COOPERATIVE AGREEMENT

Transcription

1 COOPERATIVE AGREEMENT between the U.S. DEPARTMENT OF EDUCATION and Vanderbilt University H325E Purpose The purpose of this cooperative agreement is to support the establishment and operation of a National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities. This program will (1) help address State-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with children, including infants and toddlers with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined, through evidencebased research and experience to be successful in serving those children. The project activities will be accomplished through the implementation of a Cooperative Agreement between the Department of Education (hereinafter "Department ) and Vanderbilt University (hereinafter "recipient") as set forth in the published priority, the recipient s grant application, and any subsequent additions to the scope of work detailed herein. This Agreement allows the Department to have substantial involvement 1 with the recipient in determining the nature and scope of the project. 1 Substantial Involvement - A level of Federal interaction with a recipient of a grant during the project period of a project, which is characterized by continuing and regular Federal participation in the project, unusually close Federal collaboration with the recipient, and/or possible Federal intervention or direct Federal operational involvement in the review and approval of the successive stages of project activities (GPA1-106). -1-

2 Scope of Work The work to be performed under this Agreement is described in: the application entitled The IRIS Center for Coursework and Training Resources, submitted on July 30, 2012, and incorporated herein by reference. the priority for E published in the Federal Register on June 19, the written results of the Technical Review of the application. the written response to the Department s conditions or requirements following pre-award negotiation. The project s kick-off meeting often generates changes to the scope of work or may provide details on how existing tasks should be performed. The Project Officers shall append documentation of decisions reached at this meeting to this cooperative agreement (see Negotiation Items document). During any budget period, the Department and the recipient shall negotiate and reach agreement on the work to be continued, modified, or terminated during the next budget period, in keeping with the objectives of the project. Any change(s) will be included in the terms of the continuation award, if one is made, under the standards in the Education Department General Administrative Regulations (EDGAR), and set forth as amendment(s) to this agreement. Thus, the Agreement can be renegotiated at the start of each budget period or carried forward with the consent of the Project Officers. ARTICLE I STATEMENT OF JOINT OBJECTIVES Need for Project Educator 2 effectiveness is a key factor in improving developmental and learning outcomes for all children, including children with disabilities (birth through age 21); supporting a child s growth toward improved developmental and learning outcomes; and supporting the families of children with disabilities. Use of evidence-based instructional and intervention practices by educators also is linked to improved outcomes for children, including children with disabilities. Given the importance of educator effectiveness and use of evidence-based practices in advancing the development and learning of children, it is essential that all educators have the knowledge and skills necessary to use specific, evidence-based instructional and intervention practices to teach diverse learners and ensure that all children, including children with disabilities (birth through age 21), can achieve grade-level college- and career-ready standards. The Department is interested in increasing educators use of evidence-based practices by strengthening personnel preparation and continuing professional development programs to ensure that all educators have the knowledge and skills to effectively meet the needs of diverse learners and improve outcomes for all children. To meet this need, the Department is interested in 2 The term educator(s) includes special education teachers, regular education teachers, related-service providers, and early intervention providers. -2-

3 supporting the development and dissemination of technology-based teaching and learning tools, coursework, and training modules on use of evidence-based practices that can be easily embedded and integrated into personnel preparation and continuing professional development programs, and supported by training, technical assistance, and strategic dissemination. There will be a high degree of interaction between the recipient and the Department during the project performance period with the substantial involvement of Federal staff in project activities that align with requirements of the Priority as published in the Federal Register Notice Inviting Applications to include, at minimum, frequent communication and review of products. Objectives To Be Achieved 1. Knowledge Development Activities a. Identify existing exemplary teaching and learning tools, coursework 3 and training modules 4 on use of evidence-based practices that are available from prior OSEP investments and targeted publically available sources, including prior OSEP early childhood investments; submit a descriptive summary of the resources in a written report; and update the resources to align with new developments in the field, as needed. b. Develop exemplary teaching and learning tools, coursework, and training modules on evidence-based practices designed for ease of integration into existing curricula and practica for institutions of higher education (IHE) faculty of personnel preparation program and providers working with continuing professional development programs for educators serving children with disabilities (birth through age 21) and their families; and delivery and dissemination using various technology-based teaching formats, tools, and modes of delivery. c. Ensure that coursework and training modules address the selection, implementation, and evaluation of specific evidence-based instructional and intervention practices; the use of universal design for learning principles and practices; standards-based instruction; continuous performance-based progress monitoring; data-based decision making, and collaboration among educators including related-service providers and with families. d. Collaborate with content experts and representatives from personnel preparation programs, and seek input from professional development providers to ensure that teaching and learning tools, coursework, and training modules are responsive to the needs of the broader field. 3 The term coursework, as published in the Federal Register Notice Inviting Applications, means a systematic or prescribed program of instruction for increasing knowledge and skills of educators; and typically is comprised of explicit learning outcomes related to professional practice standards, detailed outline or narrative of core content, related professional-level readings and resources, teaching and learning tools, and objective measures of knowledge and skills to evaluate competence in those areas. 4 The term training modules, as published in the Federal Register Notice Inviting Applications, means discrete, self-contained units of instruction designed to increase one s knowledge or skills that can stand alone or be used in combination with other components. -3-

