The initial PDG B-5 grants were designed to facilitate collaboration and coordination among existing programs within the state’s early childhood care and education system. The purposes of the PDG B-5 Renewal Grant remain focused on strengthening the state’s integrated ECE system to prepare low-income and disadvantaged children to enter kindergarten and improve their transitions across early childhood into the early elementary school grades. Through this renewal grant states have the opportunity to pursue objectives that the data, research, or needs assessment has indicated is needed within their own state. This will help to break down barriers and improve access to higher quality ECE services.
The PDG B-5 Renewal Grants will assist states to expand or build upon their initial grant work. Renewal grants may be used by states to update or enhance their birth through five needs assessment, program performance evaluation plan, and strategic plan. Renewal grants may be used by states to implement collaboration, coordination, and quality improvement activities among existing programs in the state's mixed delivery system, including early childhood health programs, as detailed in their strategic plan. Renewal grants may also be used by states to expand access to existing programs and develop new programs to address the needs of children and families eligible for, but not served by, existing ECE programs. States will be expected to more effectively coordinate with their existing ECE programs, engage parents, prepare children to enter kindergarten ready to succeed, and improve transitions from ECE programs to the local educational agency or elementary school. To achieve this, states must:
use existing federal, state, local, and non-governmental resources efficiently to strengthen the delivery of existing programs;
improve the coordination and delivery of services across models and funding streams in the state's mixed delivery system. States must encourage new partnerships and enhance existing partnerships among Head Start and child care providers, home visiting and preschool programs, state and local governments, Indian tribes and tribal organizations, private entities (including faith and community-based entities) and local educational agencies;
develop recommendations to better use existing resources to improve the overall participation of children, particularly vulnerable, underserved, or unserved children and children with, or at risk for, disabilities, in a mixed delivery system of federal, state, and local early childhood care and education programs;
improve program quality, while maintaining access and availability of services;
maximize family and parental choice, and knowledge of and engagement with existing programs in the state’s mixed delivery system, easing access to all services; and
enhance school readiness for children from low-income and disadvantaged families, effectively transitioning children into elementary school.
States applying for a renewal grant must articulate how they will build on activities conducted as part of their initial PDG B-5 grant, including:
Refining and enhancing statewide, birth through five needs assessments by ensuring they are updated periodically, not less than once during the renewal grant period, and exploring additional elements not previously assessed by or identified as initial gaps related to the availability and quality of existing programs in the state, including programs serving the most vulnerable or underserved populations and children in rural areas, and implementing a collaborative state data system to strengthen and enhance information on children and family needs.
Refining, enhancing and/or implementing statewide birth through five strategic plans, based on the most current needs assessment findings. The strategic plan shall include information that further describes how accomplishing the specific activities within the plan will better serve children and families in existing programs and recommend partnership opportunities that go beyond those previously identified that would improve coordination, program quality, and delivery of services.
Maximizing parent and family choice and knowledge about the state's mixed delivery system of existing programs and providers by expanding the state's efforts to:
- ensure families are provided information about the quality (e.g., through inspection reports, QRIS ratings, etc.) and variety of early childhood education programs including health, mental health and family support for children from birth into kindergarten entry; and
- promote nurturing parent-child interactions, family and community protective factors and increase involvement by parents and family members of low-income and disadvantaged children in transitions between the various early childhood care and education programs and services.
Sharing best practices among early childhood education providers in the state by expanding efforts to increase collaboration and efficiency of services, including improving transitions that happen across all age spans in early childhood. Providing interdisciplinary professional development to build shared understanding and connections across ECE, health and human services providers that serve families with young children.
Improving the overall quality of early childhood programs and services in the state, by expanding efforts, including, but not limited to:
developing and implementing evidence-based practices that ensure inclusion of all children, especially children at risk of or with a disability, a special health care need, or developmental need;
improving collaborative professional development for early childhood providers;
improving developmental, social-emotional, and other learning opportunities for children birth through five;
aligning standards, curriculum, assessment, and child outcomes; and
strengthening systems needed for data sharing and use, monitoring and quality improvement, accountability, effective governance, communication and decision-making.
