Office of Special Education and Rehabilitative Services; Special Studies Program

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DEPARTMENT OF EDUCATION

Office of Special Education and Rehabilitative Services; Special

Studies Program

AGENCY: Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Secretary announces final priorities for the Special

Studies Program. The Secretary may use these priorities in Fiscal Year

1996 and subsequent years. The Secretary takes this action to focus

Federal assistance on identified needs to improve results for children

with disabilities. These final priorities are intended to ensure wide

and effective use of program funds.

EFFECTIVE DATE: These priorities take effect on July 5, 1996.

FOR FURTHER INFORMATION CONTACT: The name, address, and telephone

number of the person at the Department to contact for information on

each specific priority is listed under that priority.

SUPPLEMENTARY INFORMATION: The Special Studies Program, authorized by

section 618 of Part B of the Individuals with Disabilities Education

Act (IDEA), as amended, supports studies to evaluate the impact of the

Act, including efforts to provide a free appropriate public education

to children and youth with disabilities, and early intervention

services to infants and toddlers with disabilities. The results of

these studies must be included in the annual report the Department is

required to submit to the Congress.

On November 7, 1995, the Secretary published a notice of proposed

priorities for this program in the Federal Register (60 FR 56201-

56202).

These priorities support the National Education Goals by improving

understanding of how to enable children and youth with disabilities to

reach higher levels of academic achievement.

The publication of these priorities does not preclude the Secretary

from proposing additional priorities, nor does it limit the Secretary

to funding only these priorities, subject to meeting applicable

rulemaking requirements. Funding of particular projects depends on the

availability of funds, and the quality of the applications received.

Further, FY 1996 priorities could be affected by enactment of

legislation reauthorizing these programs.

Note: This notice of final priorities does not solicit

applications. A notice inviting applications under the Testing the

Use of An Instrument to Measure Student Progress competition is

published in a separate notice in this issue of the Federal

Register.

Analysis of Comments and Changes

In response to the Secretary's invitation in the notice of proposed

priorities, six parties submitted comments. An analysis of the comments

and of the changes in the proposed priorities follows. Technical and

other minor changes--as well as suggested changes the Secretary is not

legally authorized to make under the applicable statutory authority--

are not addressed.

Priority--Testing the Use of An Instrument to Measure Student Progress

Comment: One commenter noted that the priority should evaluate the

use of the PASS Instrument as it applies to students with disabilities

at the different ages for which transition planning is required by the

Individuals with Disabilities Education Act (IDEA). The commenter

recommended that the appropriate age/age range defined by the term

``transition'' assessed by the PASS Instrument should include students

ages 14 to exit, not just students at the age of exit (about age 18).

Discussion: The Secretary agrees with the commenter, but notes that

the priority as written does not limit the evaluation of the PASS

Instrument to any specific age. Rather, the priority allows projects to

include a full range of ages as appropriate for transition planning

under IDEA.

Changes: None.

Priority--State-Federal Administrative Information Exchange

Comment: One commenter indicated that importance should be given to

the development of the information before better methods to exchange

information are pursued.

Discussion: The priority as written requires the project to

identify, analyze, and synthesize information relative to emerging

issues; and provides for the convening of experts, special education

administrators, and others to review, plan, and provide leadership in

recommending multi-level actions that respond to the emerging issues.

The Secretary believes that the commenter's concern regarding the

development of information is addressed in other priorities and that

this priority serves an important purpose in developing methods to

exchange existing information.

Changes: None.

Comment: Four commenters stressed the continuing need for an

efficient information exchange between State educational agencies and

the Office of Special Education Programs. These four commenters pointed

to the fiscal benefits of using existing linkages and communication

networks where they exist, rather than expending resources to create

new infrastructure. These commenters also stressed the value of

building on the knowledge and experience of an organization and staff

that is presently providing services comparable to that envisioned

under the priority. Three of the commenters specifically recommended

that the applicants have extensive experience in special education and

administration of the IDEA.

Discussion: The Secretary agrees with the commenters that it is

important to stress fiscal efficiency and responsibility. The Secretary

also agrees that the utilization of experience and knowledge that exist

among State Directors of Special Education and their own communication

networks with school districts and service providers in their States

should be stressed. The Department will not limit a potential award to

an existing provider. However, the Department does evaluate

applications on the basis of cost effectiveness, quality of personnel,

soundness of the proposal, and how the plan of operation meets the

purposes of the priority.

