[Federal Register Volume 68, Number 131 (Wednesday, July 9, 2003)]
[Notices]
[Pages 40967-40982]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 03-17395]


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DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration for Children and Families

[Program Announcement No. ACYF-PA-CCB-2003-02]


Child Care Research and Evaluation

AGENCY: Administration on Children, Youth and Families (ACYF), ACF, 
HHS.

ACTION: Announcement of the availability of funds for child care 
research and evaluation projects.

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SUMMARY: The Administration for Children and Families (ACF) intends to 
fund approximately six new research and evaluation projects in FY 2003. 
A total of up to $3,520,000 is expected to be available for these 
competitive awards. Applications will be accepted in three priority 
areas: (1) Child Care Research Collaboration and Archive (CCRCA); (2) 
Evaluation of Promising Models and Delivery Approaches to Child Care 
Provider Training; and (3) Child Care Research Scholarship grants.
    Closing Date: The closing date for postmark of applications is 
August 25, 2003. Regardless of the method by which they are delivered, 
applications must be postmarked on or before the deadline date. 
Applications postmarked after the closing date will be classified as 
late, regardless of when they are received. Applicants are cautioned to 
retain proof of postmark date. ACF cannot accept applications by fax or 
through other electronic media.
    Deadline: Mailed applications will be considered as meeting the 
deadline if they are postmarked on or before the deadline date to the 
ACYF Operations Center at the address below. Applications hand carried 
by applicants, applicant couriers, other representatives of the 
applicant, or by overnight/express mail couriers will be considered as 
meeting the deadline if they are received at the ACYF Operations Center 
on the deadline date, between the hours of 8 a.m. and 4:30 p.m., EDT, 
Monday through Friday (excluding Federal holidays). This address must 
appear on the package containing the application. Applicants are 
cautioned to retain proof of postmark or pick-up by courier.
    Late Applications: Applications that do not meet the criteria 
stated above will be considered late applications. The Administration 
for Children and Families (ACF) will notify each late applicant that 
its application will not be considered in the current competition.
    Extension of Deadline: ACF may extend an application deadline for 
applicants affected by acts of God (such as floods and hurricanes), 
when there is widespread disruption of mail service, or for other 
disruption of services that affect the public at large (such as 
prolonged electrical blackout). Authority to waive or extend deadline 
requirements rests with the Chief Grants Management Officer.
    Mailing and Delivery Instructions: Applications may be sent through 
the U.S. Postal Service, delivered by private courier, or hand 
delivered to the ACYF Operations Center at the address below. 
Applications delivered by hand must be received by the Operations 
Center no later than 4:30 p.m. Eastern Time Zone on the deadline date. 
Applicants will receive a confirmation postcard upon receipt of 
applications.

Child Care Bureau, ACYF Operations Center, Educational Services, Inc., 
1150 Connecticut Ave., Suite 1100, Washington, DC 20036, ATTN: ACYF-PA-
CCB-2003-02, Priority Area:--------------, Phone Number: 800-351-2293, 
E-mail Address: [email protected].

    Notice of Intent to Submit Application: If you intend to submit an 
application, please e-mail the ACYF Operations Center. Please include 
the following information: the number and title of this announcement; 
the priority area in which you intend to apply, your organization's 
name and address, and your contact person's name, title, phone number, 
fax number, and e-mail address. This notice is not required but is 
strongly encouraged. The information will be used to determine the 
number of expert reviewers needed to evaluate applications and to 
update the mailing list for future program announcements.

FOR FURTHER INFORMATION CONTACT: For information about the application 
process, contact the ACYF Operations Center at the above address or 
phone 1-800-351-2293. For program information, contact: Karen Tvedt, 
Child Care Bureau Director of Policy and Research at [email protected] 
or 202-401-5130. The mailing address is Room 2046, Switzer Building, 
330 C Street, SW., Washington, DC 20447. The fax number is 202-690-
5600. For grants information, contact Sylvia Johnson, Grants Management 
Officer, [email protected] or 202-401-4529.

SUPPLEMENTARY INFORMATION: The Supplementary Information section 
consists of five parts. Part I provides general information about the 
Child Care Bureau, its research agenda, authorities, funding 
priorities, and the application process. Part II describes the Child 
Care Research Collaboration and Archive (Priority Area 1). Part III 
describes the Evaluation of Promising Models and Delivery Approaches to 
Child Care Provider Training (Priority Area 2), and Part IV describes 
the Child Care Research Scholars (Priority Area 3). Part V includes two 
appendices that include all requirements for applications. Appendix 1 
provides detailed instructions for preparing and submitting 
applications. Appendix 2 contains the OMB-approved Uniform Project 
Description.

Table of Contents

Part I. General Information

A. Purpose
B. Child Care Bureau
C. Statutory Authority and Other Citations
D. Priority Areas, Number of Awards, Project Duration, and Funding 
Levels
E. Eligible Applicants for All Priority Areas
F. Proof of Non-Profit Status
G. Application Process
H. Proposal Review, Selection, and Award
I. Type and Frequency of Post-Award Reporting Requirements

[[Page 40968]]

Part II. Child Care Research Collaboration and Archive (Priority Area 
1)

A. Purpose
B. Eligible Applicants
C. Type and Number of Awards
D. Project Duration and Budget Period
E. Funding Levels and Maximum Federal Share
F. Matching Requirements
G. Federal Role
H. Project Description
I. Evaluation Criteria

Part III. Evaluation of Promising Models and Delivery Approaches to 
Child Care Provider Training (Priority Area 3)

A. Purpose
B. Eligible Applicants
C. Type and Number of Awards
D. Project Duration and Budget Periods
E. Funding Levels and Maximum Federal Share
F. Matching Requirements
G. Federal Role
H. Project Description
I. Narrative Statement Requirements
J. Evaluation Criteria

Part IV. Child Care Research Scholars (Priority 3)

A. Purpose
B. Eligible Applicants
C. Type and Number of Awards
D. Project Duration and Budget Periods
E. Funding Levels and Maximum Federal Share
F. Matching Requirements
G. Transferability
H. Additional Requirements
I. Evaluation Criteria

Part V. Appendices

Appendix 1. Contents and Format of the Application
Appendix 2. Uniform Project Description

Part I. General Information

A. Purpose

    The purpose of this program announcement is to fund cooperative 
agreements and grants that will increase the capacity for child care 
research at national, State, and local levels while simultaneously 
answering critical questions with implications for children and 
families, particularly low-income working families and families 
transitioning off welfare.

B. Child Care Bureau

    The Child Care Bureau (CCB) was established in 1995 to provide 
leadership in efforts to enhance the quality, affordability, and supply 
of child care available for all families. The Child Care Bureau 
administers the Child Care and Development Fund (CCDF), a $4.8 billion 
child care program that includes funding for child care subsidies and 
activities to improve the quality and availability of child care.
    The Bureau works closely with ACF Regions, States, Territories and 
Tribes to assist with, oversee, and document implementation of new 
policies and programs in support of State, local, and private sector 
administration of child care services and systems. In addition, the 
Bureau collaborates extensively with other offices throughout the 
Federal government to promote integrated approaches, family-focused 
services, and coordinated child care delivery systems. In all of these 
activities, the Bureau seeks to enhance the quality, availability, and 
affordability of child care services, support children's healthy growth 
and development in safe child care environments, enhance parental 
choice and involvement in their children's care, and facilitate the 
linkage of child care with other community services.
    Since 2000, Congress has appropriated approximately $10 million per 
year for child care research and evaluation through CCDF. The Bureau's 
FY 2003 child care research agenda will continue ongoing projects and 
launch new evaluation and research capacity-building initiatives. The 
activities supported through this announcement will provide information 
and data to guide child care services, inform policy discussions, and 
assist in developing solutions to complex child care issues. We intend 
to improve our capacity to respond to questions of immediate concern to 
policy makers, strengthen the child care research infrastructure, and 
increase knowledge about the efficacy of child care policies and 
programs in providing positive outcomes for children and families.

C. Statutory Authority and Other Citations

    Statutory authority: The Child Care and Development Block Grant 
Act of 1990 as amended (CCDBG Act), 45 CFR part 74; section 418 of 
the Social Security Act; Consolidated Appropriations Act, 2003 (Pub. 
L. 108-7).

    Paperwork Reduction Act of 1995 (Pub. L. 104-13): Public reporting 
for this collection of information is estimated to average 30 hours for 
the Child Care Research Collaboration and Archive, 30 hours for the 
Evaluation of Promising Models and Delivery Approaches to Child Care 
Provider Training, and 15 hours for the Child Care Research Scholars, 
including time for reviewing instructions, gathering and maintaining 
data needed, and reviewing the collection of information.
    The project description is approved under OMB control Number 0970-
0139 which expires 12/31/03. An agency may not conduct or sponsor, and 
a person is not required to respond to, a collection of information 
unless it displays a valid OMB control number.

    Code of Federal Domestic Assistance: The Code of Federal 
Domestic Assistance (CFDA) number for all priority areas is 93.647.

D. Priority Areas, Number of Awards, Project Duration, and Funding 
Levels

    In Fiscal Year 2003, the Child Care Bureau anticipates funding 
approximately six new projects in three priority areas, pending 
availability of funds and receipt of satisfactory applications. Funding 
beyond the first one-year budget period, but within the project period, 
will be entertained in subsequent years on a noncompetitive basis, 
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 Government.
    Priority Area 1. Child Care Research Collaboration and Archive: One 
cooperative agreement for five years at up to $1,500,000 per year.
    Priority Area 2. Evaluation of Promising Models and Delivery 
Approaches to Child Care Provider Training: One cooperative agreement 
for four years at up to $1,900,000 per year.
    Priority Area 3. Child Care Research Scholars: Approximately four 
grants of up to $30,000 each (for a total investment of up to $120,000 
in fiscal year 2003). Scholarship grants may receive continuation 
funding of up to $20,000 each for a second year.

E. Eligible Applicants for All Priority Areas

    Eligible applicants for Priority Areas 1 and 2 include non-profit 
agencies and organizations, public and private institutions such as 
colleges and universities, and agencies of State and local government. 
Faith- and community-based organizations are encouraged to apply as are 
profit-making organizations that agree to forego their profits.
    Eligible applicants for Priority Area 3 include universities or 
colleges (including faith-based institutions) acting on behalf of 
graduate students who are pursuing a doctorate and who anticipate 
completing a child care-related dissertation. The institution must be 
fully accredited by one of the regional accrediting commissions 
recognized by the Department of Education and the Council of Post-
Secondary Accreditation.

