Office of Special Education and Rehabilitative Services; Notice of Final Priorities

Federal RegisterFeb 2, 1996

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DEPARTMENT OF EDUCATION

Office of Special Education and Rehabilitative Services; Notice

of Final Priorities

AGENCY: Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Secretary announces final priorities for six programs

administered by the Office of Special Education and Rehabilitative

Services (OSERS) under the Individuals with Disabilities Education Act.

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 outcomes for children with

disabilities. The final priorities are intended to ensure wide and

effective use of program funds.

EFFECTIVE DATE: These priorities take effect on March 4, 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: This notice contains ten priorities under

six programs authorized by the Individuals with Disabilities Education

Act, as follows: Early Education Program for Children with Disabilities

(four priorities); Educational Media Research, Production,

Distribution, and Training Program (one priority); Postsecondary

Education Program for Individuals with Disabilities (one priority);

Program for Children with Severe Disabilities (one priority); Secondary

Education and Transitional Services for Youth with Disabilities Program

(two priorities); and the Program for Children and Youth with Serious

Emotional Disturbance (one priority). The purpose of each program is

stated separately under the title of that program.

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

priorities for these programs in the Federal Register (60 FR 56192-

56203).

These final 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 neither precludes 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, Fiscal Year 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 these

competitions 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, ten comments were received across all of the proposed

priorities. Analysis of the comments and of the changes in the proposed

priorities follows. Suggested changes the Secretary is not legally

authorized to make under the applicable statutory authority are not

addressed.

Priority--Early Childhood Research Institutes

Comment: One commenter submitted a suggestion regarding one of the

three institutes proposed under this priority, the Institute on

Culturally and Linguistically Competent Services. The commenter

suggested that the word ``competent'' in the title of this priority be

replaced by ``appropriate'' or ``sensitive.'' The commenter also

suggested that the institute funded under this priority be required to

work with similar initiatives funded by other offices in the U.S.

Department of Education or by the U.S. Department of Health and Human

Services.

Discussion: The Secretary agrees with both suggestions. The word

``appropriate'' is a less ambiguous term and its usage in the title

would be consistent with language in the text of the priority. In

addition to the requirement of coordination with other relevant efforts

sponsored by the U.S. Department of Education such as clearinghouses,

technical assistance providers, and research centers, requiring

collaboration by all three institutes with relevant efforts sponsored

by the U.S. Department of Health and Human Services would avoid

duplication of efforts with initiatives funded by Federal agencies.

Change: The word ``competent'' has been replaced by ``appropriate''

in the title of the priority. Language requiring each institutes to

coordinate its activities with other relevant efforts supported by the

U.S. Department of Health and Human Services has been added to the

priority.

Priority--National Early Childhood Technical Assistance Center

Technical Changes

Under the background section, replace ``(2) help entities respond

to needs identified through their self-assessment and State monitoring

activities'' with ``(2) help entities respond to needs identified

through their self-assessment and through Federal and State monitoring

activities''.

Also under the background section, replace the sentence ``The

center will also provide technical assistance to early childhood

projects funded by the Office of Special Education Program (OSEP) under

the IDEA'' with ``The center will also provide technical assistance to

early childhood model demonstration and outreach projects * * *''

Under the priority section, replace ``(b) Provide technical

assistance to all early childhood projects funded by OSEP'' with ``(b)

Provide technical assistance to all early childhood model demonstration

and outreach projects funded by OSEP''. Also replace ``(4) conduct an

annual meeting for directors of early childhood discretionary projects

funded by OSEP'' with ``(4) conduct an annual meeting for directors of

early childhood research, model demonstration, and outreach projects

funded by OSEP''.

Priority--Closed-Captioned Television Programs

Comment: One commenter expressed general support for all of the

activities proposed under this priority, but also suggested that the

priority be extended to include funding for local television news

programs. The commenter further suggested a priority for captioning

more video and information productions for elementary and secondary

education.

Discussion: The Secretary agrees that the captioning of local

television news programs is important. However, with the limited amount

of Federal dollars, it is deemed advantageous to the larger population

to spend them on national level programming.

Captioned videos and informational productions for elementary and

secondary education are funded through other activities under the

Educational Media Research, Production, Distribution and Training

Program. Also, education telecasts can be captioned under some of the

Children's Programs.

Changes: None.

Comment: One commenter urged the Department to fund a minimum of

four applications in order to continue to increase competition.

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Discussion: In announcing proposed priorities, the Secretary does

not establish numbers of awards or funding levels for projects.

Information about the anticipated number of awards and about funding

levels is provided in the notice inviting applications published

separately in this issue of the Federal Register. In the notice of

proposed priorities, however, the Secretary did indicate that a minimum

of four awards would be made under this priority, at least one in each

of the four areas of activity identified in the priority.

Changes: None.

Comment: One commenter suggested that if the Secretary required

matching funding under the priority for National News and Public

Information and for Movies, Mini-Series, and Specials, this policy

should be consistent across the board for all of the captioning

priorities.

Discussion: While the Secretary requires matching funding for

programs to be captioned under the priority for National News and

Public Information and under Movies, Mini-Series, and Specials, and

strongly encourages funding partnerships with the private sector for

captioning of Syndicated Television Programming and Children's

Programs, the Secretary believes that no funding match should be

required at this time for these two priorities because experience has

shown that private sector funding may not be as readily available for

these types of programs.

Changes: None.

Comment: One commenter also indicated that networks which have had

their programming captioned under previous awards for closed-captioning

of national news and public information programs should be subject to a

50 percent maximum use of Federal funds for captioning, but suggested

that networks which have not had the benefit of Federal support for

captioning should be subject to a lesser standard. For networks that

have not had their national news and public information programming

captioned, the commenter suggested a 25 percent non-Federal funding

requirement in the first year and a 33 percent non-Federal funding

requirement for subsequent years.

