Executive Summary: The Administration for Children and Families (ACF) announces that funds are provided for Head Start University Partnership Research Grants: English Language Learners (ELLs) in Head Start and Early Head Start Programs. These grants fund research activities that build the knowledge base and/or develop assessments, curricula, and/or interventions for ELLs within the Head Start program. This grant program is part of a larger Head Start research effort. For more information, please see the Head Start Graduate Student Research announcement listed on http://www.Grants.Gov, or on http://www.acf.hhs.gov/grants/index.html, or send an email inquiry to opre@xtria.com. I. FUNDING OPPORTUNITY DESCRIPTION Legislative Authority Section 649 of the Head Start Act, as amended by the Community Opportunities, Accountability, and Training and Educational Services (COATES) Human Services Reauthorization Act of 1998 (Public Law (P.L.) 105-285) and 42 United States Code (U.S.C.) 9844. Funding Opportunity Description A. Purpose The purpose of this announcement is to report that funds are available to support research grants for the development of curricula/interventions and assessment tools and expansion of the knowledge base regarding the culture, language, and school readiness of English Language Learners (ELLs) within Head Start and Early Head Start programs. Grantees will be required to establish researcher/program partnerships with Head Start and/or Early Head Start programs. Definitions: B. Background English Language Learners and Head Start In November of 2005, the Program Information Report (PIR) indicated that Head Start programs are serving 1,072,014 children. Of these children, 27.7 percent (approximately 297,000) reportedly spoke another primary language at home besides English. Of the children who spoke another primary language, approximately 82 percent (N=245,954) were Spanish-speaking. The remaining families were identified as speaking Asian languages (N=11,876), Native Central/South and Native Mexican languages (N=8,710), Middle Eastern/South Asian languages (N=7,281), Head Start is committed to maximizing school readiness for all participating children, but the range and variety of primary languages spoken by the children present numerous challenges. The Head Start Act emphasizes the importance of promoting the acquisition of the English Language for non-English background children and families (Head Start Act Section 640(a)(3)(C)(ii)(I-II)). Further, Head Start Program Performance Standards (45 The funding for the Head Start University Partnership Research Grants: English Language Learners (ELLs) in Head Start and Early Head Start Programs will support research that either develops and/or rigorously evaluates interventions and assessments for these children or gathers information about associations between school readiness, culture, and language that will directly inform Head Start policy and practice. Appropriate research topics include: empirical testing of language development curricula within multi-lingual settings, development and validation of assessment measures for Dual Language Learners, or the development and evaluation of teacher training and parent outreach programs. Additional appropriate topics would include assessment of cultural variations in family attitudes towards second language learning or detailed analyses of dual language development in at-risk preschoolers. Competitive proposals will demonstrate the potential to improve Head Start services for children and families who primarily speak a language other than English at home. Head Start Program Performance Measures Conceptual Framework The Head Start program has long served as a national laboratory for the development of innovative educational services for low-income children and families. Head Start also emphasizes a process of continuous program improvement and has more recently been a leader in developing outcome-oriented accountability measures. Programs must comply with the Head Start performance standards, which provide a standard definition of quality services and offer a training guide for staff and parents on the key elements of quality. Developed in 1996-1997, the Program Performance Measures Conceptual Framework incorporates the linkages between child, family, and program outcomes, while maintaining a weighted focus on Head Start's primary goal: improved school readiness. Head Start has adopted the "whole child" view of school readiness that was recommended by the Goal One Technical Planning Group of the National Education Goals Panel (Goal One Technical Planning Group, 1991, 1993). This view defines school readiness as a multi-faceted phenomenon comprised of five developmental domains that are important to the child's readiness for school: physical well-being and motor development, social and emotional development, approaches to learning, language usage and emerging literacy, and cognition and general knowledge. The Head Start Program Performance Measures Conceptual Framework includes five objectives, each of which entails multiple performance criteria. These objectives and criteria are listed below. For a more detailed description, see (http://www.acf.hhs.gov/programs/opre/hs/faces/reports/perform_3rd_rpt/perform_3rd_rpt.pdf). Objective 1. Enhance children's healthy growth and development. 1. Head Start children demonstrate improved emergent literacy, numeracy, and language skills. Objective 2. Strengthen families as the primary nurturers of their children. 7. Head Start parents demonstrate improved parenting skills. Objective 3. Provide children with educational, health and nutritional services. 10. Head Start programs provide developmentally appropriate educational environments. Objective 4. Link children and families to needed community services. 16. Head Start parents link with social service agencies to obtain needed services. Objective 5. Ensure well-managed programs that involve parents in decision-making. 20. Head Start programs are well-managed. For a more detailed description of this framework, please see the report titled Head Start FACES Longitudinal Findings on Program Performance, Third Progress Report, January 2001, at http://www.acf.hhs.gov/programs/opre/hs/faces/reports/perform_3rd_rpt/perform_3rd_rpt.pdf. Ongoing Head Start Studies Two ongoing national studies offer information about the Head Start children and families who do not speak primarily English. These include the Family and Child Experiences Survey and the Head Start Impact Study.
