FLORIDA DEPARTMENT OF EDUCATION

FLORIDA DEPARTMENT OF EDUCATION
1. Bureau/Office
  1. The scoring criteria for each section of the project narrati
    1. Project Participation/Coordination (Maximum score achievable
      - Appropriateness of opportunities for participation by teache
2. Project Design (Maximum score achievable: 18)
  1. Project Implementation/Target Population (Maximum score achi
Comprehensive System of Personnel Development (Maximum score
Description of how the project will collaborate with CSPD is
Project Products (Maximum score achievable: 9)
1. Project Budget (Maximum score achievable: 6)
Florida Department of Education
1. Project Application
  1. DOE USE ONLY
    1. Applicant Contact Information
      - CERTIFICATION
Florida Department of Education
1. BUDGET NARRATIVE FORM

FLORIDA DEPARTMENT OF EDUCATION

Request for Proposal

for Competitive Grants

Bureau/Office

K-12 Education, Bureau of Instructional Support and Community Services (BISCS),

Exceptional Student Education (ESE) Program Development and Services

Technical Assistance System for Programs Serving Prekindergarten Children with

Disabilities

Specific Funding

Federal: Public Law 105-17, Individuals with Disabilities Education Act (IDEA), Part B,

Section 619, CFDA #84.173, Preschool Grants for Students with Disabilities, Ages 3-5

Funding Purpose

Funding will provide for the implementation of a system of technical assistance and training

that promotes high quality programs which lead to and support positive outcomes for

prekindergarten children with disabilities and their families.

Funding Priorities

The technical assistance system will address areas identified by state and district

assessments of needs and resources. Although the project has discretion to target specific

locations and issues based on assessments, five state priority areas must be considered and

addressed. A mechanism must be established to provide feedback to the state on these

statewide priority areas with annual recommendations within these five priority areas.

Program Effectiveness

– District programs evaluate effectiveness and use data to

inform program improvements.

– Opportunities are expanded for serving children with disabilities in settings

with typically developing peers. Funding issues, staff training, and policy implications

Evaluation and assessment

– Children with disabilities receive evaluation services in a

timely manner based on sound principles of practice for young children and are

respectful of cultural diversity.

Curriculum and Instruction

– Research-based curriculum models are used in a variety

of settings with a variety of populations of prekindergarten children with disabilities

(including, but not limited to, culturally and linguistically diverse populations). A focus

on language and early literacy skills must be considered and is a critical component of

activities related to curriculum and instruction.

– Children exiting IDEA, Part C, Section 631 services, successfully

transition into prekindergarten services for children with disabilities and from

prekindergarten services into kindergarten.

Support for Reading

All applicants are required to address how the project will support and link to Just Read,

Florida! and the federally funded Early Reading First Programs in the state. See Project

Narrative requirements for the Project Participation and Coordination section of the

proposal and the corresponding scoring criteria.

Dissemination and

Marketing Plan

All applicants are required to address how information about the project will be

disseminated and marketed to appropriate populations. See Project Narrative requirements

for the Project Implementation section of the proposal and the corresponding scoring

Reporting Outcomes

The project outcomes are to be reported through

the training database (see State Requirements, Section F);

monthly updates with the BISCS program staff member;

quarterly written reports on project activities and outcomes; and,

the results of needs assessment and other documents developed.

Target Population

Primary recipients of the technical assistance system will be the district-level

prekindergarten coordinators, who may be the ESE director or his or her designee. These

individuals have the responsibility for implementing programs at the district-level that serve

prekindergarten children with disabilities. The prekindergarten coordinator will be the

primary contact in a district for the services of this project.

Prekindergarten children with disabilities include children served in the following ESE

Speech and Language Impaired

Developmental Delay

Mentally Handicapped

Visually Impaired

Deaf and Hard-of-Hearing

Physically Impaired

Emotionally Handica

Specific Learning Disabilit

Dual Sensory Impaired

Secondary recipients of the technical assistance system will be administrators, teachers, and

ties ages three through five and their families will benefit from the

service providers, in both public school and contracted community-based settings, serving

prekindergarten children with disabilities and their families. These recipients may also

include principals, student services coordinators, Head Start disabilities services

coordinators, school psychologists, social workers, family and parent liaisons, and

child care providers.

Children with disabili

technical assistance system. While they are the primary beneficiaries, other children not

meeting this eligibility category may receive “incidental benefit” because of the intent to

facilitate inclusive services and expand the utilization of community-based settings.

Additionally, other beneficiaries may include other specialized technical assistance gr

statewide projects, or early childhood initiatives.

Eligible Applicants

n with disabilities;

en children with

cies and their prekindergarten

ork of projects and resources available to

l assistance, training, and staff development;

Public and private universities and community colleges located in Florida.

Preferred qualifications for the project manager and staff have

extensive, hands-on experience with prekindergarten childre

expertise within the five priority areas of program evaluation, student assessmen

evaluation, curriculum and instruction, inclusion, and transition;

knowledge of research and best practices in serving prekindergart

disabilities, especially within the five priority areas;

experience and understanding of local education agen

programs and services in Florida;

familiarity with the extensive netw

prekindergarten programs in Florida;

experience in the provision of technica

experience coordinating projects in multiple sites;

experience in meeting the diverse needs of school districts in the state;

strong communication and fiscal management skills;

ability to travel frequently throughout the state; and,

ability to provide services on a twelve-month basis.