Discussion: National news and public information programs that

would be eligible for only limited Federal support for captioning are

those that have been previously captioned, regardless of the network or

the source of captioning funds. The Secretary has found that a program-

based approach to captioning has been effective in efficiently

allocating resources to the areas with the greater demand for

captioning. In addition, the Secretary recognizes the importance of,

and encourages expanded private sector support for, all previously

closed-captioned news programs, whether or not they have been

previously captioned with Federal funds. However, the Secretary agrees

with the commenter on the idea of a progressive shift to greater non-

Federal participation in the closed-captioning of national news and

public information programming.

Changes: The priority has been modified to indicate that funds

provided under this competition for news and public information

programs that have been previously captioned may be used to support no

more than 60 percent of the captioning costs for year one of the

project, 55 percent for year two, and 50 percent for year three.

Comment: The commenter also suggested that no more than 50 percent

of the awards should be given to nonprofit concerns.

Discussion: Entities eligible to compete for awards are profit and

non-profit public and private agencies, organizations, and

institutions. Since awards are made on a competitive basis, according

to selection criteria published in the Federal Register, these criteria

ensure that grants are awarded to entities best able to meet the

Secretary's priorities.

Change: None.

Priority--Model Demonstration Projects To Improve the Delivery and

Outcomes of Secondary Education Services for Individuals With

Disabilities

Comment: One commenter suggested that placement strategies should

be emphasized in the priority.

Discussion: The priority currently emphasizes the need for

``cooperative efforts among representatives of the services responsible

for successful vocational placements for people with disabilities.

These collaborative efforts must include extensive involvement of

representatives from an institution's program that provides support

services to students with disabilities, the institution's career

placement office, the State vocational rehabilitation (VR) agency (for

VR-sponsored students), and business and industry.'' Since such

cooperative efforts must include placement strategies, the Secretary

believes that such strategies are sufficiently emphasized.

Change: None.

Priority--Model Demonstration Projects To Improve the Delivery and

Outcomes of Secondary Education for Students With Disabilities

Comment: One commenter suggested that the phrase ``providing

counseling'' in service issue (a) should be further qualified as

``providing academic and rehabilitation counseling.''

Discussion: Since the requirement for ``providing counseling'' is

in the context of being one of the ``support strategies to prevent

course failure among students with disabilities'', it would appear that

the counseling focus already includes academic issues. In terms of

providing rehabilitation counseling, all students who are participating

in the project should be receiving special education and have

individualized education programs (IEPs). The IEP requirements

contained in the regulations implementing Part B of the Individuals

with Disabilities Education Act (IDEA) emphasize the need for other

public agencies (usually the rehabilitation agency) to participate in

the development of the statement of transition services which must be

included in the IEPs for all students 16 and older and who are

receiving special education. Therefore, the Secretary believes that to

qualify counseling as ``academic and rehabilitation'' would be

redundant and would needlessly exclude other important types of

counseling, such as career and personal counseling.

Change: None.

Comment: One commenter suggested that service issue (b) should

include references to work-based learning and connecting services when

addressing the restructuring of academic and/or vocational course

offerings.

Discussion: The Secretary agrees that such references should be

made to emerging School-to-Work Opportunities Systems and other

educational reform movements.

Change: Work-based learning and connecting activities have been

added to parenthetical information in the description of the service

issue (b).

Comment: One commenter suggested that service issue (c) should

emphasize the relationship among academic courses, career awareness,

and skills taught in vocational education programs.

Discussion: The Secretary agrees that the additional emphasis on

career awareness will improve the linkage between academic courses and

vocational skills.

Change: Service issue (c) has been changed to read ``revising

academic courses in a manner that includes career awareness and

directly complements skills taught in vocational education programs and

in other courses.''

Early Education Program for Children With Disabilities Program

Purpose of program: To support activities that are designed (a) to

address

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the special needs of children with disabilities, birth through age

eight, and their families; and (b) to assist State and local entities

in expanding and improving programs and services for these children and

their families.

Priorities

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 funds under these competitions only

applications that meet any one of these absolute priorities:

Absolute Priority 1--National Early Childhood Technical Assistance

Center

Background: This priority would support a national early childhood

technical assistance center that will provide technical assistance to

all States, outlying areas and the Bureau of Indian Affairs, in order

to (1) assist each entity in implementing comprehensive and quality

early intervention services under Part H for children ages birth

through two and their families, and educational and related services

for young children with disabilities (ages three through five)

including minority children and children with limited English

proficiency, and (2) help entities respond to needs identified through

their self-assessment and through Federal and State monitoring

activities. The center will also provide technical assistance to early

childhood model demonstration and outreach projects funded by the

Office of Special Education Programs (OSEP) under the IDEA. Utilizing

State technical assistance systems, national organizations and their

State divisions, other technical assistance and clearinghouse projects,

the center will provide mechanisms to link professionals who are

involved in producing new knowledge and products with program

administrators and service providers.

Priority: The Secretary establishes an absolute priority to support

a national early childhood technical assistance center. The center

must:

(a) Provide technical assistance to all States, outlying areas, and

the Bureau of Indian Affairs as they implement early intervention

services under Part H, and educational and related services for young

children with disabilities. At a minimum, the center must (1) conduct

annual needs assessments; (2) develop technical assistance agreements

for each entity; (3) provide technical assistance, training, and on-

going consultation based on the technical assistance agreements; (4)

conduct annual meetings for Part H clients and for Section 619 clients;

and (5) assist States in coordinating early intervention services and

preschool services with IDEA school-age programs.