F. Proof of Non-Profit Status

    Any non-profit organization submitting an application must submit 
proof of its non-profit status at the time of submission. The non-
profit

[[Page 40969]]

organization can accomplish this by providing a copy of its entry in 
the Internal Revenue Service's (IRS) most recent list of tax-exempt 
organizations described in Section 501(c)(3) of the IRS code, or by 
providing a copy of the articles of incorporation bearing the seal of 
the State in which the corporation or association is domiciled, or any 
of the items above for a State or national parent organization with a 
statement signed by the parent organization that the applicant 
organization is a local non-profit affiliate. Private, non-profit 
organizations are encouraged to submit with their applications the 
optional survey located under ``Grant Manuals & Forms'' at http://www.acf.hhs.gov/programs/ofs/forms.htm.

G. Application Process

    This announcement includes all of the information needed to apply 
for funding in each of the priority areas. Detailed instructions for 
preparing and submitting applications are contained in the appendices.
    Applicants are cautioned to follow the prescribed content and 
format in preparing their application packages. Each priority area 
describes the purpose, goals, technical requirements, and evaluation 
criteria against which proposals will be reviewed. The Standard Federal 
Forms that must be included in applications can be downloaded from the 
Internet at http://www.acf.hhs.gov/programs/ofs/.
    Applicants are also cautioned to pay special attention to the 
preparation of their Project Narrative Statement. This section of the 
proposal describes the applicant's technical approach, management plan, 
and detailed budget. It thus contains most of the information on which 
applications will be competitively reviewed. The Project Narrative 
Statement will be evaluated according to evaluation criteria outlined 
in each priority area and the Uniform Project Description contained in 
Appendix 2.

H. Proposal Review, Selection, and Award

    1. Each application will be screened to determine whether the 
applicant organization is eligible as specified in each of the priority 
areas. Applications from ineligible organizations will be excluded from 
the review.
    2. The review will be conducted in Washington, DC. Expert reviewers 
will include researchers, Federal or State staff, child care 
administrators, and other individuals experienced in child care 
research and evaluation. A panel of at least three reviewers will 
evaluate each application to determine the strengths and weaknesses of 
the proposal in terms of the Bureau's research goals and expectations, 
requirements for the Project Narrative Statement, and evaluation 
criteria for the priority area under consideration.
    3. Given the involvement of non-Federal reviewers, applicants have 
the option of omitting from the application copies (but not the 
original), specific salary rates or amounts for individuals specified 
in the application budget and Social Security Numbers, if otherwise 
required for individuals. If the applicant omits individual salary 
information on application copies, the copies must include summary 
salary information.
    4. Panelists will provide written comments and assign numerical 
scores for each application. The indicated point value for each 
criterion is the maximum numerical score for that criterion. The 
assigned scores for each criterion will be summed to yield a total 
evaluation score for the proposal.
    5. In addition to the panel review, the Child Care Bureau may 
solicit comments from other Federal offices and agencies, States, non-
governmental organizations, and individuals whose particular expertise 
is identified as necessary for the consideration of technical issues 
arising during the review. The Bureau will consider their comments, 
along with those of the panelists, when making funding decisions. The 
Bureau will also take into account the best combination of proposed 
projects to meet overall research goals.
    6. The Commissioner, Administration on Children, Youth and Families 
(ACYF) will make the final selection of the applicants to be funded. 
Applications may be funded in whole or in part depending on: (1) The 
rank order of applicants resulting from the competitive review; (2) 
staff review and consultations; (3) the combination of projects that 
best meets the Bureau's research objectives; (4) the funds available; 
and (5) other relevant considerations.
    7. Selected applicants will be notified through the issuance of a 
Financial Assistance Award. That document establishes the funding 
level, terms and conditions of the award, reporting requirements, 
effective date of the award, budget period for which support is given, 
and the total project period for which support is provided.
    8. Grants to successful applications will be awarded by September 
30, 2003. Applications for continuation grants funded under this award 
will be entertained in subsequent years on a non-competitive basis 
subject to the availability of funds, satisfactory progress of the 
grantee, and a determination that continued funding would be in the 
interest of the government.

I. Type and Frequency of Post-Award Reporting Requirements

    All grantees will be required to submit semi-annual progress 
reports that describe major accomplishments during the previous six 
months, plans for the next six months, problems or difficulties 
encountered and plans for their resolution, significant research 
findings, and dissemination activities. Grantees will also be required 
to submit semi-annual fiscal reports on the Standard Federal Form 269, 
long version. A final report documenting the project activities and 
results will be required at the end of the grant.

Part II. Child Care Research Collaboration and Archive (Priority Area 
1)

A. Purpose

    The purpose of this priority area is to seek qualified applicants 
for a cooperative agreement to launch and operate the Child Care 
Research Collaboration and Archive (CCRCA), a knowledge management and 
support system for the child care field.

B. Eligible Applicants

    Eligible applicants include non-profit agencies and organizations, 
public and private institutions such as colleges and universities, and 
agencies of State and local government. Faith- and community-based 
organizations are eligible to apply, as are profit-making organizations 
that agree to forego their profits.

C. Type and Number of Awards

    One cooperative agreement will be funded.

D. Project Duration and Budget Period

    The project period will extend up to five years. The award, on a 
competitive basis, will be for a one-year budget period. Applications 
for continuation grant funds will be entertained in subsequent years on 
a noncompetitive basis, subject to availability of funds, satisfactory 
progress of the grantee, and a determination that continued funding 
would be in the best interest of the government.

E. Funding Levels and Maximum Federal Share

    It is anticipated that up to $1,500,000 will be available for this 
Cooperative Agreement in Fiscal Year 2003. Up to $1,500,000 may be 
awarded in each

[[Page 40970]]

succeeding 12-month budget period. The maximum Federal share is 90 
percent of total project costs.

F. Matching Requirements

    The successful applicant must provide a non-Federal match of 10 
percent of total project costs. The total approved project cost is the 
sum of the Federal share and the non-Federal share. Therefore, a 
project requesting $1,500,000 in Federal funds must include a match of 
at least $166,667 for a total project cost of $1,666,667. (To compute 
the non-Federal share divide the Federal share by .90 and subtract the 
Federal share from that amount.) Applicants are encouraged to 
contribute resources beyond the required match. Funding partnerships 
that significantly extend the scope and reach of the project are 
especially encouraged. Applicants should provide letters of commitment 
from organizations or agencies verifying the actual amount of non-
Federal support to the project. Grantees will be held accountable for 
commitments of non-Federal resources even if over the amount of the 
required match. Failure to provide the amount will result in 
disallowance of Federal match.

G. Federal Role

    A cooperative agreement is Federal assistance in which substantial 
Federal involvement in project activities is anticipated. 
Responsibilities of Federal staff and the successful applicant are 
negotiated prior to award. The Child Care Bureau and the grantee will 
work collaboratively on the development of products such as work plans, 
technical assistance materials, summaries or literature reviews, 
decisions about data sets to be archived, and other technical matters. 
The Bureau will also participate in the Technical Work Group and will 
work closely with the grantee to promote partnerships and collaborative 
research, both within the Child Care Policy Research Consortium and 
with other potential partners. In addition, the Bureau will assist with 
technical assistance activities as appropriate and needed.

H. Project Description

    The Child Care Research Collaboration and Archive (CCRCA) is the 
national research knowledge management system of the Child Care Bureau. 
The developmental phase of the CCRCA is being carried out through 
Contract Number 90-00-0009 by BRI Consulting Group, Inc. (BRI) and 
their subcontractor, the National Center for Children in Poverty 
(NCCP). This contract will end on September 30, 2003, at which time all 
products, hardware and software will be transferred to the organization 
awarded the cooperative agreement under this announcement.
    During the operational phase, the CCRCA will be publicly launched 
and marketed to a range of contributors, users, and partners. Functions 
established in the developmental phase will be continued and enhanced. 
New functions and activities will be developed to respond to the 
emerging needs of stakeholders.
    A project description and conceptual design of the CCRCA are 
available through the ACYF Operations Center at the address above.
Goals
    The CCRCA has five interrelated goals that link its three 
functional components:
    1. Operating a state-of-the-art, web-based child care and early 
education research archive with ongoing development of background 
content, ready access to data sets for secondary analysis, technical 
assistance for contributors and users, strong linkages with other 
archives and information systems, and ongoing synthesis of data into 
useful information and knowledge.
    2. Promoting collaboration and partnership building for child care 
and early education research and policy analysis to facilitate 
information-sharing and use of research findings by researchers, policy 
makers, and other key stakeholders.
    3. Developing and providing technical assistance to assist data 
contributors, technical analysts, and end users of research 
information.
    4. Making sound child care research findings available to 
researchers and the public in accessible language and formats.
    5. Encouraging the use of research-based information by policy 
makers, practitioners, providers, parents, and others with an interest 
in child care and early education issues.
Functional Components
    The CCRCA consists of three functional components: (1) An 
interactive web-site through which the public can gain easy access to 
research reports, summaries, and other related documents designed for 
end-users of research; (2) a topical archive of data sets from major 
child care research and evaluation studies with related metadata 
elements and other technical features; and (3) a technical assistance 
and support system to improve the quality of data, assist researchers 
in developing analytic skills, facilitate collaboration, and create a 
stronger research infrastructure.
Component 1. The Interactive Web Site
    The most visible component of the CCRCA will be the interactive web 
site. The largest group of web-site users will be individuals or 
organizations whose primary functions and goals relate to child care 
research. Important categories of users include child care providers 
and administrators; legislators and policy analysts; child development 
specialists and educators; psychologists and pediatricians; economists 
and community planners; professors and students; community child care 
organizations such as resource and referral agencies; parents and 
consumer groups; and businesses and civic planners.
    Given the large number and diversity of end users from beyond the 
research community, the CCRCA must be concerned with ensuring that 
findings on a wide variety of topics are easily searchable and 
accessible in formats that meet the needs of different constituencies. 
In addition to published technical reports and articles, selected 
findings must be translated into user-friendly formats such as special 
charts, briefing papers, on-line newsletters, and other summaries that 
are accessible to non-technical audiences.
    Researchers who wish to conduct secondary analyses of archival data 
sets, and have a variety of technically oriented information needs, 
will be able to download data through the web-site, join electronic 
theme groups, and participate in a variety of research networks, along 
with other researchers around the country. This group will be supported 
through the CCRCA components described below.
Component 2. The Research Database and Data Archive
    The primary function of the CCRCA is to maintain and further 
develop a web-based database of research and related products. This 
database is intended to improve access to child care and related early 
education data, promote the use of archival data for analysis, and 
facilitate the utilization of research findings by policy makers, 
practitioners, academics, parents and other stakeholders. A prominent 
feature of the archive is that products will reside in the CCRCA's 
content database or in other locations, but will be accessible in a 
seamless manner through the CCRCA web site. These relationships with 
other archives and information systems also form part of the 
infrastructure for collaboration and networking among the various 
stakeholders.