Changes: The language of the priority has been revised to read as

follows: ``The project must--* * *(2) Organize, synthesize, interpret,

integrate, and facilitate dissemination of information needed for

program improvement using already existing information resources and

communication networks;''.

Priority: Under 34 CFR 75.105(c)(3)), the Secretary gives an

absolute preference to applications that meet any one of the following

priorities. The Secretary will fund under these competitions only

applications that meet any one of these absolute priorities:

Absolute Priority 1--Testing the Use of An Instrument to Measure

Student Progress

Background: The Office of Special Education Programs funded the

development and testing of the PASS (Performance Assessment for Self-

Sufficiency) system to respond to the needs of local, State, and

Federal agencies for information on the post-school services required

by students with disabilities as they make the transition to adult

service delivery systems. The field test of PASS indicated that the

system also had great potential for use in measuring student results.

The findings from the field test on the utility of the PASS system

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indicate that PASS may be useful for a wide range of purposes

including:

Developing a systematic method of estimating the post-

school needs of exiting students with disabilities.

Developing a transition planning tool that would be used

to develop and monitor individualized education/transition plans (IEPs/

ITPs), to track student progress, and to be used for follow-up purposes

after exiting school.

Documenting results, identifying programs and curriculum

needs, and evaluating programs.

Improving interagency coordination and teamwork.

Providing a common database for use at local, State and

national levels.

The results of the field test, however, lead the Office of Special

Education Programs to conclude that deployment of the PASS at this time

is premature and an investigation of the feasibility and utility of the

PASS system as a tool for transition planning, and for measuring

student results, should continue.

The PASS System. The PASS system has two main components: The PASS

Instrument, and the PASS Expert System. The PASS instrument obtains

teachers' assessments of four major competency areas related to

functional performance skills demanded by adult life. First, teachers

complete the PASS instrument which provides ratings of students for a

broad array of functional performance indicators in four general

domains: Daily Living, Personal and Social Development, Employment, and

Educational Performance. The specific skills and behaviors targeted on

the PASS instrument are ones that are typically required for adult life

and that have service implications. For example, very low performance

ratings on several specific indicators--such as ``moves self about in

immediate neighborhood'' (e.g., walking, bicycling), ``uses public

transportation if available'' (e.g., bus, taxi), ``uses maps and bus

schedules when appropriate'', etc.--suggest differing needs for

assistance with mobility and transportation aspects of daily living.

The PASS also provides information about the student's training,

education, and employment, as well as major problem behaviors. No

special assessment is required: teachers complete the PASS based on

what they already know about the student from direct observation or

input from colleagues who work with the student. The instrument was

developed in collaboration with well-known transition experts, and

involved considerable interaction with State and local administrators

and practitioners in both special education and adult services. It has

been produced in a machine-scanable format.

The second component is the PASS expert system which is a micro-

computer-based program that converts the PASS data into projected

service estimates for individuals and groups based on data from the

PASS questionnaire. The prototype expert system, which incorporates the

knowledge and expertise of more than 30 special education and adult

services practitioners across the country, was field tested in over 100

school districts in 10 States to test the feasibility of administrative

procedures for collecting PASS data from schools and to guide

refinement of the PASS instrument and expert system prototype.

The American Institutes for Research (AIR) developed the

rudimentary prototype PASS system and tested its administrative

feasibility. AIR developed the following products, which are available

from the Office of Special Education Programs: Evaluation of the

Utility of the PASS System; Technical Documentation for the PASS Expert

System; Technical Manual for the PASS Instrument; User Guide to the

PASS Expert System; Report on the Administrative Feasibility of the

PASS System; Technical Documentation for the PASS Expert System;

Recommendations and Rationales for Revisions to the PASS Instrument and

Instructions.

Priority: The Secretary establishes an absolute priority for a

project, through a cooperative agreement, to assist the Office of

Special Education Programs in evaluating the feasibility and utility of

the PASS system: (a) As a tool for transition planning, across all

disability categories and levels of severity; and (b) as a tool for

measuring student results, across all disability categories and levels

of severity. Additionally, the project will validate the expert

system's decision rules.