(b) Provide technical assistance to all early childhood model

demonstration and outreach projects funded by OSEP. At a minimum, the

center must (1) conduct annual needs assessments; (2) develop technical

assistance agreements for each project; (3) provide technical

assistance, training, and on-going consultation based on the technical

assistance agreements; and (4) conduct an annual meeting for directors

of early childhood research, model demonstration, and outreach projects

funded by OSEP;

expertise in the content and provision of technical assistance, e.g.,

State issues, project issues, family issues, parenting, evaluation, and

needs of underrepresented children and families; to advise the center

on its technical assistance activities;

(d) Link entities and OSEP-funded early childhood projects with

national experts knowledgeable about best practice for young children

with disabilities and their families, including children and families

from cultural and linguistic minority groups;

(e) Develop informational exchanges between the center and State

technical assistance systems; and among States with technical

assistance systems;

(f) Develop an information system, current in content and

technological accessibility, that contains data and materials to meet

the technical assistance needs of the center's clients;

(g) Conduct at least two national forums that identify persistent

problems, propose solutions, and respond to emerging issues and trends

in early intervention and preschool;

(h) Facilitate exchanges of information among Federal and State

programs regarding funding and policy practices and implications for

young children with disabilities and their families;

(i) Provide logistical and technical support to the Federal

Interagency Coordinating Council;

(j) Compile and disseminate information about (1) early childhood

projects funded by OSERS, (2) effective practices for early

intervention and preschool programs, (3) major State activities related

to implementing Section 619--Preschool Grants Program, (4) major State

activities related to implementing the Infant and Toddler Program--Part

H program, and (5) successful linkage activities and practices;

(k) Coordinate with other technical assistance networks to sponsor

a forum that addresses model practices for national and State technical

assistance provision;

(l) Evaluate the impact of the center's technical assistance system

and its components relative to (1) the assessed needs of States,

jurisdictions and early childhood projects; and (2) the national needs

of young children with disabilities and their families.

The Secretary anticipates funding one cooperative agreement for a

project period of up to 60 months subject to the requirements of 34 CFR

75.253(a) for continuation awards. In determining whether to continue

the center for the fourth and fifth years of the project period, in

addition to applying the requirements of 34 CFR 75.253(a), the

Secretary will consider the recommendation of a review team consisting

of three experts selected by the Secretary. The services of the review

team, including a two-day visit to the center, are to be performed

during the last half of the center's second year and must be included

in that year's evaluation required under 34 CFR 75.590. Funds to cover

the costs of the review team must be included in the center's budget

for year two. These costs are estimated to be approximately $4000.

The Secretary particularly encourages applicants for this

cooperative agreement to incorporate technologically innovative

approaches in all aspects of center activities, to improve their

efficiency and impact.

Selection Criteria for Evaluating Applications. The Secretary will

use the following criteria to evaluate an application under the

national early childhood technical assistance center competition. The

maximum score for all the criteria is 100 points.

(a) Plan of operation. (10 points)

(1) The Secretary reviews each application to determine the quality

of the plan of operation for the project.

(2) The Secretary considers--

(i) The extent to which the management plan will ensure proper and

efficient administration of the project;

(ii) The quality of the activities proposed to accomplish the goals

and objectives;

(iii) The adequacy of proposed timelines for accomplishing those

activities; and

(iv) Effectiveness in the ways in which the applicant plans to use

the resources and personnel to accomplish the goals and objectives.

(3) How the applicant will ensure that project participants who are

otherwise

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eligible to participate are selected without regard to race, color,

national origin, gender, age, or disability.

(b) Quality of key personnel. (15 points)

(1) The Secretary reviews each application to determine the

qualifications of the key personnel the applicant plans to use.

(2) The Secretary considers--

(i) The qualifications of the project director and project

coordinator (if one is used);

(ii) The qualifications of each of the other key project personnel;

(iii) The time that each person referred to in paragraphs (b)(2)(i)

and (ii) of this section will commit to the project; and

(iv) How the applicant will ensure that personnel are selected for

employment without regard to race, color, national origin, gender, age,

or disability.

(3) To determine personnel qualifications under (b)(2)(i) and (ii)

of this section, the Secretary considers--

(i) Experience and training in fields related to the objectives of

the project; and

(ii) Any other qualifications that pertain to the quality of the

project.

(1) The Secretary reviews each application to determine if the

project has an adequate budget.

(2) The Secretary considers the extent to which--

(i) The budget for the project is adequate to support project

activities; and

(ii) Costs are reasonable in relation to the objectives of the

project.

(d) Evaluation plan. (10 points)

(1) The Secretary reviews each application to determine the quality

of the evaluation plan for the project.

(2) The Secretary considers--

(i) The extent to which the applicant's methods of evaluation are

appropriate to the project; and

(ii) To the degree possible, the extent to which the applicant's

methods of evaluation are objective and produce data that are

quantifiable.

(e) Adequacy of resources. (10 points)

(1) The Secretary reviews each application to determine adequacy of

resources allocated to the project.

(2) The Secretary considers the adequacy of the facilities and the

equipment and supplies that the applicant plans to use.

(f) Evidence of need. (10 points)

(1) The Secretary reviews each application to assess whether the

need for the proposed technical assistance has been adequately

justified.

(2) The Secretary determines the extent to which the application--

(i) Describes the technical assistance needs to be addressed by the

project;

(ii) Describes how the applicant identified those needs;

(iii) Describes how those needs will be met by the project; and

(iv) Describes the benefits to be gained by meeting those needs.

(g) Project design. (40 points)

(1) The Secretary reviews each application to evaluate the quality

of the proposed technical assistance project design.

(2) The Secretary determines the extent to which--

(i) The technical assistance objectives are designed to meet the

identified needs and are clearly defined, measurable, and achievable;

(ii) The content of the proposed technical assistance is

appropriate for all clients.

(3) The Secretary determines the extent to which each application

provides for--

(i) Use of current research findings and information on model

practices in providing the technical assistance;

(ii) Methods for linking all clients in need of technical

assistance;

(iii) Innovative procedures for disseminating information and

imparting skills to all clients; and

(iv) Innovative procedures for collaborating and coordinating with

other entities that are involved with broader technical assistance

efforts.