[[Page 40971]]

    The underlying structure of the archive consists of specially 
processed and documented research products and data sets linked to a 
comprehensive child care taxonomy which includes a searchable database, 
metadata elements that describe and categorize archive holdings, and an 
indexing system. These features interface with end users through the 
interactive web site.
    Taxonomy. During the developmental phase, a taxonomy of child care 
terms and variables was developed for the CCRCA's underlying database. 
This feature is designed to allow end users of the web-site to conduct 
sophisticated searches with ease. The taxonomy will be continually 
expanded and refined during the operational phase as research products 
are added to the archive and new variables are identified.
    Metadata--or data about data--that describe archive holdings were 
developed in accordance with Data Documentation Initiative (DDI) 
standards used by nationally recognized archives and information 
systems. As new products are acquired and indexed in the CCRCA, the 
metadata will continue to evolve.
    Documents. During the developmental phase, more than 2,000 research 
documents were identified and catalogued for inclusion in the CCRCA 
data base. Abstracts and other information about these documents will 
be available through the CCRCA Web site and, where possible, the full 
text of the documents will be available to users. Through ongoing 
efforts, including coordination with researchers and other 
organizations, the grantee will continuously expand CCRCA holdings.
    Data Sets. A major function of the CCRCA will be to process, house, 
and preserve quality data sets and related documents from studies on 
child care and early care and education, either directly or in 
partnership with other archives. The CCRCA currently holds two data 
sets that have been processed to make them useable and accessible to 
the larger research community. Data processing includes: sub-setting of 
child care-relevant variables and formatting for easy download to 
statistical packages for analyses; variable labeling; application of 
weights; and maintenance of subject confidentiality. The amount of data 
processing required before inclusion in the CCRCA will vary depending 
on the number and types of variables in a data set and the amount of 
processing completed by the owner of the data prior to submission.
    Special Topic Archive. During the developmental phase, the CCRCA 
subcontracted with the Inter-University Consortium for Social and 
Political Research (ICPSR) at the University of Michigan to develop a 
special topic archive (STA) for the CCRCA. The intent was to use the 
established, ongoing services of ICPSR to begin processing important 
policy-relevant data sets and making them web-accessible to the 
research community. The grantee will be expected to support and further 
develop the CCRCA special topic archive or offer a comparable 
arrangement to maintain and expand these services. The Statement of 
Work between ICPSR and BRI Consultants can be obtained through the ACYF 
Operations Center listed above.
    Data Standards and Documentation. The archive also sets standards 
and establishes procedures for documentation of data sets. Early in the 
operational phase, data documentation and code books will be developed 
for archived data sets to make these data readily available to other 
researchers and facilitate secondary analysis. A related goal is to 
increase the average quality of child care research through systematic 
improvements in the underlying quality of data.
    Content Development. Once the archive is operational, data 
contributors and end users of research will be able to access data and 
published research, as well as special materials such as research 
summaries or methodology briefs. This activity will involve ongoing 
acquisitions and development to ensure that the needs of contributors 
and users are met.
    Data Contributors. Any child care investigator, regardless of the 
funding source, is encouraged to house data with the CCRCA. Since 2000, 
all research grantees funded by the ACYF Child Care Bureau have been 
required to plan for the archiving of their data. The intent is that 
grantees will prepare their data sets according to sound data 
processing and documentation practices, and house those data sets at 
the CCRCA within two years after the end of their funding period. The 
CCRCA will provide technical support to contributors regarding data 
entry, processing, analysis, and documentation. Apart from research 
that is sponsored by the Child Care Bureau, there are a large number of 
studies underway or recently completed that focus on child care or 
early education or contain relevant variables. Thus, the archive will 
increasingly house analytic data sets from a variety of sources. For 
example, the CCRCA might archive specially prepared analytic data sets 
from State child care agencies or networks of resource and referral 
agencies; large data sets from major Head Start studies or national 
surveys with child care variables; or small local studies. A ``Handbook 
for Data Contributors'' was created under the development contract and 
will be available for dissemination early in the operational phase.
    Data Users. Many researchers will use the CCRCA to access public 
data sets for secondary analysis. The CCRCA must maintain a system of 
data access for primary data sets as well as specially constructed 
analytic files and interactive tools. For example, some researchers 
might need to extract child care data from national longitudinal 
studies in which child care is embedded in a larger set of issues. Some 
may need to combine child care data from two or more data sets to 
create a linked data file. Others may need to conduct simple analyses 
of large data sets like national census estimates or State 
administrative data. Support for data users will continue to grow over 
the next several years, as the CCRCA becomes known to a wider set of 
technically sophisticated users.
Component 3. Technical Assistance and Collaboration
    The Technical Assistance and Collaboration component provides 
interface and support for data contributors and users as well as for 
the Child Care Policy Research Consortium and other collaborative 
endeavors undertaken by the Child Care Bureau.
Technical Assistance
    Early in the operational phase, the CCRCA will establish technical 
support for the archive, much of it delivered through on-line services. 
This function will include such features as:
    [sbull] Frequently asked questions and answers;
    [sbull] An e-mail help desk;
    [sbull] Short briefing papers on common technical issues;
    [sbull] Prototypical research designs and methodological 
applications developed to encourage new researchers and promote a high 
standard of quality in emerging studies;
    [sbull] Innovative tools such as CD-ROMs and a range of ready-to-
use formats that make archived data sets more easily accessible to the 
research community;
    [sbull] Information on CCRCA services, products and new 
acquisitions;
    [sbull] Technical guidelines for data processing and access.
    [sbull] Electronic mail services to facilitate networking and 
information exchange among researchers, policy makers, and other 
stakeholders; and
    [sbull] Access to a database on designs and measures for 
researchers in this field.
    The CCRCA will also provide training and technical assistance 
opportunities

[[Page 40972]]

by conducting technical roundtables for researchers working on special 
data sets such as child care administrative data from the States. Other 
opportunities might include training institutes that convene a small 
number of researchers to work in a guided setting with important 
national data sets. Support for secondary analysis of various data sets 
in the CCRCA can be provided through these training institutes as well 
as through small grants. Support might also be provided for graduate 
students or postdoctoral fellows to work in residence with archive 
staff on research related to the holdings.
    Workshops and training sessions will be convened at major national 
conferences. In particular, the CCRCA will conduct sessions at the 
Child Care Bureau's annual Child Care Policy Research Consortium 
meeting and its annual meeting of State Child Care Administrators. 
While some technical assistance activities will be supported through 
this Cooperative Agreement, others may require outside resources, 
including other funding partners and fee for service arrangements.
Collaboration and Infrastructure Building
    The CCRCA will create a national infrastructure for child care 
research. A major function of this effort will be to facilitate 
collaboration among researchers to build knowledge, facilitate 
networking and thematic work across projects; and provide a vehicle for 
peer technical support and scientific advancement. A related function 
is to increase interaction and mutual support between the research and 
policy communities. As researchers try to make their studies more 
relevant for policy and practice, policy makers will be able to make 
better use of the findings. These relationships can be nurtured and 
significantly strengthened through activities of the Technical 
Assistance and Collaboration component.
    The CCRCA will participate as a member of the Child Care Policy 
Research Consortium and provide limited support for consortium-wide 
initiatives. The CCRCA will participate in activities of the consortium 
steering committee and assist with note taking and preparation of 
summary documents resulting from conference calls, research forums, or 
major meetings. The CCRCA will support participants in the annual 
meeting of the consortium with technical workshops and small group 
discussions, as well as on-site document preparation and organization 
of materials to lend depth and breadth to the discussions. (Logistical 
support for the meeting will be supplied by the Child Care Bureau's 
Conference Management Center). The CCRCA will also assist with planning 
for meetings and briefings, coordinating the work of thematic work 
groups for cross-cutting research, and preparation of proceedings or 
other summary documents.
    As part of this function, the CCRCA will maintain the consortium 
list-serve, including various subgroups working on cross-cutting 
themes. In this regard, collaborative efforts may be broadened to 
include research organizations and individuals outside of the 
consortium. To support this cross-fertilization of research and 
partnership building, the CCRCA will set up and manage web-based theme 
groups of researchers who are working on key issues. Topics of interest 
currently include early learning and literacy, improvement of quality 
and development of the child care workforce, child care subsidy and 
other policy issues, dynamics of supply and demand in child care 
markets, and family decisions in diverse cultural contexts and 
socioeconomic conditions.
    The CCRCA will also provide limited analytic support to State child 
care agencies. The CCDF Lead Agencies make difficult program and policy 
decisions about how services should be targeted and how limited quality 
funds should be spent. To assist States in making decisions that are 
informed by the soundest information possible, the CCRCA will translate 
research findings into briefing papers, power point presentations and 
other formats. Other forms of support might include statistical 
analysis of national data sets containing child care related variables 
and policy research forums.

I. Evaluation Criteria

    Eligible applications will be scored competitively against the 
published evaluation criteria described below. These criteria will be 
used in conjunction with the other expectations, priorities and 
requirements in this announcement to evaluate how well each proposal 
addresses the Child Care Bureau's research agenda and goals. The point 
values indicate the maximum numerical weight for each criterion (100 
total points).
Criterion 1. Approach (40 Points)
    The extent to which the applicant's technical approach:
    Appropriately links CCRCA goals, objectives, activities and 
performance indicators to ensure successful operations, ongoing 
development, and public acceptance.
    Demonstrates the ability to effectively implement and coordinate 
the functional components of the CCRCA to promote high quality and 
useful research, make research data and products easily accessible, 
significantly improve the research infrastructure, and support the 
Child Care Bureau and its Child Care Policy Research Consortium.
    Describes the technical specifications of the information 
technology system that will be developed or sustained to support the 
web-based functions of the CCRCA and addresses issues related to ACF 
information technology requirements for project boundaries, data 
security, risk analysis, operational concepts, functional requirements, 
systems design, deployment plans, and performance standards.
    Provides a detailed description and rationale for the range of 
topics to be included in the CCRCA archive, the types of data sets that 
currently exist and are anticipated; and which among these should be 
given priority for inclusion in the CCRCA.
    Demonstrates an awareness of current activities being undertaken in 
the field of data archiving, web site management, technical assistance 
and collaboration; describes how the approach being proposed would 
build on or coordinate with this work.
    Demonstrates an understanding of the technical issues and problems 
associated with a national data archive; describes the strengths and 
limitations of existing approaches; and proposes effective solutions to 
a full range of issues. Important issues include, but are not limited 
to, multiple archiving of individual data sets; technical problems with 
data sets such as poor variable definitions, small sample sizes, and 
missing data; delimitation of public access to data; piecemeal 
publication of data sets and documents related to a single study; 
masking of individual identifiers and protection of confidentiality; 
legal issues of liability; and terms-of-use agreements.
    Describes a plan for effectively partnering with other research and 
data archives, knowledge management, and information systems; funding 
partners; and research consortia, professional associations, or other 
relevant bodies whose members represent target users of the CCRCA.
    Discusses the relationship of archiving to the protection of human 
subjects, informed consent, protection from research risks, and 
Institutional Review Boards (IRB). Addresses the relationship of the 
funded archive to Institutional Review Boards and the Department of 
Health and Human Services Office for Protection from Research Risks and 
Certificates of Confidentiality, specifically.

