applicant will use the results of the formative evaluation to examine the effectiveness of project implementation strategies and the progress toward achieving intended outcomes; and
(3) Formative evaluation activities during the project period will complement and coordinate with a summative evaluation. The formative evaluation and a final, common summative evaluation for all the Regional PTACs will be developed in consultation with the Regional PTACs and OSEP project officers for the Regional PTACs.
(d) Demonstrate, in the narrative section of the application, under “Adequacy of Project Resources” how—
(1) The proposed personnel, consultants, and contractors are highly qualified and experienced in carrying out the proposed activities and meeting the outcomes identified in the project logic model (see paragraph (f)(2) of this focus area);
(2) The applicant will encourage applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, linguistic diversity, gender, age, or disability, as appropriate; and
(3) The applicant and key partners have adequate resources to carry out proposed project activities.
(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 outcomes identified in the project logic model (see paragraph (f)(2) of this focus area) will be achieved on time and within budget;
(2) The time of key personnel, consultants, and contractors will be sufficiently allocated to the project;
(3) The proposed management plan will ensure that the services provided are of high quality; and
(4) The applicant will ensure that the proposed project benefits from a diversity of perspectives, including parent center staff, TA providers, researchers, and families, among others.
(f) In the narrative under “Required Project Assurances” or appendices as directed, the applicant must—
(1) Include in Appendix A a logic model that depicts, at a minimum, the goals, activities, outputs, and outcomes of the proposed project. A logic model communicates how a project will achieve its outcomes and provides a framework for both the formative and summative evaluations of the project.
The following Web sites provide more information on logic models:
(2) Include in Appendix A, a conceptual framework for the proposed project;
(3) Include in Appendix A, person-loading charts and timelines to illustrate the management plan described in the narrative;
(4) Ensure that the budget includes attendance at the following:
(i) A one and one-half day kick-off meeting to be held in Washington, DC, after receipt of the award, and an annual planning meeting held in Washington, DC, with the OSEP project officer and other relevant staff during each subsequent year of the project period.
Within 30 days of receipt of the award, a post-award teleconference must be held between the OSEP project officer and the grantee's project director or other authorized representative;
(ii) A three-day project directors' conference in Washington, DC, during each year of the project period;
(iii) One trip annually to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP;
(5) Ensure that the budget includes a line item for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project's activities, as those needs are identified in consultation with OSEP.
With approval from the OSEP project officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period; and
(6) Ensure that the project maintains a Web site that meets government or industry-recognized standards for accessibility.
(a) Demonstrate, in the narrative section of the application, under “Significance of the Project” how the project—
(1) Addresses parent centers' needs for knowledge of how to provide effective, culturally responsive services that meet the needs of Native American parents of children with disabilities and Native American youth with disabilities for universal, targeted, and intensive TA to increase their capacity to support those families and youth. To address this requirement the applicant must—
(i) Present information on the needs of Native American families of children with disabilities and Native American youth with disabilities, the different systems that provide services to these families and youth, and the best culturally responsive practices for reaching and supporting Native American parents and youth;
(ii) Demonstrate knowledge of best practices on providing training and
(iii) Demonstrate knowledge of current evidence-based education practices and policy initiatives for Native American children and youth in early childhood, early learning, general and special education, transition services, and postsecondary programs; and
(iv) Demonstrate knowledge of current OSEP TA&D projects, including the RRC program, among others; other Department-funded resources; and other Federal, State, and local resources that serve Native American families and youth; and
(2) Will result in an increased capacity of the parent centers to effectively support and provide services to Native American parents and youth.
(b) Demonstrate, in the narrative section of the application, under “Quality of the Project Services” how the project will—
(1) Conduct a national assessment of the needs of parent centers for—
(i) Knowledge of the needs of Native American families of children with disabilities and Native American youth with disabilities; the different systems that provide services to those families and youth; and the best culturally responsive practices for reaching and supporting Native American families of children with disabilities and Native American youth; and
(ii) Resources and services to increase parent centers' capacity to reach and provide services to Native American families and youth, including making appropriate referrals to other services that support families and youth.