For further information contact: Peggy Cvach, U.S. Department of

Education, 600 Independence Avenue, SW., Room 4609, Switzer Building,

Washington, DC 20202-2641. Telephone: (202) 205-9807. FAX: (202) 205-

8971. Internet: Peggy__C[email protected]

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Absolute Priority 2--Model Demonstration Projects for Young Children

With Disabilities

Background: This priority supports projects that develop,

implement, evaluate, and disseminate new or improved approaches for

serving young children with disabilities (infants, toddlers, and

children ages birth through eight) and their families, including

minority children and children with limited English proficiency.

Projects supported under this priority are expected to be major

contributors of models or components of models for service providers

and for outreach projects funded under the Individuals with

Disabilities Education Act.

The Secretary anticipates funding projects for a project period of

up to 60 months. Projects supported for an initial three-year period

may be eligible for an additional two years of funding to field test

the viability of their models at other site locations. In determining

whether to continue funding for the fourth and fifth years of the

project period, the Secretary, in addition to applying the requirements

of 34 CFR 75.253(a), considers the recommendation of a review team

consisting of three experts selected by the Secretary. The services of

the review team, including a two-day site visit, are to be performed

during a project's third year and may be included in that year's annual

evaluation. The three-plus-two-year funding period is expected to

determine whether models yielding positive results at an original site

can be successfully replicated at other locations.

Priority: A model demonstration project must--

(a) Develop and implement programs that address a service problem

or issue in the most natural or least restrictive environment;

(b) Develop and implement programs with specific components or

strategies that are based on theory, research, or evaluation data;

replicate the model as implemented at the original site; and,

(d) Evaluate the model at the original model development site and--

if approved for funding beyond the initial three years of the project

period--at other sites to determine whether the model can be adopted by

other sites and yield similar positive results. In its evaluation, a

project must use multiple outcome measures to determine the

effectiveness of the model and its components or strategies, including

measures of multiple, functional child and family outcomes, other

indicators of the effects of the model, and cost data associated with

implementing the model.

In determining whether to continue a project for the fourth and

fifth years of the project period, in addition to considering factors

in 34 CFR 75.253(a), the Secretary considers the following:

(a) The degree to which the model developed by the project is, or

would be by the end of year three, viable and replicable by other

agencies, and provides state-of-the-art interventions.

(b) The extent to which dissemination of the model would meet a

significant or unique service need in other geographic locations.

model as

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implemented at the original development site.

(d) Availability of funding for the model from sources other than

discretionary grants under the Individuals with Disabilities Education

Act to support the operation of the model at the original development

site during years four and five.

(e) Evidence of the commitment of other agencies not affiliated

with the original project to adopt its model and participate in

evaluation of the model during years four and five of the project

period.

(f) The extent to which the project has sound plans for aiding in

replication and for evaluating its model at replication sites during

years four and five of the project period.

A project that applies for funding for the fourth and fifth years

must set aside in its budget for the third year funds to cover costs

associated with the services to be performed by the review team

appointed by the Secretary to evaluate the project in the third year.

These funds are estimated to be approximately $4,000.

For further information contact: Patricia Wright, U.S. Department

of Education, 600 Independence Avenue, SW., Room 4623, Switzer

Building, Washington, DC 20202-2641. Telephone: (202) 205-9377. FAX:

(202) 205-8971. Internet:

Patricia__W[email protected]

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Absolute Priority 3--Outreach Projects for Young Children With

Disabilities

Background: This priority supports projects that assist educational

and other agencies in implementing proven models, components of models,

and other exemplary practices, to improve services for young children

with disabilities (infants, toddlers, and children ages birth through

eight) and their families, including minority children and children

with limited English proficiency. To accomplish this goal, State

agencies and local service agencies need information about and

assistance in accessing the range of available, successful practices,

curricula, and products.

The models, components of models, or exemplary practices selected

for outreach need not have been developed through the Early Education

Program for Children with Disabilities under the Individuals with

Disabilities Education Act (IDEA), or by the applicant.

To increase the impact of outreach activities, projects are

encouraged to select sites in multiple States. The Department of

Education funds an Early Childhood Technical Assistance Center under

IDEA to assist outreach projects in addressing the needs of States.

This Center will help projects match their resources to identified

States' needs for years two and three. Therefore, the plan of operation

for projects planning to conduct outreach activities in multiple States

should include plans concerning specific sites and activities for the

initial year only.

Priority: An outreach project must--

(a) Disseminate information about and assist in replicating proven

models, components of models, or exemplary practices that provide or

improve services for young children with disabilities and their

families in the most natural or least restrictive environment;

(b) Coordinate its dissemination and replication activities with

the lead agency for Part H of the IDEA for early intervention services

or the State educational agency for special education, as well as with

technical assistance, information, and personnel development networks

within the State;

of project activities;

(d) Ensure interagency coordination if multiple agencies are

involved in the provision of services;

(e) Ensure that the model, components of models, or exemplary

practices are consistent with Part B and Part H of IDEA, are state-of-

the-art, match the needs of the proposed sites, and have evaluation

data supporting their effectiveness;

(f) Include public awareness, product development and

dissemination, training, and technical assistance activities, and

written plans for site development;

(g) Describe criteria for selecting implementation sites and, for

potential users, the expected costs, needed personnel, staff training,

equipment, and sequence of implementation activities; and

(h) Evaluate the outreach activities to determine their

effectiveness. The evaluation must include the types and numbers of

sites where outreach activities are conducted, number of persons

trained, types of follow-up activities, number of children and families

served at the site where models were adopted or adapted, child progress

and family satisfaction, and changes in the model or practice made by

sites.