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    Proposes an effective approach to technical assistance for 
contributors and users of the CCRCA, showing how the technical 
assistance plan relates to and promotes each of the other components.
    Describes the composition and role of an advisory group in support 
of the work of the CCRCA.
    Proposes an effective plan to increase collaboration and 
partnership-building at national, Statewide and local levels, support 
researchers and other stakeholders in their efforts to build effective 
partnerships, and promote collaboration in a variety of environments, 
such as colleges and universities, State and local child care agencies, 
and child care organizations.
    Proposes approaches that reflect cultural sensitivity to the issues 
being addressed.
    Identifies possible barriers to achieving the proposed results and 
benefits and describes effective strategies for addressing these 
barriers.
    Provides assurance that, should the occasion arise, all products 
acquired, developed or maintained during the term of the cooperative 
agreement will be passed on to ACF or the subsequent CCRCA grantee.
Criterion 2. Staff and Organizational Profiles (25 Points)
    The extent to which the applicant:
    Commits to an adequate number of staff with the expertise to carry 
out the project with a high level of accomplishment, on time, and 
within budget.
    Proposes a project director and key staff with highly relevant 
skills, knowledge and experience. Brief resumes of the current and 
proposed staff, as well as job descriptions demonstrate the ability of 
the proposed staff to fulfill key roles. Resumes indicate what position 
each individual will fill and position descriptions specifically 
describe each job as it relates to the proposed project.
    Describes university or agency support, if applicable, to the 
organizational capabilities required for implementation of this 
activity.
    Describes organizations and consultants who may work on the program 
along with a short description of the nature of their effort or 
contribution.
    Provides information on plans for training project staff as well as 
staff of cooperating organizations and individuals, if needed.
    Provides a detailed management plan, with personnel allocations, 
tasks and subtasks, products, timelines, and coordination of 
components, that shows how the proposed project goals will be 
accomplished and provides a means of monitoring progress, 
accomplishments, and shortfalls.
    Describes the relationship between the proposed project and other 
work planned, anticipated or underway by the applicant with Federal 
assistance.
    Demonstrates sufficient resources and appropriate facilities to 
successfully implement, manage and further develop the CCRCA.
    Includes letters of intention from any subcontractors or primary 
consultants.
Criterion 3. Objectives and Need for Assistance (15 Points)
    The extent to which the applicant:
    Demonstrates an awareness of current issues and initiatives in 
child care research, policy and practice, technical assistance, and 
collaboration; as well as the interrelationships among these broad 
functions.
    Describes the need for an integrated system to further research, 
knowledge, and collaboration in the field of child care and early care 
and education.
    Describes the relationships among the interactive web site, the 
research database and data archive, and the technical assistance-
collaborative components of the project.
    Discusses current issues in archiving including, but not limited 
to, topics such as the world-wide web, dissemination strategies, 
liability, confidentiality, and terms-of-use agreements.
    Describes the audience of CCRCA contributors and users, estimates 
their number, describes their needs, and presents a sound growth model 
with estimates of increased annual usage and costs.
Criterion 4: Results or Benefits Expected (10 Points)
    The extent to which the applicant:
    Identifies the results and benefits of the proposed project to 
enhance policy, improve practice, and advance science in child care 
research.
    Describes how the proposed approach to the CCRCA would contribute 
to overall efforts to improve child care services and systems, the 
development and well-being of children, and particular outcome 
measures, as applicable.
    Discusses the significance to the field of the proposed project and 
describes why the proposed approach is innovative.
    Provides a set of performance measures designed to demonstrate how 
well the goals and objectives of the CCRCA are being met.
    Describes how technical assistance plans will benefit contributors 
and users of the CCRCA including the Child Care Bureau, members of the 
Child Care Policy Research Consortium and other members of the child 
care research and policy communities.
    Describes how the proposed project will significantly increase 
collaboration and partnership building among researchers, policy 
makers, and other stakeholders at national, State, and local levels.
Criterion 5. Budget and Budget Justification (10 Points)
    The extent to which the applicant:
    Provides a narrative description and sound rationale for the budget 
information presented on Standard Forms 424 and 424A and related budget 
tables presented in the text.
    Demonstrates that costs to operate the CCRCA are reasonable, 
adequate and justified in terms of the proposed tasks and subtasks as 
well as results and benefits.
    Includes sound fiscal control and accounting procedures to ensure 
prudent use, proper and timely disbursement and accurate accounting of 
funds received under this program announcement.

Part III. Evaluation of Promising Models and Delivery Approaches to 
Child Care Provider Training (Priority Area 2)

A. Purpose

    The purpose of this project is to identify and test a training 
model and alternative delivery approaches that show promise for 
improving the knowledge, skill and performance of child care providers.

B. Eligible Applicants

    Eligible applicants include non-profit agencies and organizations, 
public and private institutions such as colleges and universities, and 
agencies of State and local government. Faith- and community-based 
organizations are eligible to apply, as are profit-making organizations 
that agree to forego their profits.

C. Type and Number of Awards

    One cooperative agreement will be awarded.

D. Project Duration and Budget Periods

    The project period will extend up to four years (September 30, 2003 
through September 29, 2007). The award, on a competitive basis, will be 
for a one-year budget period. Applications for continuation funds will 
be entertained in subsequent years on a noncompetitive basis, subject 
to availability of funds, satisfactory

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progress of the grantee, and a determination that continued funding 
would be in the best interest of the government.

E. Funding Levels and Maximum Federal Share

    The Child Care Bureau intends to commit a maximum of $1.5 million 
and the Office of the Assistant Secretary of Planning and Evaluation 
intends to commit a maximum of $400,000 for a total of $1.9 million for 
the first year and each subsequent year of the award, for a maximum 
total of $7.6 million. The maximum Federal share is 90 percent of total 
project costs.

F. Matching Requirements

    Non-Federal matching funds of at least 10 percent of total project 
costs will be required. The total approved project cost is the sum of 
the Federal share and the non-Federal share. Therefore, a project 
requesting $1,900,000 in Federal funds must include a match of at least 
$211,111 for a total project cost of $2,111,111. (To compute the non-
Federal share divide the Federal share by .90 and subtract the Federal 
share from that amount.) Applicants are strongly encouraged to 
contribute additional cash or in-kind resources.
    Applicants are encouraged to offer funding partnerships that 
significantly extend the scope and reach of the project. For example, 
the applicant might include a partnership with an organization that has 
funding to provide child care provider training. Applicants should 
provide letters of commitment from organizations or agencies verifying 
the actual amount of non-Federal support to the project.
    Grantees will be held accountable for commitments of non-Federal 
resources even if these exceed the amount of the required match. 
Failure to provide the amount will result in disallowance of Federal 
match.

G. Federal Role

    A cooperative agreement is Federal assistance in which substantial 
Federal involvement in project activities is anticipated. 
Responsibilities of Federal staff and the successful applicant are 
negotiated prior to award. The Bureau and the grantee funded under this 
priority area will work collaboratively to facilitate accomplishment of 
project goals, including development of the final technical approach 
and study design, selection of core measures, and the establishment of 
the Steering Committee and Technical Work Group. The Bureau will also 
facilitate collaboration with other research grantees and contractors.

H. Project Description

    The cooperative agreement under this priority area will support a 
multi-year research initiative to design, implement, manage, and 
coordinate the evaluation of a child care provider training model under 
varying conditions. A ``promising model'' is defined as one with at 
least preliminary evidence of effectiveness in small-scale 
interventions or for which there is potential for generating data that 
will be useful for making decisions about taking the intervention to 
scale and generalizing the results to diverse populations and settings. 
Provider populations of interest include family home providers, 
informal care providers (such as family, friends and neighbors), and 
center staff who are entry-level or have minimal qualifications.
    The training model should include one or more focal areas such as 
supporting children's development in specific domains, promoting 
positive outcomes in linguistically or culturally diverse populations, 
or managing children's behavior. A promising model might be tested in 
different geographic locations; among providers of differing social, 
economic, educational, or cultural characteristics; or with providers 
who serve children and families with special characteristics and needs. 
Where a single training model would be used, variations in the delivery 
of training might be included in the evaluation.
    The Child Care Bureau is especially interested in training models 
that promote excellence among providers who serve children and families 
with special needs and challenges. Examples include (1) infants and 
toddlers; (2) families eligible for assistance through the Child Care 
and Development Fund and related State and Federal funding sources; (3) 
ethnic and language minority groups; (4) children with disabilities; 
and (5) other groups that may present special challenges or needs.
    The cooperative agreement will be awarded to an organization acting 
as evaluation coordinator (grantee), which will select three-to-four 
study sites according to the project design. Site selection will be 
finalized with input from the Child Care Bureau. The evaluation 
coordinator will provide project direction, support, and coordination 
across sites. This structure is intended to facilitate the sharing of 
ideas, measures, data, and other specialized resources as well as 
collection of core data elements across study sites.
    The evaluation coordinator will detail the specific roles of the 
evaluation coordinator in carrying out the proposed design, in managing 
the project, and in coordinating with the Child Care Bureau and other 
partners in the project. At least one study site will utilize a 
randomized controlled design in order to explore cause and effect 
relationships between the training model and child outcomes. Applicants 
should propose a preliminary list of study sites and describe the 
training intervention. The application should include letters of 
commitment from individuals representing the various study sites.
    Funds will be provided under this cooperative agreement for 
research design, implementation fidelity, data collection, and 
analysis. Funding and delivery of the training intervention must be 
accomplished through a partnership with a State or local service 
partner. The intervention may be funded with CCDF quality funds, Early 
Learning Opportunity Act discretionary grants, or other funds as 
appropriate.
    The evaluation coordinator will establish an advisory committee or 
technical work group with input from the Child Care Bureau. In 
consultation with this group, the evaluation coordinator will provide 
guidance and direction on decisions regarding the training 
intervention; design and methodology of the coordinated research study; 
selection of core measures and instruments; collection and analysis of 
core data; and preparation and reporting of findings from the 
integrated research study. The evaluation coordinator will provide 
technical support to the individual study sites on the training 
intervention; provide logistical support for meetings; and make 
materials available for the collection of core data across projects.
    Each of the individual study sites will be responsible for the 
development, implementation and maintenance of the intervention. 
However, the evaluation coordinator will provide pre- and post-
intervention direction related to data collection, the analysis of a 
core set of common cross-site baseline measures, and collection of 
family and child outcome data. The grantee will be responsible for 
ensuring implementation fidelity and data quality. Timely cross-site 
data will be returned to individual project researchers to serve as a 
basis for local analyses. Additional collection of data on specific 
measures used in the local sites may be carried out by the individual 
projects using project funds.
    Each individual study site will ensure that training is delivered 
to the target population as proposed, and that core

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implementation and outcome data are identified and collected in 
consultation with the grantee. Data collection and management at each 
site will be the responsibility of an individual or organization 
charged with collecting the core set of measures designated for use in 
all sites and model variations. Additional collection of data on local 
measures and analyses of implementation and outcomes may be carried out 
by individual study sites. This arrangement allows local researchers to 
consider qualitative or other data collection approaches to augment the 
core measures.
    The evaluation coordinator must ensure that each site has the 
capacity to develop, implement, and maintain the intervention taking 
into account important features of the training program and issues 
related to providers, families and children. This capacity may be 
provided directly by the grantee organization or through agreement with 
another organization.