The methods and tools that will be used to conduct the needs assessment will be finalized in consultation with the CPIR, the Regional PTACs, and the OSEP project officer in order to assure coordination and avoid duplication;
(2) Use a conceptual framework and project logic model (see paragraph (f)(2) of this focus area) to guide the development of project plans and activities; and
(3) Provide universal and targeted TA, as appropriate, to parent centers on culturally responsive practices in reaching and supporting Native American families of children with disabilities and Native American youth with disabilities and supporting the participation of Native American parents of children and youth with disabilities in school reform activities, that—
(i) Includes training for a variety of audiences (parent center directors, staff, and members of the boards of directors, among others);
(ii) Includes a variety of formats (newsletters, communities of practice, wikis, among others);
(iii) Increases parent centers' capacity to provide information and training to Native American families on evidence-based education practices that lead to improved early learning, school-aged, and postsecondary outcomes; college- and career-ready standards and assessments; school reform efforts to improve student achievement and increase graduation rates; and the use of data to inform instruction and enhance school reform efforts;
(iv) Increases parent centers' capacity to train Native American youth on their rights and responsibilities and to build their self-advocacy skills;
(v) Uses various methods to deliver TA (in-person, remote, and Web-based, among others);
(vi) Uses best practices for training and providing TA to adult learners;
(vii) Uses technology to increase its efficiency and effectiveness;
(viii) Addresses the needs identified through the needs assessment in paragraph (b)(1) of this focus area;
(ix) Responds to emerging educational and policy initiatives that affect Native American families of children with disabilities and Native American youth with disabilities; and
(x) Makes use of existing knowledge and expertise within parent centers, the CPIR, and the Regional PTACs;
(4) Create new training and information materials for parent centers to use with staff members and Native American families and youth that are responsive to the changing needs of parent centers;
(5) Provide intensive TA to parent centers that request it. The intensive TA may include—
(i) Methods for identifying and accessing needed resources in other parent centers, the CPIR, the Regional PTACs, OSEP TA&D centers, other Department-funded resources, and national and State Native American centers, among others;
(ii) Methods for acting as a “cultural broker” between parent centers and tribal entities, as appropriate;
(iii) In-person, on-site visits with the parent centers in need of intensive TA, as appropriate; and
(iv) Methods for following up with parent centers and providing ongoing support as needed;
(6) Disseminate information to Native American families about the work of the parent centers, OSEP's Technical Assistance and Dissemination Network, OSEP initiatives, and other Department-funded resources and initiatives in collaboration with the CPIR and the Regional PTACs; and
(7) Refer Native American families who contact the Native American PTAC to the appropriate parent centers in a manner that assures that the families' needs will be served; and, as appropriate, incorporates TA to the parent centers to build their capacity to support these families and youth.
(c) Demonstrate, in the narrative section of the application, under “Quality of the Evaluation Plan” how—
(1) The applicant will evaluate the effectiveness of the proposed project by undertaking a formative evaluation and a summative evaluation, including a description of how the applicant will measure the outcomes proposed in the logic model (see paragraph (f)(1) of this focus area). The description must include—
(i) Evaluation methodologies, including proposed instruments, data collection methods, and possible analyses; and
(ii) Proposed standards or targets for determining effectiveness;
(2) The applicant will use the results of the formative evaluation to examine the effectiveness of project implementation strategies and the progress toward achieving intended outcomes; and
(3) Formative evaluation activities during the project period will complement and coordinate with a summative evaluation. The formative and summative evaluation will be developed in consultation with the OSEP project officer.
(d) Demonstrate, in the narrative section of the application, under “Adequacy of Project Resources” how—
(1) The proposed personnel, consultants, and contractors are highly qualified and experienced in carrying out the proposed activities and meeting the outcomes identified in the project logic model (see paragraph (f)(1) of this focus area);
(2) The applicant will encourage applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, linguistic diversity, gender, age, or disability, as appropriate; and
(3) The applicant and key partners have adequate resources to carry out proposed project activities.