FACES is a national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children, the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics, needs, and opinions of Head Start teachers and other program staff. In three successive cohorts (1997, 2000, and 2003), the study collected data for a representative sample of children served in Head Start programs. The study followed children and their families who were involved in the program for one or two years, conducting a follow-up assessment at the end of the kindergarten year. As part of the assessment array, parents were asked to report regarding the primary language spoken at home. For more information, please see http://www.acf.hhs.gov/programs/opre/hs/faces/index.html. Two reports from the array of FACES reports and statistics offer information regarding the Head Start ELL population: 1) The Descriptive Study of Head Start Families: FACES Technical Report I (2002) specifies the differences in child and family demographics across groups defined by the primary language spoken in the home (i.e., English, Spanish, and 'Other Language' groups). This Technical Report further explored a range of specific variables concerning Hispanic families, including demographic characteristics, risk factors, social support and family involvement in education. For more information, please see the technical report at http://www.acf.hhs.gov/programs/opre/hs/faces/index.html. 2) In FACES 2000, children whose English-language skills were not sufficient to enable them to be assessed fully in English, and whose parents spoke Spanish at home, were given a Spanish-language version of the FACES battery in the fall. In the spring, these children received the full assessment battery in English but also participated in additional tests that enabled the research team to track their language development and pre-reading skills in Spanish. Thus, researchers could determine the levels of proficiency achieved and the gains made in vocabulary and letter identification in both languages. This information was used to assess literacy levels and gains over the Head Start year and to contrast those levels and gains with English-speaking Head Start peers. For further information, please see the report titled Head Start FACES 2000: A Whole-Child Perspective on Program Performance, Fourth Progress Report, May 2003 at http://www.acf.hhs.gov/programs/opre/hs/faces/index.html.
The Head Start reauthorization of 1998 (COATES, P.L. 105-285) mandated a study of the national impact of Head Start. The Head Start Impact Study is a longitudinal study involving 5,000 to 6,000 three- and four-year old preschool children drawn from an estimated seventy-five nationally representative grantee/delegate agencies. Participating programs are located in communities where there are more eligible children and families than can be served by the program. The children participating were randomly assigned to either a treatment group, which received Head Start services, or a comparison group, which did not receive Head Start services. Data collection for this study began in the fall of 2002 and will continue through 2006, following children through the spring of their first grade year. It includes twice yearly in-person interviews with parents, in-person child assessments, annual surveys of care providers and teachers, direct observations of the quality of different care settings and teacher ratings of children. The FACES battery was updated for this study to focus particularly on measures likely to be sensitive to changes caused by the Head Start intervention and to be appropriate for settings other than Head Start (in order to effectively assess the control group's services). For children who speak primarily English, the Head Start Impact Study identified cognitive, social-emotional, health and parenting features that are positively affected by enrollment in Head Start. In contrast, the Head Start Impact Study identified limited positive impacts for Head Start children who spoke primarily Spanish. For further information, please see the following two documents: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_execsum/firstyr_sum_title.html and http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_finds/firstyr_finds_title.html. C. Priorities Funds available under this announcement will support research that demonstrates the potential to improve Head Start policies and practices, increasing the effectiveness of services to ELLs (ages zero to five) and their families. There are three specific research priority areas that interest the Office of Head Start for this year's Head Start University Partnership Research Grants: ELLs (ELLs) in Head Start Programs. Applicants must focus on one of these priority areas: Priority 1: Development and/or evaluation of curricula/interventions (i.e., Dual Language classroom curriculum, teacher training, parent outreach) for ELLs and their families. Priority 2: Development and/or evaluation of assessment instruments (i.e., screening; achievement; cognitive; socio-emotional; health; parenting; home environment) for ELLs and their families. Priority 3: Research regarding the linkages between language, culture and school readiness, when such linkages will inform Head Start Programs regarding effective services and policies for ELLs and their families (i.e., variations in family attitudes towards second language development; understanding of preschool dual language development). Applicants must identify one of the priority areas as the main focus of their research proposal and the applications will be evaluated using the corresponding evaluation criteria. Each of these priorities and their corresponding evaluation criteria are presented separately below. Applicants should ensure that they consider the appropriate priority description and review criteria specific to that priority when writing their proposals. Applicants must provide detailed descriptions of a research design appropriate to the identified question(s). Researchers must demonstrate a partnership or partnerships with Head Start or Early Head Start programs during all phases of the project. Competitive proposals will demonstrate the potential to significantly improve Head Start policies and services for children and families who primarily speak a language other than English at home. Based on availability of funds, successful projects may be considered, on a non-competitive basis, for additional funding after the completion of the three year award available under this announcement. Follow-up projects could include additional studies of selected approaches and dissemination of products in manual form. Curricula and assessment tools developed under this announcement are governed by the terms of 45
Priority Area 1: Development And/Or Evaluation Of Curricula/Interventions For English Language Learners (ELLs) And Their Families Description THIS IS THE FIRST OF THREE PRIORITY AREAS FOR THIS GRANT ANNOUNCEMENT. The applicant's proposal must focus on ELLs and one of the priority areas. Applicants must identify one of the priority areas as the main focus of their research proposal and the applications will be evaluated using the corresponding evaluation criteria. Each of these priorities and their corresponding evaluation criteria are presented separately. Applicants should ensure that they consider the appropriate priority description and review criteria specific to that priority when writing their proposals. Projects addressing Priority Area 1 will attempt to identify appropriate and effective curricula/interventions for this population. Interventions may be focused at program level, classroom level, child level or family level processes. Researchers may choose to 1) rigorously evaluate extant intervention methods; 2) adapt and validate previously developed curricula and interventions; or 3) develop and begin validating new interventions for the ELL population. Head Start programs