Office of Special Education and Rehabilitative Services (OSERS): Training and Information for Parents of Children with Disabilities: Military Parent Technical Assistance Center CFDA Number 84.328R is sponsored by U.S. Department of Education. This program aims to ensure that parents of children with disabilities, particularly military parents, receive training and information to help improve results for their children.

U.S. DEPARTMENT OF EDUCATION O FFICE OF S PECIAL E DUCATION & REHABILITATIVE S ERVICES O FFICE OF S PECIAL E DUCATION P ROGRAMS # F ISCAL YEAR 2023 APPLICATION FOR NEW G RANTS UNDER THE # I NDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA ) # SPECIAL EDUCATION PARENT I NFORMATION CENTERS (A SSISTANCE L ISTING NUMBER 84.

328) # A PPLICATIONS FOR N EW A WARDS ;SPECIAL EDUCATION P ARENT INFORMATION C ENTERS --TECHNICAL A SSISTANCE FOR PARENT C ENTERS (A SSISTANCE LISTING N UMBER 84. 328R) DATED MATERIAL: OPEN IMMEDIATELY CLOSING DATE: MARCH 28, 2023 FORM APPROVED—OMB NO. 1820-0028, EXP. DATE: 07/31/2025 G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R Applicant Letter...................................................................................................................... A1 Notice Inviting Applications .................................................................................................. B1 Federal Register Notice......................................................................................................

B2 Priority Description and Selection Criteria ........................................................................... C1 Special Education Parent Information Centers (Assistance Listing Number 84. 328R) ........

C2 Selection Criteria and Format for the Applications for New Awards— Special Education Parent Information Centers--Technical Assistance for Parent Centers (Assistance Listing Number/CFDA 84. 328R) Competition ................................................ C27 General Information on Completing an Application ............................................................

D1 Application Transmittal Instructions and Requirements for Intergovernmental Review..................................................................................................... E1 Application Transmittal Instructions ....................................................................................

E2 Appendix ................................................................................................................................ F1 Intergovernmental Review of Federal Programs................................................................. F2 State Single Points of Contact (SPOCs) .............................................................................

F3 Notice to All Applicants Ensuring Equitable Access and Application Forms and Instructions ......................................................................................................... G1 Part I: Application for Federal Assistance (SF-424) ............................................................ G6 Part II: Budget Information (Form 524) .............................................................................

G20 Part III: Application Narrative ............................................................................................ G29 Part IV: Assurances and Certifications.............................................................................. G30 Part V: Additional Information ...........................................................................................

G31 DUNS Number Instructions................................................................................... G31 Grant Application Receipt Acknowledgement ........................................................ G33 Grant and Contract Funding Information ...............................................................

G33 G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R P APERWORK BURDEN S TATEMENT 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. G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R # APPLICANT LETTER G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R 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 Special Education Parent Information Centers program (Assistance Listing Number 84.

328)—Applications for New Awards; Special Education Parent Information Centers--Technical Assistance for Parent Centers (Assistance Listing Number 84. 328R). 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-36, which includes helpful tips about submitting electronically using the Grants. gov Apply site. Grants.

gov registration involves many steps including registration on SAM ( www. sam. gov ) which may take approximately one week to complete but could take as many as several weeks to complete.

You may begin working on your application while completing the registration process, but you cannot submit an application until all of the Registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 hours for the information to be available in Grants. gov. You cannot submit an application through Grants.

gov until Grants. gov has received your SAM registration information. We strongly encourage you to familiarize yourself with SAM and Grants.

gov, and strongly recommend that you register and submit early. Applicants are required to upload any narrative sections and all other attachments to your application as files in either Portable Document Format (PDF) or Microsoft Word. However, it is recommended that applicants upload files as read-only flattened PDFs.

Information on computer and operating system compatibility with Adobe and links to download the latest version of Adobe are available on Grants. gov. Please note that you must follow the Application Procedures as described in the Federal Register notice announcing this grant competition.

Information (including dates and times) about how to submit your application electronically can also be found in section E of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review. Additional instructions for sending applications electronically are provided on page G-1, Application Forms and Instructions for Grants.

gov Applications G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R • 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-1 of the “General Information on Completing an Application” section of this package.

Appendix A: Reviewers will be instructed to review the content of Appendix A as they do the application narrative. Reviewers will not be required to review any other appendices. Charts, tables, figures, graphs, screen shots and logic models that provide information directly relating to the application requirements for the narrative should be the only items included in Appendix A.