(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 outcomes identified
(2) The time of key personnel, consultants, and contractors will be sufficiently allocated to the project;
(3) The proposed management plan will ensure that the products and services provided are of high quality; and
(4) The applicant will ensure that the proposed project benefits from a diversity of perspectives, including parent center staff, TA providers, researchers, and families, among others.
(f) In the narrative under “Required Project Assurances” or appendices as directed, the applicant must—
(1) Include in Appendix A a logic model that depicts, at a minimum, the goals, activities, outputs, and outcomes of the proposed project. A logic model communicates how a project will achieve its outcomes and provides a framework for both the formative and summative evaluations of the project.
The following Web sites provide more information on logic models:
(2) Include in Appendix A, a visual representation of the conceptual framework for the project;
(3) Include in Appendix A, person-loading charts and timelines to illustrate the management plan described in the narrative;
(4) Ensure that the budget includes attendance at the following:
(i) A one and one-half day kick-off meeting to be held in Washington, DC, after receipt of the award, and an annual planning meeting held in Washington, DC, with the OSEP project officer and other relevant staff during each subsequent year of the project period.
Within 30 days of receipt of the award, a post-award teleconference must be held between the OSEP project officer and the grantee's project director or other authorized representative.
(ii) A three-day project directors' conference in Washington, DC, during each year of the project period.
(iii) One trip annually to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP;
(5) Ensure that the budget includes a line item for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project's activities, as those needs are identified in consultation with OSEP.
With approval from the OSEP project officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period; and
(6) Ensure that the project maintains a Web site that meets government or industry-recognized standards for accessibility.
Within this absolute priority, we give competitive preference to applications that address the following priorities.
Under 34 CFR 75.105(c)(2)(i), we will award additional points to an application that meets one or more of these priorities, as follows. We will award an additional 5 points to an applicant under Focus Areas 2 and 3 of the absolute priority that meets Competitive Preference Priority 1. We will award an additional 5 points to an applicant under Focus Area 2 of the absolute priority that meets Competitive Preference Priority 2. We will award an additional 5 points to an applicant under Focus Area 3 of the absolute priority that meets Competitive Preference Priority 3.
These priorities are:
Section 671(a)(2) of IDEA defines a “parent organization” as a private nonprofit organization (other than an institution of higher education) that—
(A) Has a board of directors—
(i) The majority of whom are parents of children with disabilities ages birth through 26;
(ii) That includes—
(I) Individuals working in the fields of special education, related services, and early intervention;
(II) Individuals with disabilities; and
(iii) The parent and professional members of which are broadly representative of the population to be served, including low-income parents and parents of limited English proficient children; and
(B) Has as its mission serving families of children with disabilities who—
(i) Are ages birth through 26; and
(ii) Have the full range of disabilities described in section 602(3) of IDEA.
A Native American organization is a nonprofit organization with Native Americans constituting a majority of the members of the board of directors.
The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes.
Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2014 from the list of unfunded applicants from this competition.
The Department is not bound by any estimates in this notice.
The Department is not bound by any estimates in this notice.
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(b) Each applicant and grant recipient funded under this program must involve individuals with disabilities or parents of individuals with disabilities ages birth through 26 in planning, implementing, and evaluating the project (see section 682(a)(1)(A) of IDEA).
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To obtain a copy via the Internet, use the following address:
To obtain a copy from ED Pubs, write, fax, or call the following: ED Pubs, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 1–877–433–7827. FAX: (703) 605–6794. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call, toll free: 1–877–576–7734.
You can contact ED Pubs at its Web site, also:
If you request an application from ED Pubs, be sure to identify this competition as follows: CFDA number 84.328R.