Total Funding Amount

,000. In subsequent years, an

Range of Awards

For the initial year, project funding will not exceed $650

increased funding level is anticipated based on full implementation of the project. Fund

is subject to availability and continued federal appropriation.

Not applicable to this project. A single award will be made.

Program Period

The project is expected to begin by March 1, 2004, and continue through December 31,

Budget Period

dget period corresponds to the program period. Please see the information noted

Additional Years of

licable to this project.

Funding, if Known to

be Available

Funding Method

Federal funds are distributed using the Federal Cash Advance Request System to state

universities and community colleges by electronic fund transfer for disbursements.

Expenditures for projects funded by federal cash advance are to be reported as they occ

until the 20th of each month, using the On-Line Disbursement Reporting System. Private

universities or colleges must submit the DOE 399 form, Project Disbursement Report, for

reimbursement of expenses incurred.

Local Match

Not applicable to this project.

Application Due Date

ry 23, 2004.

This deadline refers to receipt of the proposal

On or before 5:00 p.m. Janua

by the Florida Department of Education (DOE). The postmarked date is not used to

determine date of receipt.

Notice of Intent to

the program contact person (Cathy Bishop) of intent-to-apply is

The deadline date to notify

on or before Friday, December 19, 2003.

When notifying the contact person regarding

the intent-to-apply, include an e-mail address. Providing the intent-to-apply is not required

for an application to be considered, but assists the applicant by assuring receipt of answers

to frequently asked questions and competition updates. Conversely, eligible organizations

that file an intent-to-apply are not required to apply.

Contact Person

850/ 245-0478; Suncom: 205-0478;

Program Issues:

Cathy Bishop, Program Specialist,

Fax: 850/ 245-0955; E-mail: Cathy.Bishop@fldoe.org

Technical/Fiscal Issues

: Kay Arnold Caster, Program Specialist, 850/ 245-0479; Suncom:

205-0479; Fax: 850/ 245-9957; E-mail: Kay.Caster@fldoe.org

Delivery Address

Bureau of Grants Management, Unit C

Florida Department of Education

325 West Gaines Street

Turlington Building, Roo

Tallahassee, Florida 32399-0400

(Phone: 850/ 245-0498)

Conditions for

Acceptance and

Required Attachments

All applications submitted to the DOE by the application due date must include the

following completed items:

Project Application Form

(DOE 100A) – This form must include an original signature

of the university or community college president. An application signed by an official

other than the president must include a letter signed by the president, or documentation

citing action of the governing body delegating authority to the person to sign on behalf

of the president.

Budget Narrative Form

(DOE 101) – Provide a specific description for each type of

expenditure and the budget amount requested for each line item with a subtotal or grand

total at the bottom of the budget pages.

Additional Assurances (All Projects)

– This page specifies the applicant's adherence

to additional project requirements. These assurances must be submitted without

modification as part of the completed application document. Applications submitted

without this page will not be recommended for funding. Adherence to assurances is

subject to monitoring by the DOE/BISCS.

Additional Assurances (This Project)

– This page specifies the applicant’s adherence

to additional requirements unique to this project. These assurances must be submitted

without modification as part of the completed application document. Applications

submitted without this page will not be recommended for funding. Adherence to

assurances is subject to monitoring by the DOE/BISCS.

Project Narrative

(see section Project Narrative)

Additionally, the following items are required from private institutions of higher learning

General Assurances for Participation in State or Federal Programs

General Terms, Assurances and Conditions for Participation in Federal and State

Copy of the organization’s current budget

List of its Board of Directors

Copy of its most recent annual audit report prepared by an independent certified public

licensed in this state, if available

General Terms,

Assurances and

Conditions for

Participation in Federal

and State Programs

The DOE has developed and implemented a document entitled,

General Terms, Assurances,

and Conditions for Participation in Federal and State Programs

, to comply with:

34 CFR 76.301 of the Education Department General Administration Regulations

(EDGAR) which requires local educational agencies to submit a common assurance for

participation in federal programs funded by the U.S. Department of Education;

applicable regulations of other federal agencies; and

state regulations and laws pertaining to the expenditu

re of state funds.

To receive funding, applicants must have on file with the DOE, Office of the Comptroller, a

signed statement by the agency head certifying applicant adherence to these General

Assurances for Participation in State or Federal Programs. The complete text may be found

in section D of the DOE document,

Project Application and Amendment Procedures for

Federal and State Programs

(Green Book), which can be accessed at

http://www.firn.edu/doe/comptroller/pdf/section-d.pdf. A hard copy is available upon

School Districts, Community Colleges, Universities and State Agencies: The certification

of adherence filed with the DOE Comptroller’s Office shall remain in effect indefinitely

unless a change occurs in federal or state law, or there are other changes in circumstances

affecting a term, assurance, or condition; and does not need to be resubmitted with this

Private Colleges, Community-based Organizations, and Other Agencies: Applicants must

submit with the application the certification page signed by the agency head certifying

applicant adherence to the general terms, assurances, and conditions. Please note that

private colleges, community-based organizations, and other non-public agencies must a

submit copies of the organization’s current budget, a list of its board of directors, and if

available, a copy of its most recent annual audit report prepared by an independent certif

public accountant licensed in this state.