Appendix A should not be used for supplementary information. Please note that charts, tables, figures, graphs, screen shots, and logic models can be single-spaced when placed in an Appendix A. • Abstract: For the application Abstract, applicants should use the template located at: https://www2.

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

• ABSOLUTE PRIORITIES AND COMPETITIVE PREFERENCE PRIORITY. This notice contains one absolute priority and two focus areas. Within focus area 1 of the absolute priority, we include one competitive preference priority, and within focus area 2 of the absolute priority, we include two competitive preference priorities.

The Department will use peer reviewers to review and score applications on the selection criteria. Prior to the peer review, Department staff will determine if an application has met the qualifications of the absolute priorities 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 a competitive preference priority. For an application under Focus Area 1, we will award five additional points if the application meets Competitive Preference Priority 1. For an application under Focus Area 2, we will award five additional points if the application meets G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R Competitive Preference Priority 1 and five additional points if the application meets Competitive Preference Priority 2, for a total of 10 possible additional 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/humansub.

html in the Priority Description section of this application package. Additionally, materials are available at https://osepideasthatwork. org/resources-grantees/program-areas/training-and-information-parents-children-disabilities?

tab=pa-measurementto assist applicants in planning to collect GPRA data. 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. G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R 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. Lawrence J. Wexler, Ed.

D. Research to Practice Division Office of Special Education Programs G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R # NOTICE I NVITING APPLICATIONS G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R Effective January 12, 2023. FOR FURTHER INFORMATION CONTACT : Carmen Sanchez, U.S. Department of Education, 400 Maryland Avenue, SW, room 5144, Potomac Center Plaza, Washington, DC 20202-5076. Telephone: (202) 245-6595.

Email: Carmen. Sanchez@ed. gov. If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7–1–1.

SUPPLEMENTARY INFORMATION : The purpose of the Special Education Parent Information Centers program is to ensure that parents of children with disabilities receive high-quality, relevant, and useful training and information to help improve outcomes for their children. Program Authority : 20 U.S.C. 1470-1473 and 1481.

Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws. # F EDERAL REGISTER NOTICE Applications for New Awards; Special Education Parent Information Centers--Technical Assistance for Parent Centers AGENCY: Office of Special Education and Rehabilitative Services, Department of Education.

The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2023 for Technical Assistance for Parent Centers, Assistance Listing G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R Number 84. 328R.

This notice relates to the approved information collection under OMB control number 1820-0028. Applications Available: January 12, 2023. Deadline for Transmittal of Applications: March 28, 2023.

Pre-Application Webinar Information: No later than January 17, 2023, OSERS will post pre-recorded informational webinars designed to provide technical assistance to interested applicants. The webinars may be found at www2. ed.

gov/fund/grant/apply/osep/new-osepgrantshtml. Deadline for Intergovernmental Review: May 30, 2023. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768) and available at www.

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

FOR FURTHER INFORMATION CONTACT: U.S. Department of Education Room 5144, Potomac Center Plaza Washington, DC 20202-5076 Telephone: (202) 245-6595 Email: Carmen. Sanchez@ed. gov If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION # FULL TEXT OF ANNOUNCEMENT G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R # I. F UNDING OPPORTUNITY DESCRIPTION The purpose of the Special Education Parent Information Centers program is to ensure that parents of children with disabilities receive high-quality, relevant, and useful training and information to help improve outcomes for their children.

This competition includes one absolute priority and two focus areas. In accordance with 34 CFR 75. 105(b)(2)(v), this priority is from allowable activities specified in sections 670-673 and 681(d) of the Individuals with Disabilities Education Act (IDEA); 20 U.S.C.

1470-1473 and 1481(d). Within focus area 1 of the absolute priority, we include one competitive preference priority, and within focus area 2 of the absolute priority, we include two competitive preference priorities. For FY 2023 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. Technical Assistance for Parent Centers .

The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the Nation.

Section 673 of IDEA authorizes technical assistance (TA) for developing, assisting, and coordinating parent training and information programs carried out by parent training and information centers (PTIs) that receive assistance under section 671 of IDEA and by community parent resource centers (CPRCs) that receive assistance under section 672 of IDEA (collectively, “parent centers”).

The purpose of this priority is to fund five cooperative agreements to establish and operate five parent technical assistance centers (PTACs) across two focus areas to provide TA to parent centers. A center for parent information and resources (CPIR) will focus on developing products for all parent centers (Focus Area 1).