To obtain a copy from the program office, contact the person listed under
Individuals with disabilities can obtain a copy of the application package in an accessible format (e.g., Braille, large print, audiotape, or compact disc) by contacting the person or team listed under
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Page Limit: The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. You must limit Part III to the equivalent of no more than 70 pages, using the following standards:
• A “page” is 8.5″ × 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, references, and captions, as well as all text in charts, tables, figures, and graphs.
• Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch).
• Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An application submitted in any other font (including Times Roman or Arial Narrow) will not be accepted.
The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one-page abstract, the resumes, the bibliography, or the letters of support. However, the page limit does apply to all of the application narrative section (Part III).
We will reject your application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limit.
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Applications Available: June 3, 2013.
Deadline for Transmittal of Applications: July 18, 2013.
Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (Grants.gov). For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery if you qualify for an exception to the electronic submission requirement, please refer to section IV. 7.
We do not consider an application that does not comply with the deadline requirements.
Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under
Deadline for Intergovernmental Review: September 16, 2013.
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a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central Contractor Registry (CCR)—and, after July 24, 2012, with the System for Award Management (SAM), the Government's primary registrant database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR or SAM registration with current information while your application is under review by the Department and, if you are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number can be created within one business day.
If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow 2–5 weeks for your TIN to become active.
The CCR or SAM registration process may take five or more business days to complete. If you are currently registered with the CCR, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your registration annually. This may take three or more business days to complete. Information about SAM is available at SAM.gov.
In addition, if you are submitting your application via Grants.gov, you must (1) be designated by your organization as an Authorized Organization Representative (AOR); and (2) register yourself with Grants.gov as an AOR. Details on these steps are outlined at the following Grants.gov Web page:
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Applications for grants under the Technical Assistance for Parent Centers, CFDA number 84.328R, must be submitted electronically using the Governmentwide Grants.gov Apply site at
We will reject your application if you submit it in paper format unless, as described elsewhere in this section, you qualify for one of the exceptions to the electronic submission requirement and submit, no later than two weeks before the application deadline date, a written statement to the Department that you qualify for one of these exceptions. Further information regarding calculation of the date that is two weeks before the application deadline date is provided later in this section under
You may access the electronic grant application for the Technical Assistance for Parent Centers, CFDA number 84.328R, at
Please note the following:
• When you enter the Grants.gov site, you will find information about submitting an application electronically through the site, as well as the hours of operation.
• Applications received by Grants.gov are date and time stamped. Your application must be fully uploaded and submitted and must be date and time stamped by the Grants.gov system no later than 4:30:00 p.m., Washington, DC time, on the application deadline date. Except as otherwise noted in this section, we will not accept your application if it is received—that is, date and time stamped by the Grants.gov system—after 4:30:00 p.m., Washington, DC time, on the application deadline date. We do not consider an application that does not comply with the deadline requirements. When we retrieve your application from Grants.gov, we will notify you if we are rejecting your application because it was date and time stamped by the Grants.gov system after 4:30:00 p.m., Washington, DC time, on the application deadline date.
• The amount of time it can take to upload an application will vary depending on a variety of factors, including the size of the application and the speed of your Internet connection. Therefore, we strongly recommend that you do not wait until the application deadline date to begin the submission process through Grants.gov.
• You should review and follow the Education Submission Procedures for submitting an application through Grants.gov that are included in the application package for this competition to ensure that you submit your application in a timely manner to the Grants.gov system. You can also find the Education Submission Procedures pertaining to Grants.gov under News and Events on the Department's G5 system home page at
• You will not receive additional point value because you submit your application in electronic format, nor will we penalize you if you qualify for an exception to the electronic submission requirement, as described elsewhere in this section, and submit your application in paper format.
• You must submit all documents electronically, including all information you typically provide on the following forms: The Application for Federal Assistance (SF 424), the Department of Education Supplemental Information for SF 424, Budget Information—Non-Construction Programs (ED 524), and all necessary assurances and certifications.