Refining, enhancing, and/or implementing the program performance evaluation plan to align with the most current needs assessment findings and strategic plan. The program performance evaluation plan shall include information that details how states will leverage data to examine the implementation, outputs, and costs of strategic plan activities and support continuous quality improvement.
To improve the overall quality of programs or expand the reach of its ECE system, states have the option to award subgrants with up to 60 percent of funds in the first year, and up to 75 percent in years two and three. Proposals to subgrant should be supported by findings from the needs assessment and align with activities articulated in the strategic plan. Examples for how funds could be used to subgrant include:
Providing funds for comprehensive early childhood services within the state’s mixed delivery system to expand access to or enhance the quality of existing programs or develop new programs to meet the unique and unmet needs of children and families in communities across the state;
Providing funds for other systemic activities that would enhance the quality of early childhood services available to families throughout the state, such as investments in data integration and sharing; workforce supports; curriculum, assessment, and standards alignment; shared cross-sector professional development opportunities; enhanced monitoring and quality improvement system; extending family engagement from birth through age 8; universal application, screening, and enrollment processes; deploying early childhood health or mental health specialists; and integration of behavioral health or early learning promotion within pediatric primary care.
Funds used for subgrants must supplement, and not supplant, any other federal, state, or local funds that would otherwise be available to carry out these activities.
It is intended that states will use between 5-7 percent of the total amount of their grant award during each of the three renewal grant years to refine and implement their program performance evaluation plan. These funds would be used for such necessary activities as developing or enhancing a data system to collect, house, and use data on the populations served, and to monitor the implementation of services, the cost of providing services, and coordination across service partners.
All funds made available for the purpose of implementing the PDG B-5 renewal grant activities must be used to supplement, and not supplant, existing federal funding investments in the state.
As a condition of acceptance of an award under this FOA, all grantees are required to participate fully in sponsored evaluations by the Departments and adhere to all evaluation protocols established by the Departments to be carried out by its designee contractors.
Grantees will be required to include travel costs to send at least four individuals to Washington, D.C. to attend a 3-day PDG B-5 grantee meeting for each of the three years.
The program approach should be appropriate for the funding level and timeline of the renewal grant. The Departments encourage states to propose a program approach designed to improve services for low-income and disadvantaged children and those living in rural areas. The approach should also efficiently use federal, state, local, and non-governmental resources and align and strengthen the delivery of quality services, thereby leading to prevention and/or elimination of fragmentation and overlap. Here are several principles to guide states in describing their approach:
- System integration of services and supports for children and families across and among partners is intended to include a fully engaged mixed-delivery approach.
The mixed delivery model should reflect a mix of education, special education, health and family support, and early intervention care, support, and service. This includes developmental supports, family service, child welfare, mental health and medical support, and community resources that enable children to flourish and families to support their children. The work of the strategic planning process consists of discussions among stakeholders and partners, including parents, to explore how services and supports can be blended and shared in a way that addresses the needs and strengths of children and families, and engages parents in improving these services and supports.
- An intentional approach is taken that indicates a clear commitment to developing policies, dedicating resources, implementing professional development, and supporting practices that enable children with, or at risk of, disabilities and their families to access early childhood care and education programs that support their full participation and leverages the extensive experience and knowledge of parents of children with, or at risk for, disabilities about their children’s needs.
The grantee should explore efforts that result in Part C and Part B, section 619 coordinators being members of the PDG B-5 team that leads to the development of ongoing partnerships between IDEA service agencies and early childhood education programs. The state's efforts should also result in an increase in the number of high-quality inclusive early childhood care and education programs in the mixed delivery system, and an increase in the number of early childhood care and education providers that receive professional development and increase their competencies in including children with disabilities and their families in programs.
- Activities are driven by results from periodic needs assessments and program performance evaluations, that involve families and communities in interpreting these results, and are supported by goals in the strategic plan.