For further information contact: Lee Coleman, U.S. Department of

Education, 600 Independence Avenue, S.W., Room 4615, Switzer Building,

Washington, D.C. 20202-2641. Telephone: (202) 205-8166. FAX: (202) 205-

8971. Internet: Lee__C[email protected]

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Absolute Priority 4--Early Childhood Research Institutes

Background: The purpose of this priority is to support three early

childhood research institutes, each of which will carry out research,

development, evaluation and dissemination activities to improve early

intervention and preschool services for children with disabilities and

their families. One award will be made in each of the following three

areas:

(1) Early Childhood Research Institute on Culturally and

Linguistically Appropriate Services. This institute's program of

research will focus on creating a resource bank of validated,

culturally and linguistically appropriate materials and documented

strategies (including child find and child instructional materials,

personnel training manuals, family services materials) that can be used

by service providers to work effectively with infants, toddlers, and

preschool age children with disabilities and their families who have

special needs because of their cultural or linguistic backgrounds. In

addition to developing and field testing new materials and documented

strategies to fill gaps, the institute will collect and catalog already

existing materials, conduct reviews and field testing of selected

materials, and broadly disseminate information about how to access

materials collected or created by the institute.

(2) Early Childhood Research Institute on Increasing Learning

Opportunities for Children through Families. The purpose of this

institute is to identify, develop and evaluate strategies that will

increase the number and intensity of planned learning activities that

parents, and other care-givers can implement in structured and

unstructured settings for infants, toddlers, and preschool age children

with disabilities to prepare these children to enter school ready to

learn, including those who are members of racial minority groups and

individuals with limited English proficiency. These strategies (such as

incidental teaching, use of educational games and toys, technology

applications, evening and weekend activities) must be designed in a way

that will complement services that are specified on Individualized

Family Service Plans and Individual Education

[[Page 4173]]

Programs and promote further skill acquisition, generalization and

child growth and development. The institute will conduct a series of

investigations to determine the effects and costs of various strategies

that are developed in each of the following areas of child development:

cognitive development, communication development, physical development,

and social and emotional development. The institute's dissemination

efforts will include the preparation of manuals for professionals,

parents, and other care-givers that describe (a) procedures to

determine additional learning opportunities for individual children,

and (b) how to implement the strategies in a variety of settings and in

a manner that complements other early intervention and preschool

services.

(3) Early Childhood Research Institute on Program Performance

Measures. The purpose of this institute is to develop, evaluate, and

disseminate a program performance measurement system for early

intervention, preschool, and primary-grade programs serving children

with disabilities (birth through eight years) and their families. The

performance measurement system will consist of child and family

outcomes for different child ages within the early childhood age range

as well as indicators and sources of data corresponding to each

outcome. These child and family outcomes, indicators, and sources of

data must be useful for tracking the progress of a broad range of

children and families with different disabilities and characteristics

and for measuring the impact and effectiveness of early childhood

programs. For the performance measurement system to be useful at

Federal, State, and local levels, it will include child and family

outcomes of a general nature (i.e., outcomes appropriate for tracking

the progress of all young children with disabilities and their

families, including those who are members of cultural, linguistic, or

racial minority groups) as well as sets of more specific outcomes. Each

of the sets of more specific outcomes should correspond with a

particular subgroup of children and families (e.g., children who are

visually-impaired; families with incomes below the poverty level) that

have characteristics unique to that subgroup, and that are

appropriately separated from other subgroups for more precise and

relevant measurement purposes.

In carrying out the developmental work, which will include

consensus development activities based on input from a variety of

professionals and parents, the institute will build upon other relevant

efforts, including the work of the National Center on Educational

Outcomes and the National Goals Panel on School Readiness. Once the

initial developmental work is complete, the institute will conduct

research activities to determine the feasibility, usefulness and

appropriateness of the outcomes, indicators, and data sources in a

variety of programs serving young children with disabilities and their

families. The results of the research will include a system for

measuring child and family attainment of outcomes, indicators of

outcomes that are written in operational terms, and instruments and

other data sources for each outcome. The measurement system must be

designed in a manner that captures partial attainment or progress

toward attainment of each outcome, and a method of using the results of

the measurement system for program improvement.

Priority: Each institute considered for funding under this priority

must--

(a) Conduct a program of research and development that addresses

one of the issues identified above;

(b) Identify specific strategies and procedures that will be

investigated;

previous research or theory, that provides a basis for the strategies

and procedures to be studied, the research methods and instrumentation

that will be used, and the specific target populations and settings

that will be studied;

(d) Collect, analyze, and report a variety of data, including (1)

Information on the settings, the service providers, the children and

families targeted by the institute (e.g., age, disability, level of

functioning and membership in a special population, if appropriate),

(2) outcome data from multiple measures for the children and families

who are the focus of the strategies and procedures; and (3)

implementation data from the service providers, administrators and

others involved in the research;

(e) Conduct the research with a broad range of children with

disabilities and their families who are receiving early intervention

and preschool services in typical service delivery settings;

(f) Conduct the research using methodological procedures that are

designed to produce unambiguous findings regarding the effects of the

strategies and procedures, as well as any findings on interaction

effects between particular strategies and particular characteristics of

participants or settings. These findings will be obtained through

appropriate sample selection and adequate sample size to permit use of

the findings in policy analyses;

(g) Design research activities that lead to improved services for

children with disabilities and their families;

(h) Develop and field test products that can be used for training

and technical assistance activities with policy makers, administrators,

school board members, parents, and service providers that are likely to

facilitate the implementation of the institute's findings and products

in a variety of early intervention and preschool settings;

(i) Coordinate the research activities with other relevant efforts

sponsored by the U.S. Department of Education and the U.S. Department

of Health and Human Services, including other research institutes,

technical assistance entities, and information clearinghouses;

(j) Provide training and research opportunities for a limited

number of graduate students.