State Requirements

art B, Section 619 Preschool funds, Florida agrees to provide services to

y of natural settings so the least restrictive

he DOE has a long history of supporting projects that enhance statewide services to

espite these efforts, a comparison of Florida’s data on placement of prekindergarten

dditionally, a recent survey of school district prekindergarten ESE coordinators, conducted

ritical concerns for school districts in providing services to prekindergarten children with

te services and programs and seek quality improvements;

rk in isolation on common issues

A. Introduction

To receive IDEA, P

prekindergarten children with disabilities and their families. To utilize these resources,

school districts need to develop services and programs within their district;

services (e.g. evaluation, specially designed instruction and related services,

transition services) need to be available and accessible for children with disabiliti

their families in all communities; and,

services need to be available in a variet

environment is available to the child and family.

prekindergarten children with disabilities. The Preschool Evaluation and Assessment

Project (PEAP) was established to increase functional, authentic, transdisciplinary

evaluation and assessment for children birth to age 5, with an emphasis on age 3 tra

The Sequenced Transition to Education in the Public Schools (STEPS) project was

established to develop an interagency, systematic, statewide approach to improved tr

for children birth to 5 at the community level. The Florida Birth-to-Kindergarten

Collaboration Project was established to support the common goals of the IDEA, P

Section 631, Early Intervention Program and the school district prekindergarten disabilitie

program in developing a coordinated, family-centered system of services for infants and

young children with disabilities, birth to age 5.

children with disabilities in settings primarily designed to serve “typical children” to

national data indicates that Florida has significantly fewer opportunities for such place

than many states. These data support our need to focus attention on expanding

opportunities for providing services in inclusive settings.

by the University of Central Florida for the DOE/BISCS, revealed that respondents

identified training, staff development, and assistance in creating inclusive settings as

primary needs. Lastly, anecdotal feedback and informal “reports from the field” support a

need on the part of districts for a systematic approach to technical assistance.

disabilities include

a need to evalua

assistance with the application of current research, policy, and best practice

for young children with disabilities and their families, including ways to promote the

acquisition of language and early literacy skills;

a need to learn from other’s successes and not wo

related to developing and/or implementing services and programs; and,

a need to identify and resolve critical challenges common across districts

herefore, to ensure attainment of Florida’s state improvement goals and address district

summary, a statewide technical assistance system is needed to

a analysis and observation; and

State Improvement Plan Goals

rograms Serving Prekindergarten Children with

ort positive outcomes for

C. Outcomes

als and objectives of the Technical Assistance System for Programs

policy and/or service development or implementation.

needs, a coordinated technical assistance system is needed to respond to district requests f

technical support in the provision of services to young children with disabilities and their

support the requirements of IDEA;

support the State Improvement Plan

address statewide needs identified through dat

support districts and other providers in the provision of quality services to you

The Technical Assistance System for P

Disabilities project will assist in furthering the following State Improvement Goals:

Sufficient numbers of qualified personnel will be available to provide ef

instructional and related services to students with disabilities.

School, family, and community partnerships will supp

students with disabilities.

Young children with disabilities will have increased access to and participation

in natural learning environments and will enter school ready to learn.

In meeting the go

Serving Prekindergarten Children with Disabilities project, the outcomes are indicated

Hire or contract

with expertise in the five priority areas and with capabilities to

serve the entire State of Florida.

Within the first sixty days,

convene a meeting

of the coordinators of prekindergarten

programs for children with disabilities and establish a list serve group for the

coordinators. Work directly with the coordinators to establish a way of work and meet

regularly with them to develop and maintain the technical assistance system.

Advisory Committee

. Select and convene an Advisory Committee

meeting with staff within the first six months. The Advisory Committee must con

representation from: State Advisory Committee (SAC) for the Education of Excep

Students; parents of children with disabilities; Florida Diagnostic and Learning

Resources System (FDLRS); Florida Children’s Forum; Florida Partnership for School

Readiness; Sequenced Transition to Education in the Public Schools (STEPS) Pr

Institute for Small and Rural Districts (ISRD); Florida Inclusion Network (FIN);

Comprehensive System of Personnel Development (CSPD) Project; Positive

Behavioral Support (PBS) Project; IDEA, Part C, Infants and Toddlers Early

Intervention Program; and Head Start.

for the activities of this project correlated with the calen

related federal and state projects and in

d Technical Assistance Center

sessment of needs

comparatively across school districts in Florida.

r Inventories

determined useful in the Assessment of Needs

sistance (TA) Marketing Plan

with a one to three year

valuation Measures and Criteria

The Technical Assistance System for Programs Serving Prekindergarten Children with

In collaboration with the National Early Childhoo

(NECTAC) and BISCS, and using information gathered from the University of C

Florida survey, conduct an

Assessment of Needs and Resources.

Conduct an assessment of resources

in the statewide system o

services available for technical assistance to district prekindergarten coordinato

Conduct an as

Produce baseline of information on comparative district needs and resources

relative to desired outcomes for prekindergarten programs and services. Focus the

assessment in the five priority areas. Facilitate participation from the numerous

projects and initiatives available to prekindergarten programs, deeply involving the

coordinators of prekindergarten programs for children with disabilities and the

Advisory Committee in the design, execution, and reporting of the results. Ensure

parent and family involvement in the assessment and the development of the

baseline information.