The grantee must reference the work completed, or underway, on their needs assessment, strategic plans, and program performance evaluation plan as required by Section IV.2. The Project Description, Approach. The grantee must use the findings from the needs assessment to guide their work. If the grantee has not yet completed the needs assessment, the grantee must describe what has been done and learned to date, assumptions made, anticipated goals and activities based on what is known to date, and how parents will be engaged in assessing what has been learned and in helping to determine goals and activities. In addition, given that the needs assessment should be conducted periodically, the grantee must ensure that its strategic plan and program performance evaluation plan are living documents that it continues to reference, update, and share with parents, as needed. The grantee must use the measurable indicators that are identified in the strategic plan to assess progress and should continuously look to see where adjustments may be needed.
- Meaningful engagement of a variety of stakeholders, including parents and community partners, is clear in the approach.
The grantee needs to consider who will be involved in its work and be sure it includes a broad range of stakeholders, including parents and community partners, who not only share in the mission and are a part of the mixed-delivery system but also interact with the child and family. This should include opportunities for parents and family members to meaningfully participate in shaping the approaches the state is taking, especially if these participants have not previously been engaged in the work. States should involve other support systems beyond traditional early childhood programs and engage with the larger ecosystem involved with their program populations, working across education, public health, social and welfare services, state supported insurance programs such as Medicaid/CHIP program, mental and behavioral health, and labor/workforce development departments if they are not already collaborating. This can reflect a great opportunity for strong linkages with the health care system through screening and referrals or identifying gaps, particularly in rural areas, for health care access for vulnerable families Grantees should build upon existing systems infrastructure, early childhood initiatives, and population health efforts. Grantees should demonstrate how they will support partner contributions to the overall system, amplifying the collective impact of existing partner activities.
- Focusing on continuous improvement, monitoring, and evaluation of the work are essential to successful implementation.
It is important for states to contemplate how they will foster continuous improvement through program performance evaluation activities. The program performance evaluation plan should be used to support continuous improvement through performance measurement, monitoring, and evaluation. States should continue to engage appropriate stakeholders and partners, including parents, as necessary to assess the progress of new plans and initiatives, identify issues that arise, and implement corrective action or adapt activities, if warranted.
- System for identifying and expanding on best practices will strengthen the mixed delivery workforce.
By creating strong partnerships, systems for communication and evaluations of its projects and work, the grantee should be able to identify what is working and expand and build on those efforts with state and local policymakers; educational, health, and social service leadership; and consumers.
Whether addressing vulnerable populations in a rural community, creating a professional development training plan, or improving quality across child care centers, states should develop strategies for sharing any best practices with their larger target audiences.
The Departments also continue to encourage:
State innovation in planning, designing, enhancing, implementing, and evaluating an early childhood care and education mixed delivery system that will support the healthy growth and development of all infants, toddlers, and young children, particularly low-income and disadvantaged children.
Incorporation of trauma-informed approaches for early childhood care and education programs and providers to buffer the impact of trauma and adverse childhood experiences, thereby increasing each child’s chances for success in kindergarten and beyond.
Consideration of how best to improve the training, support, and experience of PDG B-5 providers across the mixed delivery system, including those serving infants and toddlers.
Provision of ongoing practice-based mentoring, coaching and professional development to address the needs and improve the effectiveness of the PDG B-5 workforce, as the state works on developing its proposed approaches to improving outcomes for children and families.
Alignment of PDG B-5 Renewal Grant strategies with related Child Care Development Fund (CCDF) activities required by 2014 Child Care Development Block Grant (CCDBG) reauthorization. Such activities include:
designing, improving, and/or enhancing Quality Rating and Improvement Systems (QRIS) to include a broader range of providers in the mixed delivery system, including family child care providers and those serving infants and toddlers, in ways that are uniquely tailored to their context;
building better consumer information systems to support parents in their care decisions, which can be leveraged with the new national CCDBG web site, www.childcare.gov; and
incorporating the availability of services, as well as other program characteristics as determined relevant by the state, as rating components in their QRIS or on their state website.
In addition, states are encouraged to also consider incorporating the following activities when designing its program approach:
- addressing, in meaningful ways, early childhood homelessness, the inclusion of children with, and at risk for, developmental delays or disabilities, and children with special health care needs; and
- building capacity for high quality infant/toddler services across the state's mixed delivery system, including center-based care, family child care, and home visiting services, and ensure a well-coordinated birth-to-five continuum of services.