The Secretary anticipates funding three cooperative agreements with

a project period of up to 60 months subject to the requirements of 34

CFR 75.253(a) for continuation awards. In determining whether to

continue an institute for the fourth and fifth years of the project

period, the Secretary, in addition to applying the requirements of 34

CFR 75.253(a), will consider the following:

(1) The recommendation of a review team consisting of three experts

selected by the Secretary. The services of the review team, including a

two-day visit to the Institute, are to be performed during the last

half of the Institute's second year and must be included in that year's

evaluation required under 34 CFR 75.590. In its budget for the second

year, the Institute must set aside funds to cover the costs of the

review team. These funds are estimated to be approximately $4,000; (2)

the timeliness and effectiveness with which all requirements of the

negotiated cooperative agreement have been or are being met by the

Institute; and (3) the degree to which the Institute's research designs

and methodological procedures demonstrate the potential for producing

significant new knowledge and products.

For further information contact: Patricia Wright, U.S. Department

of Education, 600 Independence Avenue, S.W., Room 4623, Switzer

Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9377. FAX:

(202) 205-8971. Internet:

Patricia__W[email protected]

Individuals who use a telecommunications device for the deaf

[[Page 4174]]

(TDD) may call the TDD number: (202) 205-8169.

Applicable regulations: (a) The Education Department General

Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80,

81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR

Part 309.

Note: The regulations in 34 CFR Part 86 apply to institutions of

higher education only.

Program authority: 20 U.S.C. 1423.

Educational Media Research, Production, Distribution, and Training

Program

Purpose of program: To promote the general welfare of deaf and

hearing-impaired individuals and individuals with visual impairments,

and to promote the educational advancement of individuals with

disabilities.

Priority

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

preference to applications that meet the following priority. The

Secretary funds under this competition only applications that meet this

absolute priority:

Absolute Priority--Closed-Captioned Television Programs

Background: This priority supports cooperative agreements to

provide closed-captioning of television programs in a variety of areas:

(1) national news and public information programs; (2) movies, mini-

series, special programs, and other programs broadcast during prime-

time; (3) children's programs; and (4) syndicated television programs.

National News and Public Information. This activity will continue

and expand closed-captioned national news, public information programs,

and emergency programming, so that persons with hearing impairments can

have access to up-to-date national morning, evening, and weekend news,

as well as information concerning current events and other significant

public information. In making awards the Secretary will consider the

extent to which programs on each major national commercial and public

broadcast network continue to be captioned. For news and public

information programs that have previously been captioned, funds

provided under this category may be used to support no more than 60

percent of the captioning costs for the first year of the project, 55

percent for the second year, and 50 percent for the third year. Funds

provided under this category also may be used to support the captioning

of emergency programming.

Movies, Mini-Series, and Special Programs. This activity will

continue and expand the closed-captioning of movies, mini-series, and

special programs available on major national broadcast networks or

basic cable networks. In making awards the Secretary will consider the

extent to which prime-time movies and other programs on each major

national commercial broadcast network continue to be closed-captioned.

For movies, mini-series, and special programs that have previously been

captioned, funds provided under this category may be used to support no

more than 60 percent of the captioning costs for the first year of the

project, 55 percent for the second year, and 50 percent for the third

year.

Children's Programs. This activity will provide closed-captioning

of children's programs shown on national commercial and public

broadcast networks, as well as syndicated and basic cable programs

shown nationally, so that children who are deaf or hard of hearing will

have access to popular children's programs. In making awards the

Secretary will consider the extent to which children's programs on each

major national commercial and public broadcast network, syndicated

children's programs, and basic cable children's programs continue to be

captioned.

Syndicated Television Programming. This activity will provide

closed-captioning of syndicated television programs, thereby making a

variety of programs available at different times, depending on local

distribution. Syndicated programming includes both evergreen

programming (popular previously-broadcast programs or series), and new

programs distributed for showing on individual stations. In making

awards, the Secretary considers the anticipated shelf-life and the

range of distribution of the captioned programs possible without

further costs to the project beyond the initial captioning costs, as

well as the extent to which programs currently captioned may continue

to be captioned.

Priority

Under this competition, the Secretary intends to make one or more

awards in each of the four areas of activity identified above. Each

application may address only one of the areas of activity.

Projects must--

(a) Include procedures and criteria for selecting programs for

captioning that take into account the preference of consumers for

particular programs, the diversity of programming available, and the

contribution of programs to the general educational and cultural

experiences of individuals with hearing impairments;

(b) Provide a flexible plan to assure closed-captioning of

television programs without interruption, while accommodating last-

minute program substitutions and new programs;

hour for each of the programs to be captioned;

(d) Identify for each proposed program to be captioned the source

of private or other public support and the projected dollar amount of

that support;

(e) Identify the methods of captioning to be used for each

program--indicating whether captioning is provided in real-time, live

display, off-line, or reformatted--and the projected cost per hour for

each method used;

(f) For national news and public information, provide and maintain

back-up systems that will ensure successful, timely captioning service,

despite national or regional emergency situations;

(g) Demonstrate the willingness of each major network or providers

of syndicated programs included in the project to permit captioning of

their programs;

(h) Implement procedures for monitoring the extent to which full

and accurate captioning is provided and use this information to make

refinements in captioning operations; and

(i) Identify the anticipated shelf-life, and the range of

distribution of the programs captioned without further costs to the

project beyond the initial captioning costs. (Syndicated programs

only.)

For further information contact: Ernest Hairston, U.S. Department

of Education, 600 Independence Avenue, S.W., Room 4629, Switzer

Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9172. FAX:

(202) 205-8971. Internet: Ernest--H[email protected].

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Applicable regulations: (a) The Education Department General

Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80,

81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR

Parts 330, 331, and 332.

Note: The regulations in 34 CFR Part 86 apply to institutions of

higher education only.

Program authority: 20 U.S.C. 1451, 1452.

Postsecondary Education Programs for Individuals With Disabilities

Program

Purpose of program: To provide assistance for the development,

[[Page 4175]]

operation, and dissemination of specially designed model programs of

postsecondary, vocational, technical, continuing, or adult education

for individuals with disabilities.