Directories and/o

and Resources such as, but not limited to: best practices in Florida, national research-

based resources, and curriculum, evaluation, and assessments currently used in Florida.

In collaboration with NECTAC and BISCS, develop a

Technical Assistance

Action Plan

based on a conceptual framework and the results of the Assessment of

Needs and Resources. In consultation with the Advisory Committee and the

coordinators of prekindergarten programs for children with disabilities, address

opportunities for leveraging statewide resources and methods for offering assista

all districts in the state.

Technical As

timeframe. This must include multiple contact and communication strategies for

recipients and beneficiaries. Initiate activities in the plan and disseminate information

about the TA system. Present at the Administrators’ Management Meeting in the fall o

2004 and other venues determined appropriate in consultation with Bureau staff.

Technical Assistance Evaluation Plan

based on immediate, intermedi

and long-term outcomes. Initiate evaluation activities. Include plans for annual

updating of the baseline information collected in the initial Assessment of Needs and

Approach to Technical Assistance Provision to Districts

that establishes

how to contact school districts,

conduct a local needs assessment, set priorities, develop

a district technical assistance plan, implement appropriate strategies for technical

assistance, track and follow-up activities, and evaluate technical assistance services and

Approach to Technical Assistance

should be planned in advance,

tested, refined through implementation, and documented in writing. This document

should be continuously refined and updated.

Develop, initiate, and internally evaluate at least three

District Technical Assistance

Action Plans

Identify and analyze

Emerging Issues

related to district and state implementation of

IDEA and/or challenges faced by families of young children with disabilities. With the

BISCS, determine strategies for addressing emerging issues. Within the first year, the

project must visit all the districts and make direct contact with primary recipients in

their districts. This may be done in conjunction with the Assessment of Needs and

Resources, the marketing activities, or other tasks.

Disabilities project will measure accomplishments by the following evaluation

The Technical Assistance System for Programs Serving Prekindergarten Children with

ntribute to training activities by the following:

rojects and initiatives.

r technical assistance to IDEA, Part B,

determined useful in the Assessment of Needs and

nical Assistance Action Plan

based on a conceptual framework and the

ssistance Marketing Plan

with a one to three year timeframe.

Technical Assistance Provision to Districts

in collaboration with

Initial Data: The needs assessment or baseline data and the timelines for collecting t

Identified Activities: The priority activities that were identified based on the needs

assessment results or baseline data.

Intermediate Outcomes: The short-term, concrete, measurable results of implementi

an activity. For example, for each activity, what are the demographic data for the

participants or recipients (type of personnel, number of participants, school districts

represented, etc.); what were the participants’ responses to the activity (training

evaluations, ratings, etc.); what are the product data (number of products disseminate

hits on a web site, etc.).

Implementation and Utilization: The actual implementation or use of content received

through an activity. For example, what facilitated the implementation of the activity?

What impeded the implementation of the activity? What changes need to be made to

facilitate effective implementation? Are the training, services, and/or products used by

the participants? If not, why not? What factors contributed to the use of the training,

services and/or product? What factors detracted from the use of the training and/or

product? What factors will support the use of the training, services, and/or product?

Impact: The systemic changes or long-term effects that result from the implementation

of the activities.

E. Products/Training

Disabilities project will co

Through hands-on technical assistance with districts, identify gaps in resources or

training available in Florida.

Link resources and training available in the state with district and program needs.

Select nationally recognized resources or training which may be piloted in a district.

Develop customized training necessary for the effective implementation of IDEA,

B, Preschool Programs in Florida.

The project will develop the following products:

of technical assistance activities correlated with related federal and state

Assessment of Needs and Resources

Directories and/or Inve

results of needs assessments.

Technical A

for Florida’s IDEA, Part B, Prekindergarten Programs for Children with

Technical Assistance Evaluation Plan

based on immediate, intermediate, a

Approach to

selected districts.

al Assistance Action Plans

in at least three districts.

families of young children with disabilities.

Discretionary Projects Training Database throughout the year. All equipment (computers,

ill be maintained in proper working order and

District Technic

Emerging Issues Paper

related to district and state implementation of IDEA and/

challenges faced by

Reporting Requirements for Training

a reflecting training activities will be maintained and kept current

servers, modems, phone lines) and software w

upgraded as necessary to ensure efficient operation and transmission of the database. The

database will be accessible to the BISCS upon request and will be transmitted in the manner

and timeframe requested. The Bureau contact for management of the database is Rachael

Spanjer who can be contacted at 850/922-3731 or by E-mail at spanjer_r@popmail.firn.edu.