The project must:

(a) Develop the conceptual framework for the study;

(b) Establish a stakeholder group that will advise the project on

the study design;

(c) Develop data collection methods and instruments;

(d) Develop methods of data analysis;

(e) Carry out a field test;

(f) Provide guidance and support to States participating in the

field test;

(g) Analyze the results of the field test and prepare a final

report on the findings of the study; and

(h) Budget for two trips to Washington, D.C. each year. One trip to

meet with the OSEP Project Officer and one trip to attend the annual

Project Director's Meeting.

For Further Information Contact: Susan Sanchez, U.S. Department of

Education, 600 Independence Avenue, S.W., Room 3524, Switzer Building,

Washington, D.C. 20202-2641. Telephone: (202) 205-8998. FAX: (202) 205-

8105. Individuals who use a telecommunications device for the deaf

(TDD) may call the TDD number: (202) 205-8953. Internet:

Susan__S[email protected]

Absolute Priority 2--State-Federal Administrative Information Exchange

Background: Information for decisionmaking and policy development

to ensure appropriate and effective education and early intervention

for all infants, toddlers, children and youth with disabilities is

critically important. State and Federal decisionmakers responsible for

the implementation of the Individuals with Disabilities Education Act

(IDEA) must have access to valid statistics, research findings, and

policy options, as well as current information on trends in the

providing of special education and related services.

The Office of Special Education Programs (OSEP) within the U. S.

Department of Education has the responsibility for Federal

administration of IDEA. State education agencies (SEAs), or other

designated State agencies under Part H of IDEA, oversee the

administration of IDEA at State and local levels. This project will

facilitate the access and analysis of administrative and policy

information to and from the States and other jurisdictions, and will

ensure the flow of communication between the Federal Government and

administrators of IDEA at State and local levels.

Priority: The Secretary establishes a priority to facilitate

communication between the U.S. Department of Education and State and

local administrators of IDEA, and to synthesize national program

information that will improve the management, administration, delivery,

and effectiveness of programs and services provided under IDEA. The

cooperative agreement funded under this priority will provide the

Department with a mechanism and resources for analyzing policies and

emerging issues that are of significant national concern.

The project must--

(1) Identify national and State program improvement information

that is needed to obtain better results in education and provide early

intervention services for infants,

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toddlers, children, and youth with disabilities;

(2) Organize, synthesize, interpret, integrate, and facilitate

dissemination of information needed for program improvement using

already existing information resources and communication networks;

(3) Analyze emerging policy or program issues regarding the

administration of special education, early intervention, and related

services at the Federal, State and local levels; and

(4) Facilitate the use of information at Federal, State and local

levels for program improvement for infants, toddlers, children, and

youth with disabilities.

The project must organize, coordinate, and maintain a data base of

laws, policies, and regulations that govern special education within

the States and other jurisdictions; communicate, on a regular basis,

with State educational agencies to identify emerging policy issues;

obtain, analyze and synthesize information relative to the emerging

issues; and convene experts, special education administrators, and

others to review, plan, and provide leadership in recommending multi-

level actions that respond to the emerging issues. The project must

communicate regularly with the Office of Special Education Programs to

ensure the continuing flow and development of information that may be

required at the Federal level to facilitate the improvement and

efficiency of administration of IDEA by the U.S. Department of

Education.

Upon request of the OSEP project officer, the project should meet

with other funded projects of OSEP for purposes of cross-project

collaboration and information exchange. The project must also budget

for two trips annually to Washington, D.C. for: (1) A two-day Research

Project Directors' meeting; and (2) another meeting to meet and

collaborate with the OSEP project officer.

For Further Information Contact: Jane C. Williams, U.S. Department

of Education, 600 Independence Avenue S.W., Room 3529, Switzer

Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9039. FAX:

(202) 205-8105. Individuals who use a telecommunications device for the

deaf (TDD) may call the TDD number: (202) 205-8125. Internet: Jane__

W[email protected] Applicable Program Regulations: 34 CFR part 327.

Program Authority: 20 U.S.C. 1418.

Dated: April 26, 1996.

Howard R. Moses,

Acting Assistant Secretary for Special Education and Rehabilitative

Services.

(Catalog of Federal Domestic Assistance Number 84.159, Special

Studies Program)

[FR Doc. 96-11223 Filed 5-3-96; 8:45 am]

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