must comply with the Head Start performance standards, which provide a standard definition of quality services and serve as a training guide for staff and parents on the key elements of quality. All Head Start programs must implement a curriculum; however, use of a particular curriculum is not prescribed. The standards specify that programs must, in collaboration with parents, implement curricula that: (i) Support each child's individual pattern of development and learning; (ii) Provide for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts and to develop age-appropriate literacy, numeracy, reasoning, problem-solving and decision-making skills, which in combination form a foundation for school readiness and later school success; (iii) Integrate all educational aspects of the health, nutrition, and mental health services into program activities; (iv) Ensure that the program environment helps children develop emotional security and facility in social relationships; (v) Enhance each child's understanding of self as an individual and as a member of a group; (vi) Provide each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning; and (vii) Provide individual and small group experiences both indoors and outdoors. Additionally, the standards state that staff must use a variety of strategies to promote and support children's learning and developmental progress based on observations and ongoing assessment of each child (see 45 CFR 1304.20(b), 1304.20(d) and 1304.20(e)). Programs must implement ongoing developmental assessments across these domains, using measures aligned with their chosen curricula. Competitive proposals will explain how the identified curriculum/intervention addresses specific Head Start and ELL programmatic needs and potentially improves services and practices for the targeted populations. The curricula and/or interventions should address children within the age range of zero to five years. Examples of acceptable projects include: identification of the most influential components of ELL curriculum, effects of variation in implementation on ELL curriculum/intervention outcomes, empirical testing of available ELL curriculum, adaptation of previously validated school-aged ELL curriculum for the Head Start population, or integration of an ELL curriculum with other standardized Head Start curriculum. Applicants must provide plans for development, implementation, and evaluation of the curriculum/intervention approach. Researchers must demonstrate a partnership or partnerships with Head Start or Early Head Start programs during all phases of the project. The first year of the grant is expected to be devoted to activities related to curriculum/intervention development and planning for implementation. At this stage, the project goals could include: a) defining the theory that guides the development of the approach, b) developing implementation procedures and documentation, c) establishing measures of fidelity and process, and d) careful selection and adaptation of measures for the population. Depending on the previously established nature of the interventions being considered, a variety of preliminary data could be collected in the first year. During years two and three of the grant, more substantial work would be expected. This would range from initial implementation and evaluation of new curricula to empirical research experimentation with established curricula. The successful applicant should provide plans for conducting both a process and an outcome evaluation. The process evaluation will provide information about whether the approach can be implemented successfully and with a reasonable level of resources. The outcome evaluation will provide information about the effectiveness of the approach as implemented under favorable conditions (i.e., when Head Start/Early Head Start programs work in partnership with the researcher to maintain fidelity). A number of parameters must be considered by the applicants to participate in the competition: 1. Eligible applicants include universities, four-year colleges, and non-profit institutions that apply on behalf of a researcher or researchers who hold a doctorate degrees or equivalent in their respective fields. Private institutions of higher education, including faith-based institutions, would also be eligible, if applying on behalf of a qualified researcher holding a doctorate degree or equivalent. The Principal Investigator must conduct research as a primary professional responsibility and have published or been accepted for publication in the major peer-reviewed research journals in the field, as a first or second author. Please see Section V.1, Evaluation Criteria for more information on how applications will be scored based on these program requirements. II. AWARD INFORMATION
ACF grant awards shall not exceed $100,000 for the first 12-month budget period inclusive of indirect costs and shall not exceed $200,000 per year for the second through third 12-month budget periods. The project period will be up to three years. The initial award will be for the first one-year budget period and is subject to the availability of funds. Second and/or third year funding within the project period should be identified in the current application on Standard Form (SF) 424A. However, continued funding beyond the initial 12-month budget period will be considered in subsequent years on a non-competitive basis, subject to the applicant's eligibility status, the availability of funds, satisfactory progress of the grantee, and a determination that continued funding would be in the best interest of the Federal Government. Successful projects may be considered on a non-competitive basis, for additional funding after the completion of the three-year award funded under this announcement. Follow-up projects could include additional studies of selected approaches and dissemination of products in manual form. These follow-up awards would be subject to the availability of funds, satisfactory progress of the grantee, and a determination that continued funding would be in the best interest of the Federal Government. Curricula and assessment tools developed under this announcement are governed by the terms of 45 CFR Part 74.36 regarding subsequent sale and distribution. Awards under this announcement are subject to the availability of funds. III. ELIGIBILITY INFORMATION 1. Eligible Applicants:
Foreign entities are not eligible under this announcement. Eligible applicants include: (a) Public, State-controlled and private universities, four-year colleges, and non-profit institutions that apply on behalf of researchers who hold a doctorate degree or equivalent in their respective fields. The Principal Investigator must conduct research as a primary professional responsibility and have published or been accepted for publication in the major peer-reviewed research journals in the field, as a first or second author. Please see Section V.1, Evaluation Criteria for more information on how applications will be scored based on these program requirements. (c) Tribally Controlled Land Grant Colleges and Universities (TCUs) as cited in Section 532 of the Equity in Educational Land Grant Status Act of 1994 (7 United States Code (U.S.C.) -- 301 note), any other institutions that qualify for funding under the Tribally Controlled Community College Assistance Act of 1978, (25 U.S.C. -- 1801 et seq.), and Navajo Community College, authorized in the Navajo Community College Assistance Act of 1978, Public Law (P.L.) 95-471, Title II (25 U.S.C. -- 640a note). TCUs that are not accredited are not eligible to apply under this announcement. (d) Historically Black Colleges and Universities (HBCUs) as defined in the amended version of the Higher Education Act of 1965, codified at 20 U.S.C. -- 1061(2), and that are institutions established prior to 1964 whose principal mission was, and is, the education of Black Americans, and must satisfy Section 322 of the Higher Education Act of 1965, as amended. Institutions that meet the definition of "Part B institution" in Section 322 of the Higher Education Act of 1965, as amended, 20 U.S.C. -- 1061(2), shall be eligible for assistance under this announcement. (e) Hispanic Serving Institutions (HSIs) as defined in the amended version of the Higher Education Act of 1965, codified at 20 U.S.C. -- 1101(a), and that are institutions that satisfy Section 502(5) of the Higher Education Act of 1965, as amended. Institutions that meet the definition of "Hispanic Serving Institution" in Section 502(5) of the Higher Education Act of 1965, as amended, 20 U.S.C. --1101, shall be eligible for assistance under this announcement. Please see Section V.1, Evaluation Criteria for more information on how applications will be scored. Please see Section IV for required documentation supporting eligibility or funding restrictions if any are applicable. 