G. Coordinated or Related Initiatives/Activities

The Technical Assistance System for Programs Serving Prekindergarten Children with

Disabilities project will coordinate with other projects and initiatives, including, but not

Bureau Projects

Florida Diagnostic and Learning Resources System (FDLRS)

FDLRS Specialized centers provide services for specific populations statewide

Technology Educational Network (ATEN) Regional Centers

aired (FIMC) Resource

Sequenced Transition to Education in the Public Schools (STEPS) Project

Florida Instructional Materials Center for the Visually Imp

Materials Center for the Hearing Impaired (RMCHI)

Instructional Technology Training Resource Unit (FDLRS/Tech)

Children’s Registry and Information System (CHRIS)

Institute for Small and Rural Districts (ISRD)

Florida Inclusion Network (FIN)

Comprehensive System of Personnel Development (CSPD) Project

Positive Behavioral Support (PBS) Project

Other projects and Initiatives

IDEA, Part C, Infants and Toddlers Early Intervention Program

lorida School for the Deaf and the Blind

Universal Prekindergarten

Florida Partnership for School Readiness

Technical/Format

Requirements

original and four copies

of the completed application. One of

mended that the

or other than black to help reviewers determine which is the

es may be stapled,

but no other binding will

the five copies submitted must bear an original signature. It is recom

signature be made in an ink col

original signature copy. The original and copi

be acceptable

. The project narrative must be prepared using a

12-point font size, 1”

margins, and single-sided typed 8.5 x 11-inch sized pages.

Applications should be

assembled with the required attachments first, and the project narrative in the same order as

described in the following section. A checklist is attached to this document to assist

applicants in ensuring that all required components have been addressed.

Project Narrative

s, activities, and

um score achievable: 1)

score achievable:

ect will provide.

e used by the project.

outcomes, including any of the Additional

Target Populations

Describe project objectives, activities,

As a courtesy to reviewers in helping them score the proposal, please use the same reference

numbers for the narrative sections noted below. The maximum achievable score appears at

the end of the description of each section.

In 200 words or less, summarize project objective

expected outcomes. Documentation should include the source of needs assessment

data, key activities related to the implementation of the outcomes of the project, and

specific indicators of progress. (maxim

Participation and Coordination

Describe, in both manner and extent, how the

project proposes to meet the following requirements for participation and coordinatio

as described in State Requirements, Section G. Letters of support from cooperating

agencies should be attached at the end of the proposal. (maximum

Reasonable opportunities were provided for the participation by teachers, parents,

representatives of community-based services providers, and other interested

agencies, organizations, and individuals in the design, development, operation, and

evaluation of the project.

Coordination of the project with other activities takes place.

The relationship of the project to the reading initiative, specifically, Just Read

Florida! and Early Reading First grantees in the state; and the kinds of support and

linkages the proposed proj

Describe the proposed theoretical approach to b

Include the following information. (maximum score achievable: 18)

In no more than 500 words, describe your theoretical and philosophical approach to

early childhood special education.

In no more than 250 words, describe your theoretical and philosophical approach to

technical assistance.

In no more than 250 words, describe how this foundation and your existing program

capabilities support meeting project

Assurances for this project.

ject Implementation/

timelines, and target populations. A description of how information about the project

be disseminated and marketed to the appropriate populations must also be included.

ximum score achievable: 24)

Comprehensive System Of Personnel Development –

Describe how the project will

collaborate with the comprehensive system of personnel development. The description

should reflect how linkages will be made to existing resources and training

opportunities. The project’s approach to training should reflect how the training will be

customized to be responsive to unique district needs. (maximum score achievable: 9)

– For each product to be developed either in full or part under the

auspices of this project (see State Requirements, Section E), or for which development

was initiated under a prior year project, provide a title, description, and a statement of

status (e.g., new, in draft form, or being field-tested). Outline the plan for evaluation,

field-test, or validation of the product and the plan for dissemination including the target

population and method of distribution. Specify whether the target population is within

the local service region or statewide. Provide timelines for completion of an initial draf

and the distribution of the final product; specify the date when the product will be

submitted for the DOE/BISCS content and policy review only if the product is intended

for statewide dissemination. All product development activities must be undertaken in

consideration of the following requirements: (maximum score achievable: 9)

Any proposed product development activity must be described in the original

application or subsequent program amendment and is subject to prior approval from

To ensure consistency with local policies and procedures, products developed or

– Describe both quantitative and qualitative strategies that will be

for the allocation of funds within the budget and a

garding all personnel who will

adapted for use only in the local project service region must be reviewed and

approved by appropriate district personnel prior to any dissemination.

used to determine the project’s initial data, identified activities, intermediate outcome

lementation and utilization, and impact (see State Requirements, Section D).

ximum achievable score: 6)

Project Resources (Budget) Description

(maximum achievable score: 6)

Existing physical, material, and personnel resources, to be contributed by the

applicant or other entity, which will directly support project implementation.

The overall plan and rationale

specific description of how the fiscal and material resources will be used i

effective manner to support project implementation.

Steps for coordinating with other statewide resources and with staff of the

DOE/BISCS. These might include products and services available through state

agencies, other funded projects, and national organizations.

ject Resources (Personnel) –

Provide information re

be employed by the project, and other key personnel who will make significant

tributions to the implementation of the project. (maximum achievable score: 12)

Project Staffing Plan

– Describe the staff organization plan fo

including line and staff relationships with existing programs and other district staff.

Specify by position the personnel who have administrative responsibility for this

Personnel Projections

– List by position title all personnel, including contra

personnel, to be employed by this project. If there are key personnel making

significant contributions to the implementation of the project who are not employed

by the project (e.g., a project director or evaluation personnel), these persons should

also be listed by position title. The amount of time to be spent on project activities

should be stated as a portion of a full-time equivalent (FTE) for a specific amount

of time (e.g., .5 FTE for 12 months, 1.0 FTE for 3 weeks, or 2 FTE for 10 months

each). Specify whether or not each will be paid out of project funds. For each

person to be employed by the project (including those providing services under a

contract), state the responsibilities of the proposed position and the required

qualifications. For key personnel not employed by the project, describe the

proposed contributions to project implementation.