I. Narrative Statement Requirements

    The following section describes technical requirements for the 
Project Narrative Statement.
1. Technical Approach
    The applicant will describe its proposed technical approach 
including an integrated evaluation design. The narrative must link 
conceptual, theoretical and technical elements of the design, including 
the selection of the training model or approach as well as plans for 
site selection and sampling, measurement, field implementation, data 
collection, and data analysis. Anticipated short-term and long-term 
outcomes must be described. Initial results regarding implementation 
fidelity and effectiveness of the training intervention on providers' 
skills and practices are expected at the end of the first year of 
training implementation. The design (and anticipated long-term 
outcomes) must include follow-up to evaluate retention of skills and 
practice and outcomes of the intervention for children and families. 
Completion of all data analyses and reports is expected in year four. 
Public use data files must be archived with the Child Care Research 
Collaboration and Archive (CCRCA) within 24 months after completion of 
the project.
    The goal of this evaluation is to determine whether specific 
caregiver training models or approaches effectively improve the 
knowledge, skills, and practices of caregivers who have traditionally 
been left out of research and evaluation studies. Of special interest 
are family home providers, informal care providers (such as family, 
friends, and neighbors), entry-level center staff and center staff with 
minimal qualifications. There is a need for studies that are 
scientifically rigorous and at the same time feasible for the 
population under study. Studies should use methodologies that are as 
rigorous as possible, given the training intervention under study, the 
population being served, and the presence of potential mediating or 
confounding variables. Studies may use experimental designs, mixed-
approaches or planned variations, but studies that rely solely upon 
descriptive data (whether qualitative or quantitative) are discouraged. 
The research design must be clearly articulated and there must be a 
rationale for including specific groups and sub-groups of care 
providers in different study groups. At least one study site will be 
expected to use randomized controlled design.
    Three areas of complementary research are of particular interest:
    [sbull] Studies that address how individual or background 
differences in providers interact with the training approach or model 
to influence provider outcomes. These studies would address the 
question: For which provider under which condition is the training 
approach or model most successful?
    [sbull] Studies that compare different delivery methods of the 
training or model, or different approaches to implementation, in order 
to identify key features of the training approach or model that might 
improve effectiveness and ease of implementation. These studies would 
address the question: Under what circumstances does the training 
approach or model achieve the greatest impact?
    [sbull] Studies that use randomized controlled designs that can 
address cause-effect relationships between training models and measured 
outcomes. These studies would address the question: what training 
models or training model components lead to positive changes in the 
competency of providers and outcomes for children and families?
    Studies should incorporate measures of intervention fidelity for 
use as potential mediating variables in the analyses and to control for 
confounding. For studies using multiple comparison and/or control 
groups, measures describing the intervention must be included in the 
study design and/or data analysis plan to ensure that any differences 
in provider, child or family outcomes between treatment groups and 
control groups are directly attributable to the intervention. The 
studies should incorporate a suitable number of sites to provide 
sufficient variation to test relevant hypotheses.
2. Conceptual Framework
    The conceptual framework presents the theory or underlying idea 
behind the training model being proposed for evaluation, describes how 
the training model was developed and used in the field, and why this 
model is considered worthy of evaluation. It also summarizes the 
proposed evaluation component, demonstrating the appropriateness and 
benefit of this approach for assessing the effectiveness of the 
training model for the target populations.
Training Model or Approach
    This section should summarize key aspects of the proposed training 
model, including the training goals, the types of issues or variables 
included, the training process, the population of providers to which it 
applies, what provider outcomes are measured, and how success of the 
program is determined. If the training program has been formally 
studied, these studies and their outcomes should be described.
    Training models to be considered for implementation and evaluation 
should include one or more specific areas of focus; for example:
    [sbull] Training activities designed to improve the skills and 
practices of caregivers to enable them to support children's 
development in the area(s) of emerging literacy, language development, 
numeracy, social-emotional development, physical development, creative 
expression, and health;
    [sbull] Training activities to promote skills and practices that 
would support positive outcomes in linguistically and culturally 
diverse populations;
    [sbull] Training and professional development activities designed 
to enhance child behavior management or other care practices.
Target Populations
    Provider Populations. The training approach or model should be 
targeted to family home providers (regulated and legally-exempt from 
regulation), informal care providers (such as family, friends and 
neighbors), and center staff who are entry-level or have minimal 
qualifications.
    Child and Family Populations. The training model and approaches 
selected for the training intervention should take into account the 
effects that the theorized changes in skills and practice will have on 
outcomes for children of the ages served by providers in the sample. 
For example, some home-based

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providers care for only infants and toddlers or school-age children. 
Others have a wider range of children in their care. The training model 
should clearly point to improvements in practice that will affect 
children of those ages. Many children face special challenges that stem 
from cultural or language differences, especially if their families are 
recent immigrants and have not yet created a bridge between their 
native cultures and ways of life in America. In some communities, child 
care providers must relate to children of different cultures. Children 
with disabilities or special needs most often receive care in home-
based settings and providers take on these challenges with very little 
training. More broadly, children from low-income families often face 
particular challenges as they prepare to enter school. The applicant 
should describe how changes in practice brought about by the training 
intervention will help providers support the physical, emotional, 
social, cognitive and linguistic skills of children with diverse 
characteristics in order to develop well and be successful in school.
    The applicant should provide a detailed description of the training 
intervention and how it will be delivered to the target population. The 
expectation is that the funding and delivery of the training will be 
accomplished through a partnership with a State or local service 
provider. The cooperative agreement will fund the evaluation of the 
training implementation and the effects of the training on provider, 
child and family outcomes.
    The creation of partnerships between the researchers and the 
appropriate State or local entities is key to the success of the 
implementation and evaluation of the project. When partnerships exist, 
or will be developed, applicants should describe the specific 
programmatic or data needs of the service delivery system, as well as 
existing data collection efforts, how these data will be used within 
the design of the proposed study, how the data will be augmented, and 
how the data will enhance the overall strength of the study.
Research Questions and Methodological Justifications
    Intervention. What is the theoretical justification for the 
training intervention selected, and to what extent does the 
intervention adhere to its theoretical basis? What is the preliminary 
evidence that the approach will be effective? What are the expected 
short-term and/or longer-term outcomes for care providers, children and 
families? How is each component or combination of training components 
expected to affect children's outcomes? What are the mediating pathways 
through which the training model causes change in child outcomes (i.e., 
what is the logic model)? How are mediating variables and outcomes 
measured? What is the range of practices that are affected, either 
positively or negatively? To what extent can procedures be documented, 
and what is the process for achieving this? What is the range of 
activities to be undertaken? How does the training intervention differ 
from existing training opportunities available to the target 
population? What is the process of continuous improvement, and how are 
changes, and benefits of those changes, documented over time?
    Effects of personal characteristics and site and community 
contexts. What structures and supports are needed to implement the 
training intervention? What key activities are needed to gain support 
from community stakeholders and collaborators? How should providers of 
different backgrounds or working in different settings be recruited 
into the study? What about the parents of children attending those 
settings? What are the contextual variables that might influence how 
the training intervention is implemented: e.g., culture, neighborhood 
characteristics, organizational climate, level of poverty in the 
community, provider backgrounds, education, motivation, skills and 
attitudes, levels of support (financial and otherwise), competing 
priorities in the lives of the targeted provider population? What are 
the relationships among the individuals who are stakeholders and/or 
participants in the intervention?
    Sample. Who is expected to benefit from the training intervention? 
Is it a universal or selected intervention? Who are the intended 
participants (types of providers)? How are age, gender, language, 
socio-economic status and other key child care provider, child, or 
family characteristics, as well as cultural issues, addressed? To what 
populations can evaluation results likely be generalized?
    Delivery of training intervention. Who gets what, from whom, and 
how much? What is the intensity of the intervention, the frequency of 
contact, the length of each contact, the number of contacts and the 
duration of the training intervention? To what extent is the program 
individualized, and what are the supports for individualization (e.g., 
periodic assessments of needs and progress). What is the level of 
participation, and who is most and least likely to participate? Who 
delivers the program? What is the level of education, training, and 
supervision that is required of training intervention staff? To what 
extent do external staff (researchers, program developers, trainers) 
have to remain involved, and in what capacities? What are the barriers 
to implementation, and how are challenges resolved? What duration, 
intensity, frequency, and types of ongoing support are necessary to 
sustain the program after the initial implementation period? What 
modifications and adaptations are made for care providers with specific 
challenges to participation to be successful?
3. Evaluation Design
    Sampling Plan. The proposed sampling plan should describe technical 
aspects of sample construction at each level of analysis, including 
selection of sites, providers, and children, sample sizes and 
corrections for attrition, and procedures for maintaining sample 
integrity throughout the study. This plan should demonstrate an 
understanding of the various provider categories proposed for this 
evaluation and the challenges of sampling members of each group.
    Measurement Plan. All measures proposed for use in the study must 
be fully described and justified with respect to their appropriateness 
for study goals, training variables, populations, use in previous 
studies, known psychometric properties, and other salient factors. The 
relationship between core measures and site specific measures must be 
described, as well as how the different levels of measurement will 
support and enhance one another analytically. The proposal should 
specifically describe the measurement variables to be included in the 
core assessment and those used in the site-specific assessment. How 
will this battery of measures contribute to both breadth and depth of 
understanding?
    Field Operations and Data Collection Plan. This section of the 
design describes the procedures for collecting data, maintaining 
confidentiality, protecting human subjects, tracking field operations, 
and maintaining data quality control. Applicants should discuss 
problems that might be encountered in the field and the steps that 
would be taken to resolve them. The relationship between baseline data 
collection and data collected at other points should also be discussed.
    Data Processing and Analysis Plan. The proposal should detail how 
data will be initially processed and data integrity assessed. This 
section should