Post-Award State Reporting Requirements
The Office of Child Care (OCC) is currently seeking approval from the Office of Management and Budget (OMB) for information collection under the Paperwork Reduction Act (PRA) from PDG B-5 grantees as part of post-award reporting.
After grant award and annually thereafter, OCC expects to collect information from states about the programs in their PDG B-5 mixed delivery system, including, but not limited to, information about:
- administrative governance structure;
- definitions of key terms such as vulnerable or under-served;
- funding levels and sources;
- children and families served by all mixed delivery system programs;
- coordination and collaboration across mixed delivery system programs;
- engagement with external partners to support mixed delivery system coordination and collaboration;
- coordinated eligibility or application processes across mixed delivery system programs;
- activities to maximize family and parental choice, support transitions, and improve mixed delivery system program quality;
- integrated data systems, data governance, and data capacities (e.g., to produce unduplicated counts of children and families served across the mixed delivery system);
- ongoing program performance evaluation findings; and
- progress toward overall PDG B-5 goals and objectives.
This annual information collection is intended to complement information provided in the Quarterly Performance Progress and Financial Reports. (See Section VI.3 Reporting for more information.)
In addition, grantees will be expected to submit a final report to the Secretary no later than 6 months after the end of the grant period. This report shall include, but is not limited to:
(A) How, and the extent to which, the grant funds were used for activities to achieve the PDG B-5 goals and objectives described in the state's application, and must include any additional activities for which the funds were used in order to meet the purposes of the initial and renewal grant requirements;
(B) How, and the extent to which, the grant funds were used for activities that aligned with the state's needs assessment and were outlined in the state's strategic plan or program performance evaluation plan;
(C) Key findings from the state's program performance evaluation;
(D) Improvements in data systems and capacities over the grant period;
(E) Any new partnerships established among Head Start and child care providers, home visiting and preschool programs, Special Supplemental Nutrition for Women, Infants, and Children (WIC), state and local governments, Indian tribes and tribal organizations, and/or private entities, including faith and community-based entities, and how these partnerships improved coordination and delivery of services;
(F) If applicable, the degree to which the state used information from the report required under section 13 of the CCDBG Act of 2014 to inform activities identified in the State's application, and how this information was useful in coordinating and collaborating among programs and funding sources;
(G) The extent to which activities funded by the initial grant and the renewal grant led to the blending of other public and private funding and to better services to children;
(H) A description of the activities conducted using subgrant funds, including, where appropriate, measurable areas of program improvement and better use of existing resources;
(I) Information on best practices from the use of subgrant funds, including how the state was better able to serve the most vulnerable, underserved, and rural populations;
(J) How information about available existing early childhood care and education programs for children from birth to kindergarten entry was disseminated to parents and families, and how involvement by parents and family was improved; and
(K) Other state-determined and voluntarily provided information to share best practices or innovative strategies relating to early childhood care and education programs and the coordination of such programs.
NOTE: Consistent with the PRA of 1995, 44 U.S.C. §§ 3501-3521, under this FOA, OCC will not conduct or sponsor – and a person is not required to respond to a collection of information covered by such Act, unless it displays a currently valid OMB control number. OCC is seeking approval of its PDG B-5 grantee information collection through the OMB Office of Information and Regulatory Affairs (OIRA). OCC will not request this information without OMB OIRA approval. Please see Section VI.3 Reporting for more information.
The following definitions apply for the purpose of the PDG B-5 Renewal Grants.
B-5 Early Childhood State System. -- The term “B-5 Early Childhood State System” refers to core early childhood care and education programs, including the Child Care and Development Fund and state child care, which may include center-based, family child care and informal care providers; Early Head Start and Head Start; the Maternal, Infant, and Early Childhood Home Visiting Program, and other state or locally funded home visiting services; Part C and Section 619 of Part B of IDEA; state preschool programs; and programs funded by Title I of the ESEA. In addition, it also includes a wide range of early childhood care and education programs and services that strengthen, engage, and stabilize families and their infants and young children including supports that target health and wellness, such as Medicaid; the Children's' Health Insurance Program (CHIP); Title V Maternal and Child Health Programs; Healthy Start; Child and Adult Care Food Program (CACFP); the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC); and the infrastructure components that support these programs and services.