2. Cost Sharing or Matching: None 3. Other: Applicant organizations may submit more than one application (on behalf of different projects and Primary Investigators), subject to the qualifications listed in this section. Applicant organizations apply on behalf of the Principal Investigator(s), who must have earned a doctorate or equivalent in the relevant field, conduct research as a primary professional responsibility, and have first or second author publications in peer-reviewed research journals. Primary Investigators should submit only one application. If more than one application is received from a Primary Investigator, he/she will be contacted in order to identify the single application that will continue through the review process. For research conducted with Head Start, the application must contain a) the original copy of a letter from the Head Start or Early Head Start program certifying that they have entered into a research partnership with the applicant and b) a separate letter certifying that the application has been reviewed and approved by the local Head Start Program Policy Council. This certification of approval or pending approval by the Policy Council must also be the original letter from the official representative of the Policy Council itself. See Section IV.2 for further information. Disqualification Factors Applications with requests that exceed the ceiling amount (for research projects) or the upper range value (for all other projects) will be deemed non-responsive and will not be considered for funding under this announcement. See Section II., Award Information. Any application that fails to satisfy the deadline requirements referenced in Section IV.3., Submission Dates and Times, will be deemed non-responsive and will not be considered for funding under this announcement. IV. APPLICATION AND SUBMISSION INFORMATION 1. Address to Request Application Package: Head Start Research Support Technical Assistance TeamOPRE Grant Review Team Xtria, LLC 8045 Leesburg Pike, Suite 400 Vienna, VA 22182 Phone: 877-663-0250 Fax: 703-356-0472 Email: opre@xtria.com 2. Content and Form of Application Submission: Letter of Intent to Submit an Application: If you plan to submit an application, you are strongly encouraged to notify us by fax or e-mail by the Letter of Intent due date found at the beginning of this announcement and in Section IV.3. This information will be used only to determine the number of expert reviewers needed to review the applications. Include only the following information in this fax or e-mail: the Funding Opportunity Number and title of this announcement; the names, addresses, telephone and fax numbers, and e-mail addresses of the Principal Investigator and the fiscal agent (if known); and the name of the university, non-profit institution of higher education or other eligible organization. Do not include a description of your proposed project. Failure to submit a letter of intent will not impact eligibility to submit an application and will not disqualify an application from competitive review. Send this information to: "Head Start Research Support Technical Assistance Team" Fax: 703-356-0472 Email: opre@xtria.com Format and Organization: Applicants are strongly encouraged to limit their application to 100 pages, double-spaced, with standard one-inch margins and 12-point fonts. This page limit applies to both narrative text and supporting materials but not to the Standard Forms (SFs) listed later in this section. Applicants must number the pages of their application beginning with the Table of Contents. Applicants must clearly identify one of the priority areas as the main focus of their research proposal and the applications will be evaluated using the corresponding evaluation criteria. Applicants are advised to include all required forms and materials and to organize these materials according to the format, and in the order, presented below: a. Cover Letter, on formal letterhead from the institution, including the Funding Opportunity Number and the title of the proposed project. b. Forms and Certifications may be found at http://www.acf.hhs.gov/programs/ofs/forms.htm.
c. Table of Contents d. Project Abstract (not to exceed one page) e. Project Narrative Statement (see details below) f. Budget Narrative (see Section V, Application Review Information) g. Appendices
Content of Project Narrative Statement: The project narrative should be carefully developed in accordance with Content of the Letters of Agreement: For research conducted with Head Start, the application must contain a) the original copy of a letter from the Head Start or Early Head Start program certifying that they have entered into a research partnership with the applicant and b) a separate letter certifying that the application has been reviewed and approved by the local Head Start Program Policy Council. This certification of approval or pending approval by the Policy Council must also be the original letter from the official representative of the Policy Council itself. Biographical Sketch: These are used to partially evaluate Staff and Position Data (see Section V.1). Inclusion of information regarding the Principal Investigator's work and publication history that will address the evaluation criteria is encouraged. Curriculum Vitae would appropriately address this need. D-U-N-S Requirement All applicants must have a D&B Data Universal Numbering System (D-U-N-S) number. On June 27, 2003, the Office of Management and Budget (OMB) published in the Federal Register a new Federal policy applicable to all Federal grant applicants. The policy requires Federal grant applicants to provide a D-U-N-S number when applying for Federal grants or cooperative agreements on or after October 1, 2003. The D-U-N-S number will be required whether an applicant is submitting a paper application or using the government-wide electronic portal, Grants.gov. A D-U-N-S number will be required for every application for a new award or renewal/continuation of an award, including applications or plans under formula, entitlement, and block grant programs, submitted on or after October 1, 2003. Please ensure that your organization has a D-U-N-S number. You may acquire a D-U-N-S number at no cost by calling the dedicated toll-free D-U-N-S number request line at 1-866-705-5711 or you may request a number on-line at http://www.dnb.com. Proof of Non-Profit Status Non-profit organizations applying for funding are required to submit proof of their non-profit status. Proof of non-profit status is any one of the following:
When applying electronically, we strongly suggest that you attach your proof of non-profit status with your electronic application. Private, non-profit organizations are encouraged to submit with their applications the survey located under Grant Related Documents and Forms: Survey for Private, Non-Profit Grant Applicants, titled, Survey on Ensuring Equal Opportunity for Applicants, at: http://www.acf.hhs.gov/grants/grants_resources.html. Forms, Assurances, and Certifications The project description should include all the information requirements described in the specific evaluation criteria outlined in this program announcement under Section V. Application Review Information. In addition to the project description, the applicant needs to complete all of the Standard Forms required as part of the application process for awards under this announcement. Applicants seeking financial assistance under this announcement must file the appropriate Standard Forms (SFs) as described in this section. All applicants must submit an SF-424, Application for Federal Assistance. For non-construction programs, applicants must also submit an SF-424A, Budget Information and an SF-424B, Assurances. For construction programs, applicants must also submit SF-424C, Budget Information and SF-424D, Assurances. For research programs that involve human subjects, the Protection of Human Subjects Assurance Identification/IRB Certification/Declaration of Exemption form must be submitted. All forms may be reproduced for use in submitting applications. Applicants must sign and return the standard forms with their application. Applicants must furnish, prior to award, an executed copy of the Certification Regarding Lobbying. Applicants must sign and return the certification with their application. The Certification Regarding Lobbying may be found at: http://www.acf.hhs.gov/grants/grants_resources.html. (If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the applicant shall complete and submit Standard Form (SF)-LLL, "Disclosure Form to Report Lobbying," in accordance with its instructions.) Applicants must also understand that they will be held accountable for the smoking prohibition included within Public Law (P.L.) 103-227, Title XII Environmental Tobacco Smoke (also known as the PRO-KIDS Act of 1994). A copy of the Federal Register notice that implements the smoking prohibition is included with this form. By signing and submitting the application, applicants are providing the necessary certification and are not required to return it. Applicants must make the appropriate certification of their compliance with all Federal statutes relating to nondiscrimination. By signing and submitting the application, applicants are providing the necessary certification and are not required to return it. Complete the standard forms and the associated certifications and assurances based on the instructions on the forms. The forms and certifications may be found at: http://www.acf.hhs.gov/grants/grants_resources.html. Private, non-profit organizations are encouraged to submit with their applications the survey located under Grant Related Documents and Forms: Survey for Private, Non-Profit Grant Applicants, titled, Survey on Ensuring Equal Opportunity for Applicants, at: http://www.acf.hhs.gov/grants/grants_resources.html. Please see Section V.1 for instructions on preparing the full project description. Please reference Section IV.3 for details about acknowledgement of received applications. Electronic Submission Applicants to ACF may submit their applications in either electronic or paper format. To submit an application electronically, please use the http://www.Grants.gov site. When using www.Grants.gov, applicants will be able to download a copy of the application package, complete it off-line, and then upload and submit the application via the www.Grants.gov site. ACF will not accept grant applications via facsimile or email. Acceptable electronic formats for the application attachments (narratives, charts, etc.) must use the following standard technologies, i.e., Microsoft (Word and Excel), Word Perfect, Adobe PDF, Jpeg, and Gif. IMPORTANT NOTE: Before submitting an electronic application, applicants must complete the organization registration process as well as obtain and register "electronic signature credentials" for the Authorized Organization Representative (AOR). Since this process may take more than five business days, it is important to start this process early, well in advance of the application deadline. Be sure to complete all www.Grants.gov registration processes listed on the Organization Registration Checklist, which can be found at http://www.acf.hhs.gov/grants/registration_checklist.html. Please note the following if planning to submit an application electronically via www.Grants.gov:
Hard Copy Submission Applicants that are submitting their application in paper format should submit one original and two copies of the complete application. The original and each of the two copies must include all required forms, certifications, assurances, and appendices, be signed by an authorized representative, and be unbound. The original copy of the application must have original signature(s). Non-Federal Reviewers Since ACF will be using non-Federal reviewers in the review process, applicants have the option of omitting from the application copies (not the original) specific salary rates or amounts for individuals specified in the application budget as well as Social Security Numbers, if otherwise required for individuals. The copies may include summary salary information. If applicants are submitting their application electronically, ACF will omit the same specific salary rate information from copies made for use during the review and selection process. 3. Submission Dates and Times: Due Date For Letter of Intent: 03/05/2007 Due Date for Applications: 05/03/2007 Explanation of Due Dates The due date for receipt of applications is referenced above. Applications received after 4:30 p.m., eastern time, on the due date will be classified as late and will not be considered in the current competition. Applicants are responsible for ensuring that applications are mailed or hand-delivered or submitted electronically well in advance of the application due date and time. Applications that are submitted by mail must be received no later than 4:30 p.m., eastern time, on the due date referenced above at the address listed in Section IV.6. Hand Delivery Applications hand carried by applicants, applicant couriers, other representatives of the applicant, or by overnight/express mail couriers must be received on or before the due date referenced above, between the hours of 8:00 a.m. and 4:30 p.m., eastern time, at the address referenced in Section IV.6., between Monday and Friday (excluding Federal holidays). Electronic Submission Applications submitted electronically via Grants.gov must be submitted no later than 4:30 p.m., eastern time, on the due date referenced above. ACF cannot accommodate transmission of applications by facsimile or email. Late Applications Applications that do not meet the requirements above are considered late applications. ACF shall notify each late applicant that its application will not be considered in the current competition. ANY APPLICATION RECEIVED AFTER 4:30 P.M., EASTERN TIME, ON THE DUE DATE WILL NOT BE CONSIDERED FOR COMPETITION. Extension of Deadlines ACF may extend application deadlines when circumstances such as acts of God (floods, hurricanes, etc.) occur; when there are widespread disruptions of mail service; or in other rare cases. A determination to extend or waive deadline requirements rests with the Chief Grants Management Officer. Receipt acknowledgement for application packages will not be provided to applicants who submit their package via mail, courier services, or by hand delivery. Applicants will receive an electronic acknowledgement for applications that are submitted via http://www.Grants.gov. Checklist You may use the checklist below as a guide when preparing your application package.
Additional Forms Private, non-profit organizations are encouraged to submit with their applications the survey located under Grant Related Documents and Forms: Survey for Private, Non-Profit Grant Applicants, titled, Survey on Ensuring Equal Opportunity for Applicants, at: http://www.acf.hhs.gov/grants/grants_resources.html.