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also describe the range of anticipated preliminary analyses, subsequent 
multivariate analytic analyses, and how results will be presented. 
Specific examples of table shells and analytic models should be 
provided. The analytic relationship between core data and site-specific 
data should also be described.
4. Public Use Data Sets and Archiving
    The proposal must contain a plan for working with the Child Care 
Research Collaboration and Archive (CCRCA) and with the site 
researchers to ensure that public use data sets produced at the end of 
the project are of high quality, well documented and suitable for 
archiving. The public use data will be archived with the CCRCA within 
24 months after the project ends.
5. Project Management Plan
    The Project Management Plan describes specific roles and 
responsibilities of each major component, presents an overall 
management and coordination plan, outlines individual roles and 
responsibilities of key staff, and demonstrates the applicant's ability 
to carry out the project. Resumes for key staff or position 
descriptions should be included along with capability statements for 
all participating organizations. A detailed timeline with associated 
personnel for all proposed activities and products must be included.
    Phasing of the Intervention and Evaluation. This project is 
conceptualized as proceeding through five phases carried out over four 
years. The first phase is a planning period during which the needs and 
strengths of the target population will be more fully described; 
intervention and evaluation plans will be finalized; and pilot studies 
conducted. Baseline information on provider, children, and family 
characteristics could also be collected. In the second phase, the 
training intervention will be implemented with the targeted population. 
Data on fidelity of implementation will be collected through the 
training intervention period. The third phase will involve the 
collection of data to test for the effectiveness of the implementation. 
Measures and instruments to assess changes in skills, knowledge and 
practices in the care provider as a result of the training intervention 
will be utilized across all project sites. The fourth phase involves 
collection of data to assess maintenance of skills and practices in the 
care providers as well as the effects of changes in practice on child 
and family outcomes. The fifth phase involves integration of data 
across projects, analyses of individual site and coordinated project 
data, and reporting of findings.
    Steering Committee. The Steering Committee for this cooperative 
agreement will consist of key project staff from the Child Care Bureau, 
the Evaluation Coordinator, the Site Evaluators, and the organization 
in charge of training delivery. The purpose of the Steering Committee 
is to enable managers to coordinate various components in a 
collaborative and integrated manner, ensure that decisions reflect 
their diverse needs and perspectives, and resolve issues as they arise. 
Members of the Steering Committee will jointly consider issues 
encountered in finalizing and implementing the study design, including 
sample development, selection of core measures, training 
implementation, data collection and processing, quality control and 
data integrity, analysis, and reporting. The Steering Committee will 
meet three times a year in Washington, DC, and will engage in monthly 
conference calls. Members of the Steering Committee will also represent 
this evaluation in the Child Care Policy Research Consortium. The 
proposal should include a brief description of how the Steering 
Committee would function to maximize chances for success and enhance 
the value of this study.
    Technical Work Group (TWG). In consultation with the Child Care 
Bureau, a TWG of experts will be established by the grantee. The TWG 
will provide technical assistance and feedback to the Steering 
Committee in development of the final study design, selection of core 
measures and site-specific measures, implementation of the training 
intervention, data collection and analysis. The TWG will meet twice in 
the first year of the project and annually thereafter. The proposal 
should include a list of individuals who might be asked to serve on the 
TWG along with a justification for the recommendations.
    Meetings. Applicants should budget for three meetings each year in 
Washington, DC, with project coordinator, other individual project 
representatives, and Federal staff. At least one project representative 
and the evaluation coordinator should attend each two-day meeting. In 
addition, applicants should budget for one trip a year to Washington, 
DC, to attend the annual Child Care Policy Research Consortium meeting. 
The grantee and each individual project site should be represented at 
this three-day meeting.

J. Evaluation Criteria

    Eligible applications will be scored competitively against the 
published evaluation criteria described below. These criteria will be 
used in conjunction with the other expectations, priorities and 
requirements in this announcement to evaluate how well each proposal 
addresses the Child Care Bureau's research agenda and goals. The point 
values indicate the maximum numerical weight for each criterion (100 
total points).
Criterion 1. Approach (35 Points)
    The extent to which the proposed approach:
    Provides a theoretical framework and review of relevant prior 
empirical evidence supporting the proposed project, including a 
description of the provider training intervention along with the 
conceptual rationale, and empirical evidence supporting the 
intervention.
    Discusses the training models that were considered for this 
evaluation and justifies the decision to evaluate the model selected 
for implementation and evaluation.
    Describes how the implementation of the training will be executed, 
including details about critical components of the training model and 
how these are linked to expected caregiver outcomes.
    Provides clear, concise hypotheses or research questions and 
includes a logic model that illustrates the links between the training 
components, expected caregiver outcomes, and outcomes for families and 
children.
    Clearly describes and provides a rationale for how participants 
will be selected, including exclusion and inclusion criteria (with 
justification), and strategies for assigning participants to groups 
(where appropriate).
    Demonstrates that the proposed sample size is sufficient for any 
quantitative aspects of the evaluation.
    Provides clear descriptions and rationale for the data collection 
procedures and measures proposed.
    Provides a detailed data analysis plan that shows how the measures 
and analyses relate to the proposed hypotheses or research questions 
and demonstrates their appropriateness for the questions under 
consideration.
    Describes an approach, i.e., proposed intervention, delivery 
methods, targeted population and research design, that will generate 
data useful for making decisions about taking the intervention to scale 
and generalizing the results to diverse populations and settings. 
Discussed the strengths and weaknesses of the approach in this regard.

[[Page 40978]]

    Discusses how advisory groups including the Steering Committee and 
Technical Work Group can support the work proposed under this 
evaluation. Describes the composition of the Technical Work Group.
    Describes the activities planned for coordination of core cross-
site elements of the training implementation and evaluation including 
how each project site will be integrated with the overall project.
    Discusses how issues of diversity (across subjects with a variety 
of educational levels, ethnic and language minority backgrounds, and 
special needs) will be addressed in the implementation and evaluation 
of the training model.
    Demonstrates the capacity for collaboration and partnerships in the 
delivery of the training intervention as indicated by letters of 
support or draft agreements.
    Describes adequate protections for human subjects, confidentiality 
of data, and consent procedures, as appropriate.
Criterion 2. Organizational Profiles, Staff and Position Data (25 
Points)
    The extent to which the applicant:
    Demonstrates organizational experience and expertise in the area of 
child care and child care research.
    Describes organizational support to the implementation of this 
project.
    Demonstrates sufficient resources, including the adequacy of time 
devoted to the project by key staff, to ensure a high level of 
professional input and attention.
    Demonstrates and documents specific organizational and staff 
experience in developing, implementing, maintaining, and evaluating an 
early childhood professional development or child care provider 
training intervention.
    Provides information on the skills, experience, and capabilities of 
the project director and key project staff including the principal 
investigators and other key staff at each site. Describes their 
background to manage a project of this size, scope and complexity. 
Brief resumes of the current and proposed staff, as well as job 
descriptions, are included. Resumes indicate what position each 
individual will fill and position descriptions specifically describe 
the job as it relates to the proposed project.
    Provides evidence that key staff have the necessary expertise in 
research design, sampling, field research, data processing, statistical 
analysis, reporting, and information dissemination.
    Describes the relationship between the proposed project and other 
work planned, anticipated, or underway with Federal assistance by the 
applicant.
    Describes the management plan for achieving the objectives of the 
proposed project on time and within budget, including clearly defined 
responsibilities, timelines, and milestones for accomplishing project 
tasks and ensuring quality.
Criterion 3. Objectives and Need for Assistance (15 Points)
    The extent to which the applicant:
    Demonstrates a solid understanding of the critical issues and 
research needs in child care and the need to improve caregiver 
knowledge, skills and practices especially in those areas targeted by 
the proposed approach.
    Provides a literature review that is current and comprehensive, 
identifies other research that has addressed similar issues, and 
supports the need for the proposed training model and its evaluation. 
Describes how this evaluation will help address gaps in the research 
literature and unanswered questions.
    Provides a conceptual model in which the research issues, 
objectives and hypotheses are significant, well-formulated, 
appropriately linked.
    Describes a project framework that is appropriate, feasible and 
contributes to the importance, comprehensiveness, and quality of the 
proposed research.
    Discusses issues and challenges in delivering training to 
caregivers who differ in terms of culture, language, education and 
other demographic characteristics; provide care in diverse child care 
settings; and serve low-income and ethnic and language minority 
children and families.
Criterion 4. Results or Benefits Expected (15 Points)
    The extent to which the applicant:
    Identifies the results and benefits of the project and describes 
how these will inform child care policies and services, improve 
practice, and advance understanding of the contexts that promote 
healthy development and well-being in children and families.
    Discusses the extent to which the questions are of importance and 
relevance for low-income children and families and their development 
and welfare.
    Describes the significance to the field of the project and 
describes why the approach is innovative.
    Provides a list of measurable objectives or indicators that will 
demonstrate whether and how well the goals of the project are being 
met.
    Addresses the extent to which the expected results of the training 
evaluation to be conducted will be applicable to other populations of 
caregivers, in other care settings or contexts.
    Identifies possible barriers to achieving the proposed results and 
benefits and describes strategies for addressing these barriers.
    Provides a dissemination plan that encompasses both professional 
and practitioner-oriented products.
Criterion 5. Budget and Budget Justification (10 Points)
    The extent to which the applicant:
    Demonstrates that the costs of the proposed project are reasonable 
and justified in terms of scope, approach, staff time commitment, and 
anticipated results. Refers to the budget information presented on 
Standard forms 424 and 424A and the applicant's budget justification.
    Describes the fiscal control and accounting procedures that will be 
used to ensure prudent use, proper and timely disbursement, and 
accurate accounting of funds received under this announcement.
    Allocates sufficient funds in the budget to provide for three 
project meetings in Washington D.C. as well as attendance for key 
project staff at the Child Care Bureau's annual meeting of its Child 
Care Policy Research Consortium.
    Provides sufficient funds to make necessary project site visits.

