| The New York State Developmental Disabilities Planning Council (DDPC) is announcing the availability of funding in the amount of up to $200,000 a year (for each of up to 3 years) to administer and conduct the Partners-in-Policymaking® training and graduate at least 50 people per year. The purpose of this grant is to transition from the current face-to-face model to an interactive distance learning format. |
 |
Subject | Replies |  | | Posted By |
| Modified |
|---|
|
| | Question: Will letters of support be accepted in the application? |
|
| | | | | |
| | Question: Will exhibits and appendices be allowed? |
|
| | | | | |
| | Question: Does the DDPC consider adjunct faculty and instructors key project personnel and require them to be listed separately or can the role of consultant instructors be addressed generally given the limitation of space? |
|
| | | | | |
| | Question: There is minimal reference or recognition in the Request for Proposals as to the cost of providing reasonable accommodations using distance learning approaches. If a blended model is what the DDPC wants tested, costs associated with these accommodations cut across the pedagogy used. These costs can be considerable. For example, if a participant requires an ASL interpreter that could translate... |
|
| | | | | |
| | Question: Please provide more guidance as to what the DDPC’s intentions are when they ask for “an outline of the plan to pilot the trainings to the Interactive Distance Learning cohorts?” This language is confusing because again it potentially leads the reader to believe that the DDPC expects the series of courses to be exclusively offered via distance to a cohort and potentially in a more traditional... |
|
| | | | | |
| | Question: For individuals unable to complete the entire certificate program, does the DDPC want participants to receive “certificates of completion” for individual modules that they may complete? This might be considered a type of accommodation especially in the cases of individuals who because of illness or family demands and other pressures may not be able to complete the entire program in one... |
|
| | | | | |
| | Question: Following up on the distance learning design referenced in the above question and impact on certain populations of people with disabilities, past experience of the incumbent has demonstrated the value of including individuals with various levels of cognitive abilities to enhance the diversity of participants and the overall effectiveness of the disability advocacy network’s capacity to create... |
|
| | | | | |
| | Question: The Request for Proposal appears to be asking for a field-testing of a blended learning model (mix of both face-to-face and distance training approaches). However, from the evaluation description, it appears that the DDPC is seeking comparative analysis regarding the effectiveness of face-to-face (traditional) training versus distance approaches as well as a cost-benefit analysis. If that... |
|
| | | | | |
| | Question: Please define what is meant by a field-tested learning management system. It is confusing to this reader what is actually expected and how a learning management system can be field tested in the base year when training is not implemented until year two. Is it the DDPC’s intention that the system be developed in the base year and field-tested in year two? |
|
| | | | | |
| | Question: The Request for Proposals asks for an overview of the staffing plan including individuals who support the program at the local level. Please provide more guidance as to what the DDPC’s intention is here. What types of individuals are you referring to? Is the DDPC referring to mentors? How is local defined? |
|
| | | | | |
| | Question: Please clarify the format the training can/must be delivered in. While one component of the RFP is to design access to training for people unable to physically attend, can face to face meetings for the middle 6 sessions be offered in addition to accommodating participation via technology for those choosing to or unable to attend in person? |
|
| | | | |
|
|
|
|