Four regional parent training and technical assistance centers (regional PTACs) will focus on providing capacity-building TA to the parent centers in their regions (Focus Area 2).

The work of the proposed centers is consistent with the following Secretary’s Supplemental Priorities, which were published in the Federal Register on December 10, 2021 (86 FR 70612): Priority 2--Promoting Equity in Student Access to Educational Resources and Opportunities; Priority 4--Meeting Student Social, Emotional, and Academic Needs; Priority 5--G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success; and Priority 6--Strengthening Cross-Agency Coordination and Community Engagement to Advance Systemic Change. The 90 parent center grants (www. parentcenterhub.

org/find-your-center/) currently funded by the 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).

For the past 40 years, parent centers, consistent with section 671(b) of IDEA, have helped parents navigate systems providing early intervention, special education and related services, general education, and postsecondary options; understand the nature of their children’s disabilities; learn about their rights and responsibilities under IDEA; expand their knowledge of evidence-based 1 practices (EBPs) to help their children succeed; strengthen their collaboration with educators and other professionals; locate resources for themselves and their children; and advocate for improved child outcomes and student achievement, increased graduation rates, and improved postsecondary outcomes for all children through participation in program and school reform activities.

In addition, parent centers have helped youth with disabilities understand their rights and responsibilities and learn self-advocacy skills. Consistent with the statute, PTACs provide support to parent centers to carry out these statutorily required activities and thereby help parents participate in the education of their children to improve their children’s outcomes.

In addition, section 673(b) of IDEA lists potential areas in which parent centers may also need TA from PTACs, such as: (1) coordinating parent training efforts; (2) disseminating evidence-based research and information; (3) promoting the use of technology, including assistive technology devices and services; (4) reaching underserved 2 parents; (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 have Evidence-based, as defined in 34 CFR 77. 1, means the proposed project component is supported by one or more of strong evidence, moderate evidence, promising evidence, or evidence that demonstrates a rationale.

Consistent with the Secretary’s Supplemental Priorities, underserved parents include: parents living in poverty; parents of color; parents who are members of a federally or state recognized Indian Tribe; parents who are English learners; parents with a disability; disconnected parents; technologically unconnected parents; migrant parents; parents experiencing homelessness or housing insecurity; lesbian, gay, bisexual, transgender, queer or questioning, or intersex (LGBTQI+) parents; foster parents; parents without documentation of immigration status; parents impacted by the justice system, including formerly incarcerated parents and parents of children in the juvenile justice system; parents in need of improving their basic skills or with limited literacy; and military- or veteran-connected parents.

G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R also identified through needs assessment that they have a need for TA to increase their capacity to reach, and provide virtual and in-person services to, youth with disabilities and parents of infants, toddlers, and preschool children.

PTACs provide needed support to parent centers on other topics as well, including current information on laws and policies; translating EBPs to improve outcomes for children with disabilities and their families; how to help parents learn about and access high-quality education options that allow their children to meet challenging objectives appropriate in light of the child’s circumstances; and ways to effectively engage in education reform activities, including Federal, State, and local initiatives.

Ongoing TA, responsive to the individual needs of parent centers, can increase parent center staff’s knowledge and expertise on these topics.

In addition, since many parent centers are grassroots organizations with small budgets, they often benefit from TA on managing a Federal grant, maximizing efficient use of their resources, meeting complex statutory and regulatory requirements for nonprofits, and providing professional development to staff.

External evaluation reports, as part of the PTACs’ annual performance reports (APRs), indicate that the TA they provided has substantially increased parent centers’ capacity to respond effectively to parents and youth during disasters, including the COVID-19 pandemic. The following website provides more information on the current parent centers, including links to each grantee’s website: www. parentcenterhub.

org. G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R The purpose of this priority is to fund five cooperative agreements to establish and operate one CPIR (Focus Area 1) and four regional PTACs (Focus Area 2).

The CPIR will develop and disseminate resources for all parent centers to use when working with parents of children with disabilities (hereafter “parents”) and youth with disabilities (hereafter “youth”). The CPIR will also develop and disseminate materials that all parent centers can use to train staff to effectively reach and serve all parents and youth.

The four regional PTACs will provide TA to parent centers within their region to effectively manage their centers and reach and serve all parents and youth. The CPIR and regional PTACs will coordinate their efforts in order to maximize resources and avoid duplication.