Part IV. Child Care Research Scholars (Priority Area 3)

A. Purpose

    Scholarships will be awarded to doctoral candidates for child care 
research carried out under the auspices of the Child Care Bureau and 
the educational institution in which the student is enrolled. The 
purpose of this scholarship program is to increase the number of 
competent researchers with a sound grasp of child care research and its 
implications for policies and programs. A primary goal is to foster 
formal mentoring relationships between faculty members and graduate 
students who are pursuing research in the child care field. A related 
goal is to promote the growth of such relationships in colleges and 
universities throughout the United States in order to develop the 
national infrastructure for high quality child care research.
    Research undertaken under this program must support the Child Care 
Bureau's research agenda in some way, either by addressing important 
questions and their implications or by breaking new methodological 
ground.

[[Page 40979]]

The mentor is expected to work closely with the student to ensure that 
this general goal is met. The student is expected to gain significant 
experience and expertise in theories and methods related to child care, 
child development, early childhood education, child care program 
administration, the economics of child care, or child care policy.
    To ensure that scholars have sufficient support and mentoring, each 
scholar works under the direct supervision of a faculty mentor who, as 
Principal Investigator of the project, ensures that the completed study 
will address important questions with a high level of technical 
quality. In addition, scholars whose projects involve community-based 
research are encouraged to work with a mentor from the field in order 
to gain a more comprehensive understanding of child care policies, 
practices, populations, and effects. Students whose work involves 
secondary analysis of large data sets are encouraged to work closely 
with one or more senior investigators on the original project. Within 
such nurturing and supportive relationships, students will be empowered 
to become autonomous researchers who are also connected to other 
professionals with diverse backgrounds in a variety of child care 
roles. These types of mentoring relationships model the principle of 
collaboration and foster skills needed for a research career that 
builds on successful partnerships and solid contributions to the 
scientific community.

B. Eligible Applicants

    Eligible applicants include universities or colleges (including 
faith-based institutions) acting on behalf of graduate students who are 
pursuing a doctorate and who anticipate completing a child care-related 
dissertation. The institution must be fully accredited by one of the 
regional accrediting commissions recognized by the Department of 
Education and the Council of Post-Secondary Accreditation.

C. Type and Number of Awards

    Approximately four scholarship grants will be awarded. No 
individual educational institution will be funded for more than one 
candidate unless applications from different universities or colleges 
do not qualify for support.

D. Project Duration and Budget Periods

    Scholarship grants will be funded for a period of up to 24 months 
(9/30/2003-9/29/2005). The first 12-month budget period will be funded 
through this competition. Second year awards will be considered on a 
non-competitive basis, subject to the availability of funds from future 
appropriations, satisfactory progress of the scholar, and a 
determination that continued funding is in the best interest of the 
government.

E. Funding Levels and Maximum Federal Share

    Scholarship grants of up to $30,000 will be awarded for the first 
12-month budget period and up to $20,000 for a second year, for a total 
not exceeding $50,000. All monies must be used for the student's 
dissertation planning or research, including required personnel costs, 
travel, and other expenses directly related to the research. The 
maximum Federal share is 100 percent of total project costs.

F. Matching Requirements

    There are no matching requirements. However, because of the small 
size of these grants and their value to institutions of higher learning 
as well as to the student scholars, applicants are strongly urged to 
forgo any allowable indirect costs.

G. Transferability

    Grants awarded as a result of this competition are not transferable 
to another student or to another institution.

H. Additional Requirements

    The student must be a doctoral student who expects to have an 
approved dissertation proposal before the beginning of the grant 
period. A copy of the student's curriculum vita and a transcript of 
graduate level coursework must be included.
    The student must be the author of the grant proposal and must carry 
primary responsibility for the research being proposed. The project 
must have the potential to contribute significantly to the student's 
career development. Research projects may include independent studies 
conducted by the doctoral candidate or well-defined portions of a 
larger study being conducted by a Principal Investigator holding a 
faculty position or senior research position. Research projects must 
use sound quantitative or qualitative research methodologies or some 
combination of the two.
    A faculty mentor, acting on behalf of the grantee (the institution) 
will be listed as the Principal Investigator and is responsible for 
ensuring that all requirements are met and that a high quality 
dissertation study is completed. The application must include a letter 
from the faculty mentor stating that he or she approves the application 
and verifies the student's status in the doctoral program. The faculty 
member must also verify that the grant will be used to fund the 
student's dissertation research and include a description of how he or 
she will regularly monitor the student's work. A copy of the mentor's 
curriculum vita must be included.
    The student must attend the Annual Child Care Research Consortium 
Meeting and present a poster describing the scholarship research. 
Faculty mentors are strongly encouraged to participate as well. This 
conference is typically scheduled during the spring of each year and is 
held in Washington, DC. The budget may include travel costs for both 
the student and the faculty mentor.

I. Evaluation Criteria

    Eligible applications will be scored competitively against the 
published evaluation criteria described below. These criteria will be 
used in conjunction with the other expectations, priorities and 
requirements in this announcement to evaluate how well each proposal 
addresses the Child Care Bureau's research agenda and goals. The point 
values indicate the maximum numerical weight for each criterion (100 
total points).
Criterion 1. Approach--Research Design and Methodology (Maximum of 40 
Points)
    The extent to which the applicant's proposed research design and 
methodology:
    Appropriately links critical research issues, questions, variables, 
data sources, samples, and analyses.
    Employs technically sound and appropriate approaches, design 
elements and procedures; Reflects sensitivity to technical, logistical, 
cultural and ethical issues that may arise and includes realistic 
strategies for the resolution of difficulties; Adequately protects 
human subjects, confidentiality of data, and consent procedures, as 
appropriate; Includes an effective plan for the dissemination and 
utilization of information by researchers, policy-makers, and 
practitioners in the field; and Effectively utilizes collaborative 
strategies, as appropriate to the project goals and design.
Criterion 2. Objectives and Need for Assistance (Maximum of 20 Points)
    The extent to which the application reflects a solid understanding 
of critical issues, information needs, and research goals;
    The extent to which the conceptual model, research issues, 
objectives and hypotheses are significant, well

[[Page 40980]]

formulated, appropriately linked, and will contribute new knowledge and 
understanding;
    The extent to which the proposed project framework is appropriate, 
feasible, and would significantly contribute to the importance, 
comprehensiveness, and quality of the proposed research; and
    The effectiveness with which the proposal articulates the current 
state of knowledge related to critical child care issues and the 
complex interrelationships among major variables, the significance of 
these issues and variables for child care policies and programs, how 
current knowledge would be brought to bear on the proposed research, 
and how the research would benefit various audiences.
Criterion 3: Approach--Project Management (Maximum of 20 Points)
    The extent to which the project summary provides a management plan 
that:
    Presents a sound, workable and cohesive plan of action 
demonstrating how the work would be carried out on time, within budget 
and with a high degree of quality;
    Includes a reasonable schedule of target dates and accomplishments;
    Presents a sound administrative framework for maintaining quality 
control over the implementation and ongoing operations of the study; 
and
    Demonstrates the ability to gain access to necessary organizations, 
subjects, and data.
Criterion 4: Organizational Profiles (Maximum of 10 Points)
    The extent to which the applicant:
    Demonstrates competence in areas addressed by the proposed 
research, including relevant background, experience, training and work 
on related research or similar projects; and
    Demonstrates necessary expertise in research design, sampling, 
field work, data processing, statistical analysis, reporting, and 
information dissemination.
Criterion 5. Budget and Budget Justification (Maximum of 10 Points)
    The extent to which proposed costs are reasonable; the funds are 
appropriately allocated across component areas; and the budget is 
sufficient to accomplish the objectives.

Part IV. Appendices

Appendix 1--Contents and Format of the Application

    Clarity and conciseness are of utmost importance. ACYF strongly 
encourages applicants to limit their applications to 100 pages, 
double-spaced, with standard one-inch margins and 12 point fonts. 
This includes the entire Project Narrative Statement including text, 
tables, charts, graphs, resumes, corporate statements and 
appendices.
    Applicants are cautioned to include all required forms and 
materials, organized according to the required format. The 
application packet must include the following items in order:
    1. A cover letter that includes the announcement number, 
priority area and contact information.
    2. Standard Federal Forms:
    a. Standard Application for Federal Assistance (SF 424 fact 
sheet and SF 424A) must be included with the application.
    b. Standard Form 424B, ``Assurances: Non-Construction 
Programs.'' Applicants must sign and return the Standard Form 424B 
with their applications.
    c. Certifications Regarding Lobbying. Applicants must provide a 
certification regarding lobbying when applying for an award in 
excess of $100,000. Applicants must sign and return the 
certification with their applications.
    d. Disclosure of Lobbying Activities. Applicants must disclose 
lobbying activities on the Standard Form LLL when applying for an 
award in excess of $100,000. Applicants who have used non-Federal 
funds for lobbying activities in connection with receiving 
assistance under this announcement shall complete a disclosure form 
to report lobbying. Applicants must sign and return the disclosure 
form, if applicable, with their applications.
    e. Certification Regarding Drug-Free Workplace Requirements. 
Applicants must make the appropriate certification of their 
compliance with the Drug-Free Workplace Act of 1988. By signing and 
submitting the application, the applicant is providing the 
certification and need not mail back the certification with the 
application.
    f. Certification Regarding Debarment, Suspension, and Other 
Responsibility Matters. Applicants must make the appropriate 
certification that they are not presently debarred, suspended, or 
otherwise ineligible for an award. By signing and submitting the 
application, the applicant is providing the certification and need 
not mail back the certification with the application.
    g. Protection of Human Subjects: Assurance, Identification, 
Certification, and Declaration.
    h. Certification Regarding Environmental Tobacco Smoke. 
Applicants must make the appropriate certification of their 
compliance. By signing and submitting the application, the applicant 
is providing the certification and need not mail back the 
certification with the application.
    3. For-profit entities wishing to receive a grant directly must 
provide a letter indicating their willingness to waive their profit. 
Non-profit organizations must submit proof of non-profit status in 
the application at the time of submission. The applicant can 
demonstrate proof of non-profit status in any one of three ways:
    a. By providing a copy of the organization's listing in the 
Internal Revenue Service's (IRS) most recent list of tax-exempt 
organizations described in Section 501(c3) of the IRS code;
    b. By providing a copy of the currently valid IRS tax exemption 
certificate; or
    c. By providing a copy of the articles of incorporation bearing 
the seal of the State in which the corporation or association is 
domiciled.
    4. Executive Order 12372--Single Point of Contact.
    This program is covered under Executive Order 12372, 
``Intergovernmental Review of Federal Programs'', and 45 CFR part 
100, ``Intergovernmental Review of Department of Health and Human 
Services Program and Activities''. Under the Order, States may 
design their own processes for reviewing and commenting on proposed 
Federal assistance under covered programs.
    All States and Territories except Alabama, Alaska, Arizona, 
Colorado, Connecticut, Hawaii, Idaho, Indiana, Kansas, Louisiana, 
Massachusetts, Minnesota, Montana, Nebraska, New Jersey, Ohio, 
Oklahoma, Oregon, Pennsylvania, South Dakota, Tennessee, Vermont, 
Virginia, Washington, Wyoming, and Palau have elected to participate 
in the Executive Order process and have established Single Points of 
Contact (SPOCs). Applicants from these twenty-six jurisdictions need 
take no action regarding E.O. 12372. Applicants for projects to be 
administered by Federally-recognized Indian Tribes are also exempt 
from the requirements of E.O. 12372. Otherwise, applicants should 
contact their SPOCs as soon as possible to alert them of the 
prospective applications and receive any necessary instructions. 
Applicants must submit any required material to the SPOCs as soon as 
possible so that the program office can obtain and review SPOC 
comments as part of the award process. It is imperative that the 
applicant 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 accommodation or explain rule.
    When comments are submitted directly to ACF, they should be 
addressed to: Office of Grants Management, 330 C Street, SW, Room 
2070, Washington, DC 20447, Attn: Child Care Policy 
Research Discretionary Grants. A list of the Single Points of 
Contact (SPOCs) for each State and Territory can be found on the 
following Web site: http://www.whitehouse.gov/omb/grants/spoc.html.
    5. Table of Contents
    6. Project Abstract (not to exceed one page) for use in official 
briefings, decision packages, and public announcement of awards.
    7. Project Narrative Statement (See instructions in Appendix 2 
and Evaluation Criteria for each Priority described in this 
announcement.)