Early childhood care and education programs. -- This term has been updated to incorporate and reflect the definition of the term “early childhood education program,” which is defined in section 103 of the Higher Education Act of 1965 (20 U.S.C. 1003) as (A) a Head Start program or an Early Head Start program carried out under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant or seasonal Head Start program, an American Indian/Alaska Native Head Start program, or a Head Start program or an Early Head Start program that also receives State funding; (B) a State licensed or regulated child care program; or (C) a program that— (i) serves children from birth through age six that addresses the children’s cognitive (including language, early literacy, and early mathematics), social, emotional, and physical development; and (ii) is— (I) a State prekindergarten program; (II) a program authorized under section 619 or part C of the Individuals with Disabilities Education Act; or (III) a program operated by a local educational agency.
Early childhood homelessness. -- PDG B-5 follows the definition of homeless children established in Sec. 725 of the McKinney-Vento Education Assistance Act. The term homeless children and youths means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of section 103(a)(1)); and includes — (i) children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; (ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings (within the meaning of section 103(a)(2)(C)); (iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and (iv) migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965).
Elementary school. -- The term “elementary school,” as defined by section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801), means a nonprofit institutional day or residential school, including a public elementary charter school that provides elementary education, as determined under State law.
Evidence-based. -- This term is defined by Section 9212(b)(4) of the Every Student Succeeds Act (ESSA), 42 U.S.C. 9831 note. The term “evidence-based” means an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on— (I) strong evidence from at least 1 well-designed and well-implemented experimental study; (II) moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study; or (III) promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias.
Existing program.--The term “existing program,” as defined by the Every Student Succeeds Act (ESSA), Pub. L. 114-95, Section 9212(b)(4), means a Federal, State, local, or privately funded early childhood care and education program that -
(A) was operating in the State on the day before the date of enactment of this Act; or
(B) began operating in the State at any time on or after the date of enactment of this Act through funds that were not provided by a grant under this section.
Family and community protective factors. -- Protective factors are conditions or attributes of individuals, families, communities, or the larger society that reduce or eliminate risk and promote healthy development and well-being of children and families. These factors ensure that infants, toddlers, and young children are functioning well across all settings, including: home, early care and education and in their communities.
Family engagement. -- This term is intended to identify a collaborative and strengths-based process through which early childhood professionals, families, and children build positive and goal-oriented relationships. It is a shared responsibility of families and staff that requires mutual respect for the roles and strengths each has to offer. Family engagement focuses on culturally and linguistically responsive relationship-building with key family members in a child’s life. These people include pregnant women and expectant families, mothers, fathers, grandparents, and other adult caregivers. It requires making a commitment to create and sustain an ongoing partnership that supports family well-being. It honors and supports the parent-child relationships that are central to a child’s healthy development, school readiness, and well-being. Family engagement also seeks ongoing opportunities to obtain parent perspective by involving parents and other family members in conversations, assessment, planning, and implementation in all areas impacting families.
Local educational agency. -- The term ‘‘local educational agency,’’ as defined by section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C 7801), means (A) a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools; (B) Administrative Control and Direction.—The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school; (C) Bureau of Indian Education Schools.—The term includes an elementary school or secondary school funded by the Bureau of Indian Education but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the local educational agency receiving assistance under this Act with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency other than the Bureau of Indian Education; (D) Educational Service Agencies.—The term includes educational service agencies and consortia of those agencies; (E) State Educational Agency.—The term includes the State educational agency in a State in which the State educational agency is the sole educational agency for all public schools.
Mixed delivery system. -- The term “mixed delivery system,” as defined by Section 9212(b)(5) of ESSA (42 U.S.C. 9831 note), means a system of early childhood care and education services that are delivered through a combination of programs, providers, and settings, such as Head Start, licensed family and center-based child care programs, public schools, and other community-based organizations, that is supported by a combination of public and private funds.