4. Intergovernmental Review of Federal Programs: State Single Point of Contact (SPOC) This program is covered under Executive Order (Exec. Order) 12372, "Intergovernmental Review of Federal Programs," and 45 CFR Part 100, "Intergovernmental Review of Department of Health and Human Services Programs and Activities." Under the Exec. Order, States may design their own processes for reviewing and commenting on proposed Federal assistance under covered programs. As of August 1, 2006, the following jurisdictions have elected to participate in the Exec. Order process: Arkansas, California, Delaware, District of Columbia, Florida, Georgia, Illinois, Iowa, Kentucky, Maine, Maryland, Michigan, Mississippi, Missouri, Nevada, New Hampshire, New York, North Dakota, Rhode Island, South Carolina, Texas, Utah, West Virginia, Wisconsin, American Samoa, Guam, Northern Mariana Islands, Puerto Rico, and U.S. Virgin Islands. As these jurisdictions have elected to participate in the Executive Order process, they have established SPOCs. Applicants from participating jurisdictions should contact their SPOC, as soon as possible, to alert them of prospective applications and receive instructions. Applicants must submit all required materials, if any, to the SPOC and indicate the date of this submittal (or the date of contact if no submittal is required) on the Standard Form 424, item 16a. Under 45 CFR 100.8(a)(2), a SPOC has 60 days from the application deadline to comment on proposed new or competing continuation awards. SPOCs are encouraged to eliminate the submission of routine endorsements as official recommendations. Additionally, SPOCs are requested to clearly differentiate between mere advisory comments and those official State process recommendations, which may trigger the "accommodate or explain" rule. Comments submitted directly to ACF should be addressed to the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Grants Management, Division of Discretionary Grants, 370 L'Enfant Promenade SW., 6th Floor, Washington, DC 20447. Although the remaining jurisdictions have chosen not to participate in this process, entities that meet the eligibility requirements of the Program Announcement are still eligible to apply for a grant even if a State, Territory, or Commonwealth, etc., does not have a SPOC. Therefore, applicants from these jurisdictions, or for projects administered by Federally-recognized Indian Tribes, need take no action in regard to Exec. Order 12372. The official list, including addresses, of the jurisdictions that have elected to participate in Exec. Order 12372 can be found on the following URL: http://www.whitehouse.gov/omb/grants/spoc.html. 5. Funding Restrictions: Fundraising is not an allowable cost under this program. Grant awards will not allow reimbursement of pre-award costs. Construction and purchase of real property are not allowable activities or expenditures under this grant award. The Principal Investigator must agree to attend two meetings each year. The first is an annual grantee meeting, which is typically scheduled during the fall of each year and is held in Washington, D.C. The second meeting alternates between the biennial Head Start National Research Conference in Washington, D.C. (June 2008) and the biennial meeting of the Society for Research in Child Development (SRCD 2007). The Budget and Budget Justification (Section V) should reflect travel funds for such purposes. 6. Other Submission Requirements: Please see Sections IV.2 and IV.3 for deadline information and other application requirements. Submit applications to one of the following addresses: Submission by Mail Head Start Research Support Technical Assistance Team Hand Delivery Head Start Research Support Technical Assistance Team Electronic Submission Please see Section IV.2 for guidelines and requirements when submitting applications electronically via http://www.Grants.gov. V. APPLICATION REVIEW INFORMATION The Paperwork Reduction Act of 1995 (P.L. 104-13) Public reporting burden for this collection of information is estimated to average 40 hours per response, including the time for reviewing instructions, gathering and maintaining the data needed and reviewing the collection information. The project description is approved under OMB control number 0970-0139, which expires 4/30/2007. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. 1. Criteria: Part I THE PROJECT DESCRIPTION OVERVIEW PURPOSE The project description provides the majority of information by which an application is evaluated and ranked in competition with other applications for available assistance. The project description should be concise and complete. It should address the activity for which Federal funds are being requested. Supporting documents should be included where they can present information clearly and succinctly. In preparing the project description, information that is responsive to each of the requested evaluation criteria must be provided. Awarding offices use this and other information in making their funding recommendations. It is important, therefore, that this information be included in the application in a manner that is clear and complete. GENERAL EXPECTATIONS AND INSTRUCTIONS ACF is particularly interested in specific project descriptions that focus on outcomes and convey strategies for achieving intended performance. Project descriptions are evaluated on the basis of substance and measurable outcomes, not length. Extensive exhibits are not required. Cross-referencing should be used rather than repetition. Supporting information concerning activities that will not be directly funded by the grant or information that does not directly pertain to an integral part of the grant-funded activity should be placed in an appendix. Pages should be numbered and a table of contents should be included for easy reference. Part II GENERAL INSTRUCTIONS FOR PREPARING A FULL PROJECT DESCRIPTION INTRODUCTION Applicants that are required to submit a full project description shall prepare the project description statement in accordance with the following instructions while being aware of the specified evaluation criteria. The text options give a broad overview of what the project description should include while the evaluation criteria identify the measures that will be used to evaluate applications. PROJECT SUMMARY/ABSTRACT Provide a summary of the project description (one page or less) with reference to the funding request. OBJECTIVES AND NEED FOR ASSISTANCE Clearly identify the physical, economic, social, financial, institutional, and/or other problem(s) requiring a solution. The need for assistance must be demonstrated and the principal and subordinate objectives of the project must be clearly stated; supporting documentation, such as letters of support and testimonials from concerned interests other than the applicant, may be included. Any relevant data based on planning studies should be included or referred to in the endnotes/footnotes. Incorporate demographic data and participant/beneficiary information, as needed. In developing the project description, the applicant may volunteer or be requested to provide information on the total range of projects currently being conducted and supported (or to be initiated), some of which may be outside the scope of the program announcement. RESULTS OR BENEFITS EXPECTED Identify the results and benefits to be derived. For example, an applicant should explain how the proposed project will achieve the specific goals and objectives described in the proposal. An applicant should explain how the expected results will benefit the population to be served in identifying and/or meeting its needs for early learning services and activities. An applicant should identify what lessons will be learned that might help other agencies and organizations that are addressing the needs of a similar population.APPROACH Outline a plan of action that describes the scope and detail of how the proposed work will be accomplished. Account for all functions or activities identified in the application. Cite factors that might accelerate or decelerate the work and state your reason for taking the proposed approach rather than others. Describe any unusual features of the project such as design or technological innovations, reductions in cost or time, or extraordinary social and community involvement. Provide quantitative monthly or quarterly projections of the accomplishments to be achieved for each function or activity in such terms as the number of people to be served and the number of activities accomplished. When accomplishments cannot be quantified by activity or function, list them in chronological order to show the schedule of accomplishments and their target dates. If any data is to be collected, maintained, and/or disseminated, clearance may be required from the OMB. This clearance pertains to any "collection of information that is conducted or sponsored by ACF." Provide a list of organizations, cooperating entities, consultants, or other key individuals who will work on the project along with a short description of the nature of their effort or contribution. EVALUATION Provide a narrative addressing how the conduct of the project and the results of the project will be evaluated. In addressing the evaluation of results, state how you will determine the extent to which the project has achieved its stated objectives and the extent to which the accomplishment of objectives can be attributed to the project. Discuss the criteria to be used to evaluate results, and explain the methodology that will be used to determine if the needs identified and discussed are being met and if the project results and benefits are being achieved. With respect to the conduct of the project, define the procedures to be employed to determine whether the project is being conducted in a manner consistent with the work plan presented and discuss the impact of the project's various activities that address the project's effectiveness. ADDITIONAL INFORMATION The following are requests for additional information that must be included in the application:
BUDGET AND BUDGET JUSTIFICATION Provide a budget with line-item detail and detailed calculations for each budget object class identified on the Budget Information Form (SF-424A or SF-424C). Detailed calculations must include estimation methods, quantities, unit costs, and other similar quantitative detail sufficient for the calculation to be duplicated. If matching is a requirement, include a breakout by the funding sources identified in Block 15 of the SF-424. Provide a narrative budget justification that describes how the categorical costs are derived. Discuss the necessity, reasonableness, and allocation of the proposed costs.