Priority

Under 34 CFR 75.105(c)(3) the Secretary gives an absolute

preference to applications that meet the following priority. The

Secretary funds under this competition only applications that meet this

absolute priority:

Absolute Priority--Model Demonstration Projects to Improve the Delivery

and Outcomes of Postsecondary Education for Individuals With

Disabilities

Background: This priority supports projects that develop,

implement, evaluate, and disseminate new or improved approaches for

serving the needs of students with disabilities in postsecondary

settings. Projects supported under this priority are expected to be

major contributors of models or components of models for service

providers in the field and for outreach projects funded under the

Individuals with Disabilities Education Act.

Although institutions of higher education have implemented measures

to accommodate students with disabilities since the 1970's,

longitudinal and follow-up studies of students exiting from secondary

schools consistently show that proportionately fewer students with

disabilities receive any type of postsecondary education than students

without disabilities. Further, those students with disabilities who do

attend postsecondary institutions are significantly less likely to

complete their studies or to be employed following their postsecondary

experience. To change these outcomes, a number of specific barriers

must be addressed, including the following:

Improving student potential for successful postsecondary

experiences. Some students with disabilities and their families may be

unaware of the range of available postsecondary opportunities. Other

students may be aware of these options but may not be prepared to

benefit from postsecondary education. To increase the number of

students with disabilities entering and successfully completing

postsecondary education, there is a need to develop strategies for

outreach activities to inform secondary special education teachers and

counselors in secondary schools about the range of postsecondary

opportunities available and how to work with students and families to

understand and access these opportunities. Further, there is a need to

develop or adapt programs such as Upward Bound and Talent Search that

assist potential candidates to access postsecondary education.

Accommodating diverse learning styles in a range of academic

settings. As the number and range of students with disabilities

entering postsecondary institutions increase, there will be a

continuing need for an institution's administration to accommodate or

modify instructional strategies and classroom environments to promote

improved participation and performance for these students. Thus,

postsecondary institutions will have to work with individual faculty

members and staff to implement the accommodations needed by particular

students. This is likely to require institutional strategies (1) to

understand state-of-the-art practice in accommodating the full range of

students with disabilities in traditional and emerging learning

environments, and (2) to provide training on an on-going, as well as

student-specific, basis to faculty or staff.

Transferring of student accommodations to the employment setting.

Students with disabilities who require classroom accommodations and

adaptations to improve academic performance may require similar types

of accommodations or adaptations on the job. In addition, specific jobs

or professions may need additional accommodations or adaptations to

successfully employ particular students with disabilities. Thus, there

is a need to develop strategies for helping students, placement

specialists, and employers determine the accommodations or adaptations

that would be required for professions or employment settings of

interest to the student, and for transferring or arranging for those

accommodations. This is likely to require cooperative efforts among

representatives of the services responsible for successful vocational

placements for people with disabilities. These collaborative efforts

must include extensive involvement of representatives from an

institution's program that provides support services to students with

disabilities, the institution's career placement office, the State

vocational rehabilitation (VR) agency (for VR-sponsored students), and

business and industry.

Priority: A model demonstration project must--

(a) Develop and implement programs that address at least one of the

three specific service issues described in the background of this

proposed priority;

(b) Develop and implement programs with specific components or

strategies that are based on theory, research, or evaluation data;

replicate the model as implemented in the original site; and,

(d) Evaluate the model by using multiple outcome measures to

determine the effectiveness of the model and its components or

strategies, including measures of multiple, functional student

outcomes, other indicators of the effects of the model, and cost data

associated with implementing the model.

For further information contact: Michael Ward, U.S. Department of

Education, 600 Independence Avenue, S.W., Room 4624, Switzer B

Building, Washington, D.C. 20202-2641. Telephone: (202) 205-8163. FAX:

(202) 205-8971. Internet: Michael__W[email protected]

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Applicable regulations: (a) The Education Department General

Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80,

81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR

Part 338.

Note: The regulations in 34 CFR Part 86 apply to institutions of

higher education only.

Program authority: 20.U.S.C. 1424a.

Program for Children With Severe Disabilities

Purpose of program: To provide Federal assistance to address the

special needs of infants, toddlers, children, and youth with severe

disabilities--including children with deaf-blindness--and their

families.

Priority

Under 34 CFR 75.105(c)(3) the Secretary gives an absolute

preference to applications that meet the following priority. The

Secretary funds under this competition only applications that meet this

absolute priority:

Absolute Priority--Outreach Projects: Serving Children With Severe

Disabilities in General Education and Community Settings

Background: This priority supports projects that assist educational

and other agencies in implementing proven models, components of models,

and exemplary practices to improve services for children and youth with

severe disabilities and their families. State and

[[Page 4176]]

local education agencies are engaged in systemic educational reform

efforts emphasizing development of teaching and learning standards,

student assessment, mobilizing community and parental support,

technology, and school to work initiatives for all students. To support

these efforts, State agencies and local service agencies need

information on successful practices, curricula, and products that have

proven effective in including students with severe disabilities in

social and academic settings and activities.

The models, components of models, or exemplary practices selected

for outreach activities need not have been developed through the

Program for Children with Severe Disabilities under the Individuals

with Disabilities Education Act, or by the applicant.

The practices to be implemented during the outreach activities may

focus on, but are not limited to, transition from school to adult life,

behavior management, coordination of services, or strategies that

facilitate the inclusion of children with severe disabilities into

their neighborhood schools and local communities. To increase their

visibility and to enhance the impact of outreach activities, projects

are encouraged to establish adoption sites in multiple States.