Method of Answering

Frequently Asked

Questions or Providing

Changes or Addenda

se to frequently asked questions will be emailed to those entities that have filed an

The last date that questions will be answered is Friday, January 16,

Method of Selection

The BISCS will establish a committee of reviewers that will include, but not be limited to;

bureau staff members; selected coordinators of school district programs for children with

disabilities; selected member(s) including parent representation from the State Advisory

Committee for the Education of Exceptional Students; selected representatives from related

bureau projects such as CSPD, FDLRS, and the ISRD; and representatives of other

agencies. The technical review of all proposals received will include a review of submitted

forms for appropriate signatures, a review of budget to determine accuracy of computation

and a review to ensure receipt of all required assurances.

Implementation

Requirements

deral and State Programs

All funded projects and any amendments are subject to the procedures outlined in the

Project Application and Amendment Procedures for Federal and State Programs

General Assurances for Participation in Fe

Green Book may be found at http://www.firn.edu/doe/bin00007/gbook.htm.

Fiscal Requirements

IDEA regulations require compliance with the “maintenance of effort” regulation (34

CFR 300.231) by ensuring that the level of general revenue expenditures for the

education of children with disabilities is not reduced below the level of th

expenditures for the preceding fiscal year. The intent of this requirement is to ensure

that funds are being used to increase state and local efforts and not used to replace the

This is also known as the “nonsupplanting requirement” prohibiting the replacem

state and local funds with IDEA, Part B funds on an aggregated basis.

Indirect costs shall only apply to federal projects. State universities and state

community colleges must comply with Section 216.346, Florida Statutes, which states

“in any contract between state agencies, including any contract involvin

of Colleges and Universities or the Division of Community Colleges, the agen

receiving the contract or grant moneys shall charge no more than five percent (5%) of

the total cost of the contract or grant for overhead or indirect costs or any other costs no

required for the payment of direct costs.” Private universities or colleges must furnish

to the Comptroller’s Office a copy of their current negotiated indirect cost plan that has

been approved by the appropriate cognizant agency. Amounts from zero to the

maximum negotiated rate may be approved for a program or project by the DOE

Comptroller. Restrictions to the amount or percentage that can be charged to a project’s

administration which may include indirect costs will be specified in the approved

project award notification or amendment approval where applicable.

Charges to federal projects for personnel costs, whether treated as direct or indirect

costs, will be based on payrolls documented in accordance with generally accepted

practice of the fiscal agent and approved by a responsible official(s) o

Non-allowable expenditures include refreshments (food or beverages) and

The project recipient must submit a complete DOE 399 form, Final Project

Disbursement Report, by the date specified on the DOE 200 form, Project A

Scoring Criteria

of points attainable is 100. In order to receive funding, a proposal must

ore achievable: 15)

other initiatives

are evident (namely, IDEA

ent with letters of support

The scoring criteria for each section of the project narrative are described below

ewer will score each section based on the maximum possible points for each sectio

attain a minimum of 70% of the available points, or 70.

Project Abstract (Maximum score achievable: 1)

The abstract clearly summarizes

the objectives, activities and expected outcomes.

Project Participation/Coordination (Maximum sc

Appropriateness of opportunities for participation by teachers, parents, and

community-based providers.

Knowledge of and linkages with

BISCS projects

are evident (namely,

CHRIS, STEPS, ISRD, FIN, PBS, and CSPD).

Knowledge of and linkages w

Part C, Florida School for Deaf and Blind, Head Start, Universal

Prekindergarten, and School Readiness).

Clear description of how the project will support and link to

and federally funded

Early Reading First

Clear description of

cooperating agency

al and philosophical approach

to technical assistance is

n/Target Population (Maximum score achievable: 24)

visiting all districts.

benefit for children and

tion of how the project will collaborate with

in-service training

to respond to district and program

ent of Needs and Resources, State Technical Assistance Action Plan, State

Assistance Evaluation Plan, Web

to Districts, and Emerging Issues

of least three district plans.

program evaluation plan

including quantitative and qualitative

Project Design (Maximum score achievable: 18)

Theoretical and philosophical approach

to early childhood e

developmental, research-based, and clear.

developmental, research-based, and clear.

Clear understanding of the

project outcomes

and how to meet the requirem

initial, developmental steps

for establishing an effecti

assistance system.

Effective use of

program capabilities and unique resources

Appropriate use of

high technology and automated systems

ject Implementatio

project objectives

for statewide technical assistance.

tal appropriateness of

project stages

and realistic pacing of

mobilization

of staffing and activities.

Clarity of the role and utility of the

advisory committee.

Realistic mechanisms for

close collaboration with BISCS and NECTAC

Adequate plan to

disseminate and market information

about the project to

appropriate populations.

Clear description of

target population.

policy issues and challenges

related to implementa

Activities described have

potential for pr

Comprehensive System of Personnel Development (Maximum score achie

Evidence of links to

existing resources and training

opportunities

research base

for in-service training.