4 e. Following the Kick-Off Meeting and annually thereafter, submit an annual product development plan prepared in collaboration with the OSEP Project Officers, for approval by OSEP, prior to initiation of any product development activity. f. Develop new products consistent with the product definition and guidelines posted on the Technical Assistance Coordinating Center (TACC) website ( g. Develop training guides and materials for institutions of higher education faculty and professional development providers that provide information on Center products and services, and content topics; and describe how to embed and integrate teaching and learning tools, coursework, and training modules into personnel preparation and continuing professional development programs, and used for individual self-directed learning. h. Develop self-assessment tools and guides that personnel preparation and continuing professional development programs can use to evaluate program curricula on where, how and how well educators knowledge and skills using evidence-based practice are being addressed and evaluated. i. Promote the use of existing and emerging technologies to more efficiently and effectively develop, deliver, disseminate, and evaluate teaching and learning tools, coursework, and training modules on evidence-based practices and provide ongoing technical assistance (TA) on use of Center products and services 2. Technical Assistance and Dissemination a. Conduct TA and dissemination activities on exemplary teaching and learning tools, coursework, and training modules on evidence-based practices that can easily be embedded and integrated into personnel preparation and continuing professional development programs, and used by individual self-directed learners. b. Use efficient and effective strategies to provide a continuum (i.e., general targeted, and intense) of TA and dissemination activities on the implementation teaching and learning tools, coursework and training modules; including current and emerging technologies to deliver training, provide TA, and disseminate products. c. Ensure that the TA provided under this priority is consistent with the evidence base for delivery of effective personnel development and adult learning practices; addresses a range of topics disabilities; and covers different levels of learning (e.g., awareness, basic to advanced knowledge, skills). d. Develop and coordinate an expert national TA network comprised of a cadre of experts that the Center will be used to provide training and TA on use of Center products and services. e. Develop, implement, and evaluate an efficient and high-quality dissemination strategy aimed at increasing the reach and potential impact of Center products and services. -4-

5 f. Use existing and emerging technologies to develop innovative teaching and learning tools, efficiently and effectively deliver training and TA, and increase the reach of Center products and services. g. Prepare and disseminate reports, documents, and other materials on evidencebased practices and related topics as requested by OSEP for specific audiences. 3. Leadership and Coordination a. Consult and collaborate with representatives from SEAs, LEAs, IDEA Part C and Part B/619, other professional organizations, and OSEP-funded TA projects on the activities and outcomes of the Center. b. Contribute updated information on Center s products and services to a database through TACC. c. Participate in, organize, or facilitate collaboration, through communities of practice or other means, which align with the needs of the project s primary audiences, as needed. d. Maintain ongoing communication with the OSEP Project Officers through monthly phone conversations and communication. 4. Evaluation a. Report on Government Performance Reporting and Accountability (GPRA) measures annually. b. Implement an evaluation plan linked to the project s logic model for formative evaluation using clear performance objectives to offer feedback to the Center on project activities and services. c. Implementation of a summative evaluation to be conducted by an independent third party that includes as a minimum the determination of the quality, relevance, and usefulness of Center products, and the impact of the Center s products and services on the knowledge, skills and use of evidence-based practices for personnel preparation programs and their students, and participants in continuing professional development programs. Results Expected Coursework and training modules that address the selection, implementation, and evaluation of specific evidence-based practices, the use of universal design for learning principles and practices, standards-based instruction; continuing performance-based progress monitoring; data-based decision making; and collaboration with other educators, including related-services providers and families. Training guides and materials that describe how to integrate coursework and training modules into personnel preparation and continuing professional development programs, and explain how coursework and training modules can be used for individual selfdirected learning and by IHE faculty and continuing professional development providers in development or enhancement of personnel preparation and continuing development programs. Self-assessment tools and guides that can be used by faculty and professional development providers to evaluate program curricula of personnel preparation and continuing professional development programs. -5-