An applicant may submit applications in both focus areas; however, an applicant is limited to only one application in each focus area (e.g., apply for only one region under Focus Area 2). The CPIR will provide universal, general TA 3 to the parent centers across the Nation and serve as a virtual hub for collaboration and training.

The CPIR must achieve, at a minimum, the following expected outcomes: (a) Increased parent centers’ knowledge, through the development and dissemination of high-quality information and products, of-- (1) Early intervention and educational EBPs and current Federal, State, Tribal, and other laws and policies that impact children and youth with disabilities and their families; (2) Effective and equitable practices in carrying out parent center activities including outreach, family-centered services, and self-advocacy skill building; and (3) Effective nonprofit management practices, to include developing a robust infrastructure for remote service provision; hiring strategies and succession planning; and board development.

(b) Increased parent centers’ use of high-quality materials and approaches to train-- “Universal, general TA” means TA and information provided to independent users through their own initiative, resulting in minimal interaction with TA center staff and including one-time, invited or offered conference presentations by TA center staff.

This category of TA also includes information or products, such as newsletters, guidebooks, or research syntheses, downloaded from the TA center's website by independent users. Brief communications by TA center staff with recipients, either by telephone or email, are also considered universal, general TA. G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R (1) Staff in effective and equitable practices in carrying out parent center activities including outreach, family-centered services, and self-advocacy skill building; and (2) Multilingual staff--in their native languages to the extent practicable--and to ensure the accuracy of the translation of materials they provide in languages other than English.

In addition to these programmatic requirements, to be considered for funding under this priority, applicants must meet the application and administrative requirements in this priority, which are: (a) Demonstrate, in the narrative section of the application under “Significance,” how the proposed project will-- (1) Address parent centers’ needs both for resources to effectively reach and serve all parents and youth, including underserved parents and youth, and for materials to train staff to effectively reach and serve all parents and youth.

To meet this requirement, the applicant must— (i) Present applicable national data on the needs of parent centers; and (ii) Demonstrate knowledge of-- (A) Current educational issues and policy initiatives relating to early childhood (ages birth through five), general and special education, secondary transition services, and postsecondary options; and (1) Equitable outreach; family-centered services; and self-advocacy skill building, including effective and appropriate outreach and service provision to underserved parents and youth in urban, suburban, and rural communities; (2) Staff training, including training for multilingual staff; and (3) Nonprofit management, including remote service provision; hiring strategies and succession planning; and board development; (2) Increase the knowledge of parent centers on how to reach, and provide virtual and in-person services to, all parents and youth, to train staff using high-quality training materials, and to apply management best practices; and (3) Indicate the likely magnitude or importance of the improvements in parent centers’ service provision.

G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R (b) Demonstrate, in the narrative section of the application under “Quality of project services,” how the proposed project will-- (1) Ensure equal access and treatment for members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.

To meet this requirement, the applicant must describe how it will-- (i) Identify the needs of the parent centers for TA and information; Note: The methods and tools to identify needs will be finalized in consultation with the regional PTACs and the Office of Special Education Programs (OSEP) project officers in order to assure coordination and avoid duplication; and (ii) Ensure that products and services meet the needs of the parent centers; (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 model (as defined in 34 CFR 77.

1) by which the proposed project will achieve its intended outcomes that depicts, at a minimum, the goals, activities, and outputs in addition to the intended outcomes of the proposed project; (3) Use a conceptual framework (and provide a copy in Appendix A) to develop project plans and activities, describing any underlying concepts, assumptions, expectations, beliefs, or theories, as well as the presumed relationships or linkages among these variables, and any empirical support for this framework; Note: The following websites provide more information on logic models and conceptual frameworks: https://osepideasthatwork.

org/sites/default/files/2021-12/ConceptualFramework_Updated. pdf and www. osepideasthatwork.

org/resources-grantees/program-areas/ta-ta/tad-project-logic-model-and-conceptual-framework. (4) Be based on current research and make use of EBPs.

To meet this requirement, the applicant must describe-- (i) The current research on outreach, family-centered services, and self-advocacy skill building, including effective and equitable outreach and service provision to underserved parents and youth; staff training, including training for multilingual staff; and nonprofit management; (ii) The current research about adult learning principles and implementation science that will inform the proposed TA; and G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R (iii) How the proposed project will incorporate current research and EBPs in the development and delivery of its products and services; (5) Develop products and provide services that are of high quality and sufficient intensity and duration to achieve the intended outcomes of the proposed project.