(Maximum score achievable: 9)

Adequate provision for

specific product development

(namely, Calendar, State

Technical Assistance Marketing Plan, Technical

Site, Approach to Technical Assistance Provision

directories and/or inventories

for the assessment of needs and

Realistic pacing for

District Technical Assistance Actions Plans

Project Evaluation And Follow-Up (Maximum score achievable: 6)

termine success of the program and to

ve made an impact on district programs, placement in natural

Program Personnel (Maximum score achievable: 12)

establishing a sustainable statewide technical

district and program needs.

for program design and

evaluation measures

encourage improvements in subsequent programs.

Adequacy and usefulness of

follow-up activities

in determining if goals of the

settings, and student outcomes.

Project Budget (Maximum score achievable: 6)

budget and expenditures.

Appropriateness of

for the program design.

project manager qualifications.

staff qualifications

assistance system. (Grant Overview, Eligible Applican

consultant networks

for responding to

Clarity and appropriateness of

staff organization plan

statewide coverage.

staff composition

to address the five priority a

Attachments

Assurances (This Project)

ject Application Form (DOE 100A)

Narrative Form (DO

itional Assurances (All Projects)

Technical Assistance System for Programs Serving Prekindergarten Children with

Disabilities

Proposal Checklist

This checklist may be used to review the proposal for completeness.

Proposal Section

Required Forms (All Applicants)

Project Application Form (DOE 100A)

with original signature of the university

or community college president. If

signed by an authorized official other

than the president, official letter or

document stating such authority is

Completed Budget Narrative Form (DOE

Additional Assurances (All Projects)

Additional Assurances (This Project)

Required Forms (Private

Institutions of Higher Education

Original signature of certification by the

university or community college

president to the General Assurances for

Participation in State or Federal Programs

Copy of organization’s current budget

List of Board of Directors

Copy of most recent annual audit report

prepared by an independent certified

public accountant

licensed in this state, if

Project Narrative

Project Abstract

Participation and Coordination

Project Implementation/Target

Comprehensive System of Personnel

Project Products

Project Evaluation

Project Resources (Project Budget)

Project Resources (Personnel)

Other Requirements

Letters of Support Attached

12-point font size used for document

1” margins used for document

Document is unbound

8.5 x 11 paper used for document

Instructions for Completion of DOE 100A

If not pre-printed, enter name of the program for which funds are requested.

Enter name and mailing address of eligible applicant. The applicant is the public or non-public

entity receiving funds to carry out the purpose of the project.

Enter the total amount of funds requested for this project.

Enter requested information for the applicant’s contact person. This is the person responsible for

responding to all questions regarding information included in this application.

The original signature of the appropriate agency head is required.

The agency head is the

school district superintendent, university or community college president, state agency

commissioner or secretary, or the president/chairman of the Board for other eligible applicants.

Applications signed by officials other than the appropriate agency head identified above

must have a letter signed by the agency head, or documentation citing action of the governing body

delegating authority to the person to sign on behalf of said official. Attach the letter or

documentation to the DOE 100A when the application is submitted.

FLORIDA DEPARTMENT OF EDUCATION

Project Application

Please return to:

Florida Department of Education

Bureau of Grants Management

Room 325 Turlington Building

325 West Gaines Street

Tallahassee, Florida 32399-0400

Telephone: (850) 245-0498

Program Name:

Technical Assistance System for Programs

Serving Prekindergarten Children with

Disabilities

DOE USE ONLY

B) Name and Address of Eligible Applicant:

Project Number (DOE Assigned)

Applicant Contact Information

Mailing Address:

Telephone Number:

E-mail Address:

CERTIFICATION

I, ______________________________________________, (

Please Type Name)

do hereby certify that all facts, figures,

and representations made in this application are true, correct, and consistent with the statement of general assurances and

specific programmatic assurances for this project. Furthermore, all applicable statutes, regulations, and procedures;

administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be

implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to

substantiate these requirements will be available for review by appropriate state and federal staff. I further certify that all

expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements

will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project,

where prohibited.

Further, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization for

the submission of this application.

Jim Horne, Commissioner

E) ________________________________________________

Signature of Agency Head

Total Funds Requested:

Total Approved Project:

TAPS Number

DOE 101 Instructions

Budget Narrative Form

This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request

for Proposal (RFP) or Request for Application (RFA).

Enter Name of Eligible Recipient.

(DOE USE ONLY)

COLUMN 1 - OBJECT:

SCHOOL DISTRICTS:

Use the three digit object codes as required in the Financial and Program Cost Accounting

and Reporting for Florida Schools Manual.

COMMUNITY COLLEGES:

Use the first three digits of the object codes listed in the Accounting Manual for

Florida’s Public Community Colleges.

UNIVERSITIES AND STATE AGENCIES:

Use the first three digits of the object codes listed in the Florida Accounting

Information Resource Manual.

OTHER AGENCIES:

Use the object codes as required in the agency’s expenditure chart of accounts.

– ALL APPLICANTS:

ACCOUNT TITLE:

Use the account title that applies to the object code listed in accordance with the agency's

accounting system.

Provide a detailed narrative for each object code listed. For example:

- describe the type(s) of positions requested. Use a separate line to describe each type of position.

OTHER PERSONAL SERVICES

– describe the type of service(s) and an estimated number of hours for each type

of position. OPS is defined as compensation paid to persons, including substitute teachers not under contract,

who are employed to provide temporary services to the program.