6 Faculty at institutions of high education, continuing professional development providers, and individual educators effectively use Center products (e.g., teaching and learning tools, coursework, training modules, training guides) and services (e.g., training and technical assistance) to build the capacity of educators to use of evidence-based practices to improve services and results for children with disabilities (birth through age 21); including, demonstrated knowledge, skills, use, and social validity of use for individuals enrolled in personnel preparation and continuing professional development programs using Center products and services. Demonstrated quality, relevance, and usefulness of the Center s activities, services, and products; the degree to which the Center s activities, services, and products have contributed to changed practice and improved knowledge and skills of educators to select, implement, and evaluate the use of evidence-based practices; and increased use of evidence-based practices by educators serving children with disabilities. ARTICLE II PROJECT MANAGEMENT PLAN This section describes the required activities of the recipient and the Department under this cooperative agreement. Communication Responsibilities of the Recipient Recipients shall maintain regular communication for the purposes of project planning and management, and ongoing problem solving. This communication will include: Kick-Off Meeting: The National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities will meet with the Project Officers and other appropriate OSEP staff at the beginning of each project year. The first kick off meeting will be a two-day meeting to be held in Washington, DC; subsequent annual planning meetings also will be held in Washington, DC. Conference Calls: The National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities Project Director and Co-Project Directors will participate in a monthly conference call with the Project Officers. The conference calls may increase or decrease in frequency based on the progress/needs of the Center. In-Person Meetings: The National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities Project Director, and Co-Project Directors as needed, will participate in the annual OSEP Project Director s Conference and the Leveraging Resources Conference in Washington, DC. In addition, the Center will plan a minimum of three additional two-day annual trips to Washington DC to attend Department -6-

7 briefings, Department-sponsored conferences, and other meetings, as requested by OSEP. s/ phone calls: The National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities will communicate with the Project Officers via /telephone for interim and more targeted communication to ensure that project implementation proceeds in a manner consistent with the Project Officers and the targeted audience needs, and to keep the Project Officers informed about the progress on activities. Key Personnel The persons named below are considered key personnel whose work is essential to the performance of the Center. The recipient shall notify the Department before: 1) removing any individual listed below from the project; 2) changing the level of participation of any personnel listed; or 3) allowing the project to continue without any of these staff for three months or longer. The recipient shall provide names and qualifications of the persons proposed for substitution for OSEP approval. Changes in key personnel may be made only with written authorization of the Project Officer (EDGAR, 74.25). Management Team: Persons comprising the Center s Management Team are identified in the following table. Name Title Percent of Time on Project Year 1 Year 2 Year 3 Year 4 Year 5 Naomi C. Tyler Project Director Deborah D. Smith Co-Project Director Early Intervention / Early Childhood Leadership Team: Drs. Vivian Correa and Ilene Schwartz each has contracted to provide service to the Center; 24 and 30 days respectively. The service will include working with the Management Team to integrate early intervention and early childhood focus into the Center, collaboration with others on the EI/EC Advisory and Center s Steering Committees, collaborate with other early childhood stakeholders, and provide feedback on the development, implementation and evaluation of Center products and services. Other Personnel: In addition to the Leadership Team, persons assigned to the project at 0.20 FTE or more are identified as Other Personnel with significant responsibility on the project; including at Vanderbilt University - Kim Skow, Project Coordinator (0.75 FTE), Janice Brown (0.75 FTE), Amy Harris, (0.75 FTE); John Harwood (0.55 FTE), Erik Dunton (0.75 FTE), Jason Miller (0.75 FTE), Janet Church (0.55 FTE), Pam Dismuke (.75 FTE); and at Claremont Graduate University - Michael Nee, (0. 65 FTE); Susan Mortorff Robb (0.30 FTE), Pamela Mader (0.75 FTE), Jennifer Graham (0.60 FTE), Jackie Lewis (0.75 FTE), Taryn VanderPyl (0.30 FTE), and Cammy Purper (0.20 FTE). Other -7-

8 Personnel and their FTE on the project are subject to change at the discretion of the Project Director. Responsibilities of the U.S. Department of Education The Project Officers are responsible for the technical aspects of the project and are the technical liaisons with the recipient. The Project Officers will ensure project consistency with Department goals and objectives. The Project Officers are the only parties authorized to make commitments or changes that affect the Agreement terms or conditions. Any recipient requests for changes shall be submitted in writing directly to the Project Officers. The following are authorized activities that the Project Officers may be involved in to exercise their responsibilities on behalf of the Department: Provide leadership in defining issues to be addressed by the project. Participate in scheduled meetings with the Project Director, and other project staff as appropriate, to review and define goals, objectives, and implementation of activities under this Cooperative Agreement. Participate in the review and approval of modifications to the design of activities proposed under this Cooperative Agreement. Maintain substantial involvement in the project and review and recommend approval of any payments. Be involved in the selection of key project personnel. Review and approve substantive provisions of proposed subcontracts or, if authorized, sub grants by the prime grantee. Review and approve procedures, outcomes and reports that are necessary to ensure the efficient and effective conduct of this project that may include reviewing and approving one stage of work before going to the next. Review and redirect activities under this cooperative agreement that deviate from the activities proposed in the application. Stop or redirect proposed activities if the methodology proposed appears vague or requires further justification or the projected outcomes are inconsistent with the intended project outcomes. Identify, coordinate, and facilitate the activities of the OSEP Review Panel not later than the end of the Year 2 (i.e., the 3+2 review). Participate as a member of the Review Panel. Ensure project consistency and alignment with OSEP program performance measures. Serve as members of any project advisory committees relating to this project. Participate in reviewing drafts and evaluating products that are developed as part of project activities. -8-