[[Page 40981]]

    8. Appendices: All supporting materials and documents should be 
organized into appropriate appendices and securely bound to the 
application package. Applicants are reminded that the total page 
limitation applies to both narrative text and supporting materials.
    a. Contact Information for all Key Staff.
    b. Resumes.
    c. Letters of Support, if appropriate.
    d. Other.
    9. Number of Copies and Binding: An original and two copies of 
the complete application packet must be submitted. Each copy of the 
application should be securely stapled in the upper left-hand 
corner, clipped, or secured at the top with a two-hole punch 
fastener. Because each application will be duplicated for the review 
panel, do not use non-removable binders. Do not include tabs, 
plastic inserts, brochures, videos, or any other items that cannot 
be photocopied.

Appendix 2: Uniform Project Description

Part I. The Project Description Overview

Purpose

    The project description provides a major means by which an 
application is evaluated and ranked to compete with other 
applications for available assistance. The project description 
should be concise and complete and 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 your project description, all information 
requested through each specific evaluation criteria should 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.

General Instructions

    ACF is particularly interested in specific factual information 
and statements of measurable goals in quantitative terms. Project 
descriptions are evaluated on the basis of substance, 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 2. General Instructions for Preparing a Full Project Description

Introduction

    Applicants required to submit a full project description shall 
prepare the project description statement in accordance with the 
following instructions and the specified evaluation criteria. The 
instructions give a broad overview of what your project description 
should include while the evaluation criteria expands and clarifies 
more program-specific information that is needed.

Project Summary Abstract

    Provide a summary of the project description (a 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.

Approach

    Outline a plan of action which 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 
which 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 U.S. Office of Management and 
Budget (OMB). This clearance pertains to any ``collection of 
information that is conducted or sponsored by ACF.''
    List 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 results of the project 
and the conduct 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 on the project's effectiveness.

Additional Information

    Following are requests for additional information that need to 
be included in the application:

Staff and Position Data

    Provide a biographical sketch for each key person appointed and 
a job description for each vacant key position. A biographical 
sketch will also be required for new key staff as appointed.

Organizational Profiles

    Provide information on the applicant organization(s) and 
cooperating partners such as organizational charts, financial 
statements, audit reports or statements from CPAs/Licensed Public 
Accountants, Employer Identification Numbers, names of bond 
carriers, contact persons and telephone numbers, child care licenses 
and other documentation of professional accreditation, information 
on compliance with Federal/State/local government standards, 
documentation of experience in the program area, and other pertinent 
information. Any non-profit organization submitting an application 
must submit proof of its non-profit status in its application at the 
time of submission.
    The non-profit agency can accomplish this by providing a copy of 
the applicant's listing in the Internal Revenue Service's (IRS) most 
recent list of tax-exempt organizations described in Section 
501(c)(3) of the IRS code, or by providing a copy of the currently 
valid IRS tax exemption certificate, or by providing a copy of the 
articles of incorporation bearing the seal of the State in which the 
corporation or association is domiciled.

Letters of Support

    Provide statements from community, public and commercial leaders 
that support the project proposed for funding. All submissions 
should be included in the application or by application deadline.

Budget and Budget Justification

    Provide line item detail and detailed calculations for each 
budget object class identified on the Budget Information form. 
Detailed calculations must include estimation methods, quantities, 
unit costs, and other similar quantitative detail sufficient for the 
calculation to be duplicated. The detailed budget must also 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 allocability of the proposed costs.

General

    The following guidelines are for preparing the budget and budget 
justification. Both

[[Page 40982]]

Federal and non-Federal resources shall be detailed and justified in 
the budget and narrative justification. For purposes of preparing 
the budget and budget justification, ``Federal resources'' refers 
only to the ACF grant for which you are applying. Non-Federal 
resources are all other Federal and non-Federal resources. It is 
suggested that budget amounts and computations be presented in a 
columnar format: first column, object class categories; second 
column, Federal budget; next column(s), non-Federal budget(s), and 
last column, total budget. The budget justification should be a 
narrative.

Personnel

    Description: Costs of employee salaries and wages.
    Justification: Identify the project director or principal 
investigator, if known. For each staff person, provide the title, 
time commitment to the project (in months), time commitment to the 
project (as a percentage or full-time equivalent), annual salary, 
grant salary, wage rates, etc. Do not include the costs of 
consultants or personnel costs of delegate agencies or of specific 
project(s) or businesses to be financed by the applicant.

Fringe Benefits

    Description: Costs of employee fringe benefits unless treated as 
part of an approved indirect cost rate.
    Justification: Provide a breakdown of the amounts and 
percentages that comprise fringe benefit costs such as health 
insurance, FICA, retirement insurance, taxes, etc.

Travel

    Description: Costs of project-related travel by employees of the 
applicant organization (does not include costs of consultant 
travel).
    Justification: For each trip, show the total number of 
traveler(s), travel destination, duration of trip, per diem, mileage 
allowances, if privately owned vehicles will be used, and other 
transportation costs and subsistence allowances. Travel costs for 
key staff to attend ACF-sponsored workshops should be detailed in 
the budget.

Equipment

    Description: ``Equipment'' means an article of nonexpendable, 
tangible personal property having a useful life of more than one 
year and an acquisition cost which equals or exceeds the lesser of 
(a) the capitalization level established by the organization for the 
financial statement purposes, or (b) $5,000. (Note: Acquisition cost 
means the net invoice unit price of an item of equipment, including 
the cost of any modifications, attachments, accessories, or 
auxiliary apparatus necessary to make it usable for the purpose for 
which it is acquired. Ancillary charges, such as taxes, duty, 
protective in-transit insurance, freight, and installation shall be 
included in or excluded from acquisition cost in accordance with the 
organization's regular written accounting practices.)
    Justification: For each type of equipment requested, provide a 
description of the equipment, the cost per unit, the number of 
units, the total cost, and a plan for use on the project, as well as 
use or disposal of the equipment after the project ends. An 
applicant organization that uses its own definition for equipment 
should provide a copy of its policy or section of its policy which 
includes the equipment definition.

Supplies

    Description: Costs of all tangible personal property other than 
that included under the Equipment category.
    Justification: Specify general categories of supplies and their 
costs. Show computations and provide other information which 
supports the amount requested.

Contractual

    Description: Costs of all contracts for services and goods 
except for those which belong under other categories such as 
equipment, supplies, construction, etc. Third-party evaluation 
contracts (if applicable) and contracts with secondary recipient 
organizations, including delegate agencies and specific project(s) 
or businesses to be financed by the applicant, should be included 
under this category.
    Justification: All procurement transactions shall be conducted 
in a manner to provide, to the maximum extent practical, open and 
free competition. Recipients and subrecipients, other than States 
that are required to use 45 CFR Part 92 procedures, must justify any 
anticipated procurement action that is expected to be awarded 
without competition and exceed the simplified acquisition threshold 
fixed at 41 U.S.C. 403(11) (currently set at 100,000). Recipients 
might be required to make available to ACF pre-award review and 
procurement documents, such as request for proposals or invitations 
for bids, independent cost estimates, etc.

    Note: Whenever the applicant intends to delegate part of the 
project to another agency, the applicant must provide a detailed 
budget and budget narrative for each delegate agency, by agency 
title, along with the required supporting information referred to in 
these instructions.

Other

    Description: Enter the total of all other costs. Such costs, 
where applicable and appropriate, may include but are not limited to 
insurance, food, medical and dental costs (noncontractual), 
professional services costs, space and equipment rentals, printing 
and publication, computer use, training costs, such as tuition and 
stipends, staff development costs, and administrative costs.
    Justification: Provide computations, a narrative description and 
a justification for each cost under this category.

Indirect Charges

    Description: Total amount of indirect costs. This category 
should be used only when the applicant currently has an indirect 
cost rate approved by the Department of Health and Human Services 
(HHS) or another cognizant Federal agency.
    Justification: An applicant that will charge indirect costs to 
the grant must enclose a copy of the current rate agreement. If the 
applicant organization is in the process of initially developing or 
renegotiating a rate, it should immediately upon notification that 
an award will be made, develop a tentative indirect cost rate 
proposal based on its most recently completed fiscal year in 
accordance with the principles set forth in the cognizant agency's 
guidelines for establishing indirect cost rates, and submit it to 
the cognizant agency. Applicants awaiting approval of their indirect 
cost proposals may also request indirect costs. It should be noted 
that when an indirect cost rate is requested, those costs included 
in the indirect cost pool should not also be charged as direct costs 
to the grant. Also, if the applicant is requesting a rate which is 
less than what is allowed under the program, the authorized 
representative of the applicant organization must submit a signed 
acknowledgement that the applicant is accepting a lower rate than 
allowed.

Nonfederal Resources

    Description: Amounts of non-Federal resources that will be used 
to support the project as identified in Block 15 of the SF-424.
    Justification: The firm commitment of these resources must be 
documented and submitted with the application in order to be given 
credit in the review process. A detailed budget must be prepared for 
each funding source.

    Dated: July 3, 2003.
Frank Fuentes,
Deputy Commissioner, Administration on Children, Youth and Families.

[FR Doc. 03-17395 Filed 7-8-03; 8:45 am]
BILLING CODE 4184-01-P