• You must upload any narrative sections and all other attachments to your application as files in a PDF (Portable Document) read-only, non-modifiable format. Do not upload an interactive or fillable PDF file. If you upload a file type other than a read-only, non-modifiable PDF or submit a password-protected file, we will not
• Your electronic application must comply with any page-limit requirements described in this notice.
• After you electronically submit your application, you will receive from Grants.gov an automatic notification of receipt that contains a Grants.gov tracking number. (This notification indicates receipt by Grants.gov only, not receipt by the Department.) The Department then will retrieve your application from Grants.gov and send a second notification to you by email. This second notification indicates that the Department has received your application and has assigned your application a PR/Award number (an ED-specified identifying number unique to your application).
• We may request that you provide us original signatures on forms at a later date.
If you are prevented from electronically submitting your application on the application deadline date because of technical problems with the Grants.gov system, we will grant you an extension until 4:30:00 p.m., Washington, DC time, the following business day to enable you to transmit your application electronically or by hand delivery. You also may mail your application by following the mailing instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC time, on the application deadline date, please contact the person listed under
The extensions to which we refer in this section apply only to the unavailability of, or technical problems with, the Grants.gov system. We will not grant you an extension if you failed to fully register to submit your application to Grants.gov before the application deadline date and time or if the technical problem you experienced is unrelated to the Grants.gov system.
• You do not have access to the Internet; or
• You do not have the capacity to upload large documents to the Grants.gov system; and
• No later than two weeks before the application deadline date (14 calendar days or, if the fourteenth calendar day before the application deadline date falls on a Federal holiday, the next business day following the Federal holiday), you mail or fax a written statement to the Department, explaining which of the two grounds for an exception prevent you from using the Internet to submit your application.
If you mail your written statement to the Department, it must be postmarked no later than two weeks before the application deadline date. If you fax your written statement to the Department, we must receive the faxed statement no later than two weeks before the application deadline date.
Address and mail or fax your statement to: Carmen Sanchez, U.S. Department of Education, 400 Maryland Avenue SW., Room 4057, Potomac Center Plaza (PCP), Washington, DC 20202–2600. FAX: (202) 245–7617.
Your paper application must be submitted in accordance with the mail or hand delivery instructions described in this notice.
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If you qualify for an exception to the electronic submission requirement, you may mail (through the U.S. Postal Service or a commercial carrier) your application to the Department. You must mail the original and two copies of your application, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: (CFDA Number 84.328R) LBJ Basement Level 1, 400 Maryland Avenue SW., Washington, DC 20202–4260.
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial carrier.
(4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline date, we will not consider your application.
The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with your local post office.
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If you qualify for an exception to the electronic submission requirement, you (or a courier service) may deliver your paper application to the Department by hand. You must deliver the original and two copies of your application by hand, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: (CFDA Number 84.328R)550 12th Street, SW., Room 7041, Potomac Center Plaza, Washington, DC 20202–4260.
The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except Saturdays, Sundays, and Federal holidays.
If you mail or hand deliver your application to the Department—
(1) You must indicate on the envelope and—if not provided by the Department—in Item 11 of the SF 424 the CFDA number, including suffix letter, if any, of the competition under which you are submitting your application; and
(2) The Application Control Center will mail to you a notification of receipt of your grant application. If you do not receive this notification within 15 business days from the application deadline date, you should call the U.S. Department of Education Application Control Center at (202) 245–6288.
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In addition, in making a competitive grant award, the Secretary also requires various assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
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If your application is not evaluated or not selected for funding, we notify you.
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We reference the regulations outlining the terms and conditions of an award in the
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(b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multi-year award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to
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Carmen Sanchez, U.S. Department of Education, 400 Maryland Avenue SW., room 4057, PCP, Washington, DC 20202–2600. Telephone: (202) 245–6595.
If you use a TDD or a TTY, call the Federal Relay Service (FRS), toll free, at 1–800–877–8339.
You may also access documents of the Department published in the