TOTAL DIRECT CHARGES, TOTAL INDIRECT CHARGES, TOTAL PROJECT COSTS EVALUATION CRITERIA: The following evaluation criteria appear in weighted descending order. The corresponding score values indicate the relative importance that ACF places on each evaluation criterion; however, applicants need not develop their applications precisely according to the order presented. Application components may be organized such that a reviewer will be able to follow a seamless and logical flow of information (i.e., from a broad overview of the project to more detailed information about how it will be conducted). Applicants must identify one of the priority areas as the main focus of their research proposal and the applications will be evaluated using the corresponding evaluation criteria. Applicants should ensure that they consider the appropriate priority description and review criteria specific to that priority when writing their proposals. In considering how applicants will carry out the responsibilities addressed under this announcement, competing applications for financial assistance will be reviewed and evaluated against the following criteria: APPROACH - 35 points In reviewing the project approach, the following factors will be considered:
STAFF AND POSITION DATA - 20 points In reviewing the staff and position data, the following factors will be considered:
EVALUATION - 20 points In reviewing the project evaluation plan, the following factors will be considered:
RESULTS OR BENEFITS EXPECTED - 15 points In reviewing the results or benefits expected, the following factors will be considered:
BUDGET AND BUDGET JUSTIFICATION - 10 points In reviewing the budget and budget justification, the following criteria will be considered:
2. Review and Selection Process: No grant award will be made under this announcement on the basis of an incomplete application. Each application will be screened to determine whether it was received by the closing date and time (Section IV.3.) and whether the requested amount exceeds the ceiling or upper range value, whichever is appropriate (Section II.) The competitive review will be conducted in the Washington, DC metropolitan area by panels of Federal and non-Federal experts knowledgeable in the areas of early childhood education and intervention research, early learning, child care, and other relevant program areas. Application review panels will assign a score to each application and identify its strengths and weaknesses. The Office of Planning, Research and Evaluation (OPRE) will conduct an administrative review of the applications and results of the competitive review panels and make recommendations for funding to the Director of OPRE. The Director of OPRE will make the final selection of the applications to be funded. Applications may be funded in whole or in part depending on: (1) the ranked order of Please reference Section IV.2 for information on non-Federal reviewers in the review process. Approved but Unfunded Applications Applications that are approved but unfunded may be held over for funding in the next funding cycle, pending the availability of funds, for a period not to exceed one year. 3. Anticipated Announcement and Award Dates: Successful applicants will be notified through the issuance of a Financial Assistance Award notice that sets forth the amount of funds granted, the terms and conditions of the grant award, the effective date of the award, the budget period for which initial support is given, and the total project period for which support is provided. The Financial Assistance Award will be signed by the Grants Officer and transmitted via postal mail. Organizations that are not selected for funding will be notified in writing by ACF.VI. AWARD ADMINISTRATION INFORMATION 1. Award Notices: The successful applicants will be notified through the issuance of a Financial Assistance Award document, which sets forth the amount of funds granted, the terms and conditions of the grant, the effective date of the grant, the budget period for which initial support will be given, the non-Federal share to be provided (if applicable), and the total project period for which support is contemplated. The Financial Assistance Award will be signed by the Grants Officer and transmitted via postal mail. Following the finalization of funding decisions, organizations whose applications will not be funded will be notified by letter, signed by the Program Office head. 2. Administrative and National Policy Requirements: Grantees are subject to the requirements in 45 CFR Part 74 (non-governmental) or 45 CFR Part 92 (governmental). Curricula and assessment tools developed under this announcement are governed by the terms of 45 CFR Part 74.36 regarding subsequent sale and distribution. The Head Start Act mandates that all studies, reports, proposals, and data produced or developed with Federal funds awarded under the Act shall become the property of the United States (see Section 649(f) of the Head Start Act, 42 U.S.C. 9844). HHS authorizes grantee institutions, their researchers, and other persons to make use of all studies, reports, proposals, and data produced or developed under grants funded under Section 649 of the Head Start Act in activities in furtherance of the purposes of the Head Start program. Direct Federal grants, sub-award funds, or contracts under this ACF program shall not be used to support inherently religious activities such as religious instruction, worship, or proselytization. Therefore, organizations must take steps to separate, in time or location, their inherently religious activities from the services funded under this program. Regulations pertaining to the Equal Treatment for Faith-Based Organizations, which includes the prohibition against Federal funding of inherently religious activities, can be found at the HHS web site at: http://www.hhs.gov/fbci/waisgate21.pdf. Faith-based and community organizations may reference the "Guidance to Faith-Based and Community Organizations on Partnering with the Federal Government" at: http://www.whitehouse.gov/government/fbci/guidance/index.html. HHS Grants Policy Statement The HHS Grants Policy Statement (GPS) is the Department of Health and Human Services new single policy guide for discretionary grants and cooperative agreements. Unlike previous HHS policy documents, the GPS is intended to be shared with and used by grantees. It became effective October 1, 2006 and is applicable to all Operating Divisions (OPDIVS), such as the Administration for Children and Families (ACF), except the National Institutes of Health (NIH). The GPS covers basic grants processes, standard terms and conditions and points of contact as well as