Rural Area. -- The term "rural area" denotes a geographic area that indicates either a completely rural county or a county with a very small urban population (less than 2500), as identified within the 2013 Rural-Urban Continuum Code listing, https://www.ers.usda.gov/data-products/rural-urban-continuum-codes/, issued by the U.S. Department of Agriculture. The relevant code for these rural areas is 8 or 9.
Services. --The term "services" refers to children’s developmental supports across a range of domains, including cognitive, social-emotional, physical, language, and literacy, and approaches to learning, as well as nutritional, mental, and behavioral health. “Services” also play a role in providing support for parents including engaging parents as key partners in promoting their children’s learning and healthy development, and promoting parental knowledge and choices about how and where their children receive the early developmental supports they need to be successful in school and later in life, and in achieving the goals they set for themselves and their families. Effective partnerships and coordination strategies across the various programs and networks in a state that provide services in these areas are a key component of a B-5 Early Childhood State System, and can improve the quality of and families’ access to the early childhood care and education supports that are needed to build the foundation for ongoing growth, learning, and services.
State. -- The term ‘‘state’’ means each of the 50 states, the District of Columbia, the Commonwealth of Puerto Rico, American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the United States Virgin Islands.
State Advisory Council on Early Childhood Education and Care. – The term "State Advisory Council on Early Childhood Education and Care" or "State Advisory Council" is the council designated or established by the governor of a state pursuant to Section 642 B(b)(1)(A) of the Head Start Act (42 U.S.C. 9837B(b)(1)(A) which serves as the State Advisory Council for children from birth through school entry. The overall responsibility of the State Advisory Council is to lead the development or enhancement of a high-quality system of early childhood care and education that ensures statewide coordination, alignment, and collaboration among the wide range of early childhood programs and services in the State, including child care, Head Start, IDEA preschool and infants and families programs, and pre-kindergarten programs and services.
State entity. -- The term "state entity" for this PDG B-5 grant refers to the state agency that will have responsibility for execution and administration of the grant based on designation by the state’s governor.
Tribal organizations. -- The term ‘tribal organizations” shall mean both “tribal organizations” and “urban Indian organizations”, as defined by Section 4 of the Indian Health Care Improvement Act (25 U.S.C. 1603). Here are the definitions from the legislation:
- "Indian tribe" means any Indian tribe, band, nation, or other organized group or community, including any Alaska Native village or group or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act (85 Stat. 688), which is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians.
- "Tribal organization" means the recognized governing body of any Indian tribe or any legally established organization of Indians which is controlled by one or more such bodies or by a board of directors elected or selected by one or more such bodies (or elected by the Indian population to be served by such organization) and that includes the maximum participation of Indians in all phases of its activities.
- "Urban Indian organization" means a nonprofit corporate body situated in an urban center, governed by an urban Indians controlled board of directors, and providing for the maximum participation of all interested Indian groups and individuals, which body is capable of legally cooperating with other public and private entities for the provision of health care and referral services.
ACF's OCC and ED’s Office of Early Learning will conduct a pre-application webinar/teleconference on Monday, September 30, 2019 from 3:00-4:30 p.m., EST. The goal of this webinar/teleconference is to walk interested parties through the FOA to point out the different sections and what is contained in each. To join the webinar, go to https://meet33767696.adobeconnect.com/foadiscussion2/. Call-in information: 1-866-876-6756, code 2171272791#. The webinar will be posted at https://www.acf.hhs.gov/occ/resource/pdg-b-5-initiative by Friday, October 4, 2019.
Joining and participating in the webinar/teleconference is voluntary. Only the information included in this FOA will be presented. No question and answer portion will be conducted during the session. Participants will remain anonymous. We encourage interested parties planning to collaborate to gather around the same phone line to the degree possible. Please note that opting not to participate in the webinar/teleconference will not affect eligibility, application scoring, or the selection process. Applicants unable to attend can access the recording and transcript at the website referenced in the previous paragraph after the webinar/teleconference has concluded.