9 Identify OSEP projects or other organizations with which the project must coordinate and foster linkages and cooperative relationships to support or augment the activities and outcomes of the project. ARTICLE III FINANCIAL SUPPORT Cost Figures The cost for the work to be performed under this agreement is indicated in blocks 6 and 7 of the Grant Award Notification (GAN). Approved Budget The work of the project during this budget period will be performed within the approved budget. The written authorization of the Project Officer is required for certain budget revisions described in EDGAR, Program Income The disposition of program income produced under this award, if any, is to be handled in accordance with EDGAR, ARTICLE IV REPORTS AND PRODUCTS Reporting Requirements The recipient shall submit required reports in the quantities and on the due dates shown in the table below. Guidance on reporting program performance can be found in EDGAR, 74.51(d). Required Reports Quantity Due Dates Annual Performance (Continuation) Report Quarterly Report Final Report Submitted electronically to the Department using e-report each year Submitted electronically to the Department Submitted electronically to the Department Recipient will be notified by the Department of Education at least 60 days prior to report due dates No more than 10 business days after each quarter of the award period that began January 1 No later than 90 days after project performance end date All reports and products must reflect the assigned Department of Education Grant Number (Block # 5 of the Grant Award Notification and page one of this document) and, except for performance and final reports, the EDGAR disclaimer at

10 Annual and Final Performance Reports The recipient bears responsibility for informing the Department of the progress of the project and for submitting the reports specified in the award attachments. In general, Performance and Final reports shall summarize the goals, objectives, and activities of the project, report progress on project and program performance measures, describe barriers and challenges if objectives have not been met, report expenditures, describe the planned activities for the upcoming year, and report other data as required under this cooperative agreement and by EDGAR. 3+2 Evaluation 5 The Project Officers shall arrange for a 3+2 formative evaluation conducted by an OSEP Review Panel selected by the Department not later than the end of the Year 2. Project Director and key personnel must document project progress in a Briefing Book prepared ahead of the review and present a summary of this information and answer questions from the panel at the scheduled 3+2 Evaluation Meeting. Project Products Project products shall be submitted for review and approval by the Project Officers prior to publication or dissemination, and in accordance with annual work plan. Additional products may be added to this list during the grant performance period as determined in consultation with the project officers. Provide to the Project Officers and to OSEP s Technical Assistance Coordination Center (TACC) a proposal describing the content and purposes of the following project products prior to developing a full draft. Additional products may be added to this list during the grant performance period as determined in consultation with the project officer. ARTICLE V CHANGES TO THE COOPERATIVE AGREEMENT The recipient shall submit any requests for changes to the cooperative agreement (e.g. scope of work, terms or conditions of award) to the Project Officers for review and/or approval, as required by EDGAR or the terms of this agreement. Contact Information For this Cooperative Agreement, Sarah Allen will serve as the Project Officer for the U.S. Department of Education, and Tracie Dickson as the Co-Project Officer. They can be reached by: Sarah Allen Tracie Dickson Phone: (202) (202) The Department conducts the 3+2 reviews for projects funded on five-year cycles that have completed their second year of activities and funding. These reviews use a team comprised of Department staff, other Federal officials, and external evaluators with experience relevant to the project. The objective of the 3+2 review process is to assess whether a given project is progressing as planned and to comment on how the project might be improved during the remainder of its funding period. -10-

11 Fax: (202) (202) U.S. Post Office mailing address: U. S. Department of Education Office of Special Education Programs th Street, S.W., Room 4069 Washington, DC Special delivery or courier address: Office of Special Education Programs th Street, S.W., Room 4069 Washington, DC FEDex or United Parcel Services, or others: U. S. Department of Education ATTN, Sarah Allen, Mail Stop 2600 LBJ Basement Level Maryland Avenue, SW Washington, DC All items submitted to the Department must contain the assigned Department of Education Grant Number, found on page one of this document. ARTICLE VI FAILURE TO ADDRESS OBJECTIVES Failure to comply with the content of this agreement may result in the Secretary imposing special conditions on the award pursuant to EDGAR or taking other enforcement actions, including partly suspending or terminating the award, pursuant to EDGAR Attachments: H325E The IRIS Center Negotiation Items H325E The IRIS Center Organizational Chart -11-