important OPDIV-specific requirements. Appendices include a glossary of terms and a list of standard abbreviations for ease of reference. The GPS may be accessed at http://www.acf.hhs.gov/grants/grants_resources.html. 3. Reporting Requirements: Grantees will be required to submit program progress and financial reports (SF-269 found at: http://www.acf.hhs.gov/grants/grants_resources.html) throughout the project period. Program progress and financial reports are due 30 days after the reporting period. Final programmatic and financial reports are due 90 days after the close of the project period. Final reports may be submitted in hard copy to the Grants Management Office Contact listed in Section VII of this announcement. Program Progress Reports: Semi-AnnuallyFinancial Reports: Semi-Annually Reporting periods are six months in length (starting with the award date). Semi-annual reports are due within 30 days after the end of each reporting period. Original reports and one copy should be mailed to: Administration for Children and Families, Office of Grants Management, Division of Discretionary Grants, 370 L'Enfant Promenade S.W., Washington, DC 20447. VII. AGENCY CONTACTS Program Office Contact: Head Start Research Support Technical Assistance Team Grants Management Office Contact: Attn: Tim Chappelle VIII. OTHER INFORMATION Grantees must provide copies of all materials produced with Head Start grant funds to ACF as soon as they become available. Priority Area 2: Development And/Or Evaluation Of Assessment Instruments For English Language Learners (ELLs) and Their Families Description THIS IS THE SECOND OF THREE PRIORITY AREAS FOR THIS GRANT ANNOUNCEMENT. The applicant's proposal must focus on ELLs and one of the priority areas. Applicants must identify one of the priority areas as the main focus of their research proposal and the applications will be evaluated using the corresponding evaluation criteria. Each of these priorities and their corresponding evaluation criteria are presented separately. Applicants should ensure that they consider the appropriate priority description and review criteria specific to that priority when writing their proposals. Projects addressing Priority Area 2 will attempt to develop, adapt, and/or rigorously validate appropriate measures for the ELL population (as specified by the researcher). Measurement tools could focus on the program level, classroom level, child level, or family level variables or processes. Researchers may choose to 1) rigorously evaluate extant measurement tools for ELL children, 2) adapt and then validate previously developed measures, or 3) develop and begin validating new measures for the ELL population. ACF has identified a series of targeted programmatic and research needs in the measurement domain for all Head Start children. Successful applications under this announcement will focus on one or more of the following domains of interest: For child measures: Cognitive development, language development, early literacy, phonemic awareness, mathematics, social and emotional development, health, physical development, and approaches to learning. For parent/caregiver-child measures: Home environment, direct-observation measures of the parent-child relationship, parenting stress, and social support. The priority for this funding is development of valid and reliable measurements of important constructs for ELLs and their families. Under this overarching goal, the measures would need to address children within the age range of zero to five years. Examples of acceptable research topics include: abbreviated forms of standardized measures, with adequately documented psychometric properties and full validation; measures designed to be used by Head Start program staff, with appropriate training; measures related to Early Head Start Performance measurement framework; and measures aligned with State standards and benchmarks at the preschool level and in early school grades. Competitive proposals will explain how the project addresses specific Head Start programmatic needs (as outlined in the Program Performance Measurement Framework, described in Section I. Background). The researcher should also specify how their project will potentially improve Head Start policies and practices for ELL populations. Applicants funded under this announcement will provide plans for adaptation, development, implementation, and evaluation of the measurement(s) under consideration. Researchers must demonstrate a partnership or partnerships with Head Start or Early Head Start programs during all of the phases of the project. The first year of the grant is expected to be devoted to activities related to measurement development and planning for implementation. During this stage, the goals could include ensuring that a) the conceptual framework and theory regarding the measurement are well-defined, b) implementation documentation are carefully developed, c) development of measure specifics or careful adaptation of previous measures, and d) development of standardization procedures and training. Depending on the previously established nature of the measurement tool(s) being considered, preliminary data could be collected in the first year. During years two and three of the grant, novel measures will be implemented and revised as appropriate. Adapted or established measures will be assessed for validity and reliability (e.g., across sites, time, and in association with other theoretically related constructs). The successful proposal will include plans for assessing the measurement implementation and interpretation by the classroom or home visit staff and will incorporate this information to increase the accurate use of the measure. Measures developed under this announcement are governed by the terms of 45 A number of parameters must be considered by the applicants participating in the competition: 1. Eligible applicants include universities, four-year colleges, and non-profit institutions that apply on behalf of researchers who hold doctorate degrees or equivalent in their respective fields. Private institutions of higher education, including faith-based institutions, would also be eligible, if applying on behalf of a qualified researcher holding doctorate degrees or equivalents. The Principal Investigator must conduct research as a primary professional responsibility, and have published or been accepted for publication in the major peer-reviewed research journals in the field, as a first or second author. Please see Section V.1, Evaluation Criteria for more information on how applications will be scored based on these program requirements. Please see Section V.1, Evaluation Cr | |||