PROFESSIONAL/TECHNICAL SERVICES

- describe services rendered by personnel, other than agency personnel

employees, who provide specialized skills and knowledge.

CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS

- provide the agency name and description of the

service(s) to be rendered.

- provide a description of each type of travel to be supported with project funds, such as

conference(s), in district or out of district, and out of state. Do not list individual names. List individual

position(s) when travel funds are being requested to perform necessary activities.

CAPITAL OUTLAY

- provide the type of items/equipment to be purchased with project funds.

- provide the percentage rate being used. Use the current approved rate. (Reference the

DOE Green Book for additional guidance regarding indirect cost.)

COLUMN 3 – MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.

- Indicate the Full Time Equivalent (FTE based on a 40 hour workweek) number of positions to be funded.

Determine FTE by dividing the standard number of weekly hours (40) for the position into the actual work hours to

be funded by the project.

Provide the budget amount requested for each object code.

Provide the total for Column (4) on the last page

Must be the same amount as requested on the

Name of Eligible Recipient:

FLORIDA DEPARTMENT OF EDUCATION

BUDGET NARRATIVE FORM

(2) ACCOUNT TITLE AND NARRATIVE

Jim Horne, Commissioner

TAPS Number

Project Number:

DOE USE ONLY)

ADDITIONAL ASSURANCES (ALL PROJECTS)

Fiscal Agency:

(Name of the Florida public or private university or community college)

Submission of this application hereby assures that the applicant and all participating districts will implement the

project consistent with the following requirements:

Assurance is hereby provided that project funds will not be used to purchase furniture or equipment

without prior written approval from the DOE/BISCS. Upon termination of the project, at the option of the

DOE/BISCS, all equipment purchased with project funds will be transferred to the location(s) specified by

the DOE/BISCS, and all necessary property records actions will be taken to transfer ownership to the DOE

or its designee.

Assurance is hereby provided that the fiscal agent for this project accepts responsibility for implementing

all project activities as specified in this application or subsequent amendments, specifically including those

of a regional or statewide nature. The fiscal agent will ensure that activities essential to project

effectiveness including, but not limited to, reimbursement of travel expenses for persons from other

districts/agencies, employment of substitutes for teachers in other school districts, or payment of

consulting fees for persons to provide services to other school districts will be implemented in an efficient

and timely manner.

Assurance is hereby provided that products developed for statewide dissemination will be submitted to

content and policy review by the DOE/BISCS prior to any distribution for other than awareness, field-test,

or validation purposes. This fiscal agent will ensure that product developers adhere to policies and

procedures set forth in “Guidelines for Project Publications,” available from the BISCS Clearinghouse

Information Center. The applicant will allow a minimum of four weeks for the BISCS to complete the

content and policy review of any product, and will also allow sufficient time to make required revisions,

have the revisions verified by the BISCS, and have the final document reproduced.

Assurance is hereby provided that any products produced by or developed in connection with these

projects remain the exclusive property of the State of Florida, unless ownership has been explicitly waived.

Products include all print, audio-visual, computer programs, and internet websites fully or partially

developed with project resources (fiscal and personnel resources). Such products must be pre-approved by

the designated contact person and must contain a funding statement acknowledging the use of federal

funds for development and dissemination. Questions regarding product development, ownership, or

funding statements should be directed to Arlene Duncan, Supervisor, Clearinghouse Information Center at

850/ 245-0477; or E-mail: Arlene.Duncan@fldoe.org.

Assurance is hereby provided that fees will not be charged for any service provided under the auspices of

the project without prior written approval of the DOE/BISCS.

ADDITIONAL ASSURANCES (THIS PROJECT)

Fiscal Agency:

(Name of the Florida public or private university or community college)

Submission of this application hereby assures that the applicant will implement the project consistent with the

following requirements:

Assurance is hereby provided that the project has the capacity to mobilize expertise in the five priority

areas—program evaluation, student assessment and evaluation, curriculum and instruction, inclusion, and

Assurance is hereby provided that the project has the capacity to collect, analyze, manage, and report data

Assurance is hereby provided that the project has the capacity to mobilize and fully dedicate the project

coordinator and staff, on-call consultants or resource persons with appropriate educational degrees and

certifications to the activities of the project.

Assurance is hereby provided that the project has the capacity to reach out to all areas of the state.

Assurance is hereby provided that the project has the capacity to house project staff and equipment.

Assurance is hereby provided that the project has capacity to provide space on a server to dedicate to the

Assurance is hereby provided that the project fiscal agent is prepared to support multiple sites/districts

committed to being a significant, ongoing resource to programs for prekindergarten children with

disabilities in Florida.

Assurance is hereby provided that IDEA, Part B, Preschool projects will not be used to support activities for

other populations. Project funds may only be used to support technical assistance and support services that

relate to serving preschool children with disabilities ages three through five years. Funds may be used to

support collaboration and related activities that support transition of infants and toddlers with disabilities

identified through the Part C, Early Intervention Program to the Part B, Preschool Program.

Assurance is hereby provided that all project staff will be allowed to travel to participate in region and

statewide activities necessary for the implementation of project activities.

Assurance is hereby provided that staff hired through the fiscal agent may be assigned to sites and provided

office facilities throughout the state where necessary to support the activities of the project.