Priority: An outreach project must--

(a) Disseminate information about and assist in replicating proven

models, components of models, or exemplary practices that provide or

improve services for children with severe disabilities and their

families in general education and community settings;

(b) Coordinate its dissemination and replication activities with

the lead agency for Part H of the IDEA for early intervention services

or the State educational agency for special education, as well as

technical assistance, information, and personnel development networks

within the State;

design, implementation, and evaluation of project activities;

(d) Ensure interagency coordination if multiple agencies are

involved in the provision of services;

(e) Ensure that the models, components of models, or exemplary

practices are consistent with Parts B and H of the IDEA, are state-of-

the-art, match the needs of the proposed sites, and have evaluation

data supporting their effectiveness;

(f) Include public awareness, product development and

dissemination, training, and technical assistance activities, and

written plans for site development;

(g) Describe criteria for selecting implementation sites and, for

potential users, the expected costs, needed personnel, staff training,

equipment, and the sequence of implementation activities;

(h) Evaluate the outreach activities to determine their

effectiveness. The evaluation must include the types and numbers of

sites where outreach activities are conducted, number of persons

trained, types of follow-up activities, number of children and families

served at the site where models or practices were adopted or adapted,

child progress and family satisfaction, and changes in the model or

practices made by sites.

For further information contact: Anne Smith, U.S. Department of

Education, 600 Independence Avenue, S.W., Room 4621, Switzer Building,

Washington, D.C. 20202-2641. Telephone: (202) 205-8888. FAX: (202) 205-

8971. Internet: Anne--S[email protected]

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Applicable regulations: (a) The Education Department General

Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 79, 80,

81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR

Part 315.

Note: The regulations in 34 CFR Part 86 apply to institutions of

higher education only.

Program authority: 20 U.S.C. 1424.

Secondary Education and Transitional Services for Youth With

Disabilities Program

Purpose of program: To (1) assist youth with disabilities in the

transition from secondary school to postsecondary environments, such as

competitive or supported employment, and (2) ensure that secondary

special education and transitional services result in competitive or

supported employment for youth with disabilities.

Priorities

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 funds under these competitions only

applications that meet any one of these absolute priorities:

Absolute Priority 1--Outreach Projects for Services for Youth With

Disabilities

Background: This priority supports projects that assist educational

and other agencies in implementing proven models, components of models,

or other exemplary practices to improve secondary education and

transitional services for youth with disabilities in areas such as

continuing education, self-determination, vocational education and

training, supported competitive employment, leisure and recreation, and

independent living.

Data from the National Longitudinal Transition Study (NLTS)

indicated that secondary education students with disabilities averaged

70 percent of their time in regular education settings. The study also

suggests that 38 percent of students with disabilities drop out before

their completion, with repeated course failure a strong predictor of

dropping out. Many of these students were in regular education classes

without the help of academic support services (e.g., tutors, study

skills and test-taking preparation classes, learning labs). The

provision of these services and enrollment in vocational training

courses had significant ``holding power'' for those students who had

the potential for dropping out. The NLTS also found that youth who

belonged to school or community groups did better in school, were less

likely to drop out, and experienced a higher probability of entering

postsecondary education. Thus, there is a critical need for secondary

schools to accommodate or modify instructional strategies and classroom

environments to promote improved participation and performance of

students with disabilities.

The Individuals with Disabilities Education Act (IDEA) requires

that a statement of needed transition services be included in the

individualized education program (IEP) for each student beginning no

later than age 16, and at a younger age, if determined appropriate, and

that the services be updated on an annual basis (20 U.S.C.

1401(a)(20)(D)). To effectively meet this requirement, State agencies

and local service agencies need information on successful practices,

curricula, and products.

The models, components of models, or exemplary practices selected

for outreach need not have been developed through the Secondary and

Transitional Services Program under the IDEA, or by the applicant. To

increase the impact of outreach activities, projects are encouraged to

select sites in multiple regions or States.

Priority: An outreach project must--

(a) Disseminate information about and assist in replicating proven

models, components of models, or exemplary practices that provide or

improve secondary and transitional services for students with

disabilities in

[[Page 4177]]

community-based settings or the least restrictive environment, as

appropriate;

(b) Coordinate its dissemination and replication activities with

relevant State and local educational agencies, consumer organizations,

administrative entities established in the service delivery area under

the Job Training Partnership Act, and, if appropriate, other systems

for transitional services for youth with disabilities as well as with

technical assistance, information, and personnel development networks

within the State;

implementation, and evaluation of project activities;

(d) Ensure coordination with schools, vocational rehabilitation

agencies, adult service providers, and potential employers, if

appropriate;

(e) Ensure that the model, components of models, or exemplary

practices are consistent with Part B of the IDEA, are state-of-the-art,

match the needs of proposed sites, and have evaluation data supporting

their effectiveness;

(f) Include public awareness, product development and

dissemination, training, and technical assistance activities, and

written plans for site development;

(g) Describe criteria for selecting implementation sites and, for

potential users, the expected costs, needed personnel, staff training,

equipment, and the sequence of implementation activities;

(h) Evaluate the outreach activities to determine their

effectiveness. The evaluation must include the types and numbers of

sites where outreach activities are conducted, number of persons

trained, types of follow-up activities, number of youth and families

served at the site where models were adopted or adapted, youth progress

and satisfaction, and changes in the model or practice made by sites.

For further information contact: Michael Ward, U.S. Department of

Education, 600 Independence Avenue, S.W., Room 4624, Switzer Building,

Washington, D.C. 20202-2641. Telephone: (202) 205-8163. FAX: (202) 205-

8971. Internet: Michael--W[email protected]

Individuals who use a telecommunications device for the deaf (TDD)

may call the TDD number: (202) 205-8169.

Absolute Priority 2--Model Demonstration Projects To Improve the

Delivery and Outcomes of Secondary Education Services for Students With

Disabilities

Background: This priority supports projects that develop,

implement, evaluate, and disseminate new or improved approaches for

serving the needs of students with disabilities in secondary school

settings. Projects must coordinate their activities with State and

local partnerships developed under the School-to-Work Opportunities Act

to prepare all students for high-skill, high-wage jobs or further

education and training. In particular, the school-based learning

activities must be tied to occupational skills standards and

challenging academic standards. Projects supported under this priority

are expected to be major contributors of models or components of models

for secondary school services providers in the field and for outreach

projects funded under the Individuals with Disabilities Education Act.