To address this requirement, the applicant must describe-- (i) How it proposes to identify how knowledgeable the parent centers are regarding outreach, family-centered services, and self-advocacy skill building, including effective and appropriate outreach and service provision to underserved parents and youth; staff training, including training for multilingual staff; and nonprofit management; (ii) Its proposed approach to universal, general TA, which must identify the intended recipients within the parent centers, including the type and number of recipients, that will receive the products and services under this approach and must, at minimum, include how the project will-- (A) Create, update, and maintain an online, annotated repository of high-quality resources produced by the CPIR, OSEP-funded projects, and other federally funded projects for parent centers’ use with families, youth, staff members, and members of the boards of directors, including translations of materials as needed; (B) Develop, as needed, up-to-date, family-centered resources that parent centers can use with parents and youth in a variety of languages, formats, and reading levels, including when providing virtual services; (C) Disseminate and modify, as needed, family–centered resources developed by OSEP and other federally funded centers such as the proposed Center on Dispute Resolution to provide all parents, particularly underserved parents, with information on their and their children’s rights and responsibilities under IDEA and other Federal laws; (D) Disseminate and modify, as needed, family–centered resources developed by OSEP and other federally funded centers to provide families with strategies to enhance their children’s academic skills, self-advocacy, social emotional skills, and behavior and mental health at home, to include information about accessing Federal, State, and local programs, benefits, and resources that provide support; (E) Disseminate and modify, as needed, family-centered resources developed by OSEP and other federally funded centers to provide families with strategies to enhance their children’s preparation to transition from school to postsecondary education and training, and the workforce, including self-advocacy and skills needed for independent living, to include information about accessing Federal, State, and local programs, benefits, and resources that provide support; G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84.

328R (F) Compile and create materials to train staff, including multilingual staff, to effectively provide services to underserved parents and youth; and (G) Compile and create materials on nonprofit management, as needed, and develop a process for an annual orientation of new parent center directors and other key personnel and members of the boards of directors that provides the new personnel with the information and resources they need to carry out their responsibilities; (6) Develop products and implement services that maximize efficiency.

To address this requirement, the applicant must describe-- (i) How the proposed project will use technology to achieve the intended project outcomes; (ii) With whom the proposed project will collaborate and the intended outcomes of this collaboration; (iii) How the proposed project will use existing knowledge and expertise within parent centers to achieve intended project outcomes; and (iv) How the proposed project will use non-project resources to achieve the intended project outcomes; (7) Develop a dissemination plan that describes how the applicant will systematically distribute information and products to parent centers, using a variety of dissemination strategies, to promote awareness and use of the CPIR’s products and services; and (8) 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.

(c) In the narrative section of the application under “Quality of the project evaluation,” include an evaluation plan for the project developed in consultation with and implemented by a third-party evaluator. 4 The evaluation plan must-- (1) Articulate formative and summative evaluation questions, including important process and outcome evaluation questions.

These questions must be related to the project’s proposed logic model required in paragraph (b)(2)(ii) of this notice; A “third-party” evaluator is an independent and impartial program evaluator who is contracted by the grantee to conduct an objective evaluation of the project.

This evaluator must not have participated in the development or implementation of any project activities, except for the evaluation activities, nor have any financial interest in the outcome of the evaluation. G RANT APPLICATION PACKAGE ASSISTANCE LISTING NUMBER 84. 328R (2) Describe how progress in and fidelity of implementation, as well as project outcomes, will be measured to answer the evaluation questions.

Specify the measures and associated instruments or sources for data appropriate to the evaluation questions.

Include information regarding reliability and validity of measures where appropriate; (3) Describe strategies for analyzing data and how data collected as part of this plan will be used to inform and improve service delivery over the course of the project and to refine the proposed logic model and evaluation plan, including subsequent data collection; (4) Provide a timeline for conducting the evaluation and include staff assignments for completing the plan.

The timeline must indicate that the data will be available annually for the APR and in Year 2 for the review process described under the heading, Fourth and Fifth Years (5) Dedicate sufficient funds in each budget year to cover the costs of developing or refining the evaluation plan in consultation with a third-party evaluator, as well as the costs associated with the implementation of the evaluation plan by the third-party evaluator.

(d) Demonstrate, in the narrative section of