Office of Special Education and Rehabilitative Services

DEPARTMENT OF EDUCATION

Office of Special Education and Rehabilitative Services

AGENCY: Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Secretary announces final priorities for programs

administered by the Office of Special Education and Rehabilitative

Services (OSERS) under the Individuals with Disabilities Education Act

(IDEA). The Secretary may use these priorities in Fiscal Year 1997 and

subsequent years. The Secretary takes this action to focus Federal

assistance on identified needs to improve results 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 July 10, 1997.

FOR FURTHER INFORMATION CONTACT: For further information on these final

priorities contact the Grants and Contracts Services Team, 600

Independence Avenue, SW., room 3317, Switzer Building, Washington, DC

20202-2641. The preferred method for requesting information is to FAX

your request to: (202) 205-8717. Telephone: (202) 260-9182.

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

may call the TDD number: (202) 205-9860. Individuals with disabilities

may obtain a copy of this notice in an alternate format (e.g. Braille,

large print, audiotape, or computer diskette) by contacting the

Department as listed above.

SUPPLEMENTARY INFORMATION: This notice contains five final priorities

authorized by the Individuals with Disabilities Education Act. These

final priorities support the National Education Goals by helping to

improve results for children with disabilities.

On March 24, 1997, the Secretary published a notice of proposed

priorities in the Federal Register (62 FR 13972).

The publication of these final 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.

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, forty-five 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--Center on Implementing Inclusive Education for Children With

Disabilities in Urban Districts, Particularly Students With Severe

Disabilities, as Part of Systemic Education Reform Efforts

Comment: One commenter recommended that the priority require the

center to collect and disseminate information on best practices in

special education in areas other than inclusion. The commenter stated

that collecting and disseminating information on inclusion practices,

as required in the proposed priority, promoted one special education

setting over another.

Discussion: The Secretary agrees that collecting and disseminating

information on best practices in special education is important, and

notes that there are several ongoing Departmental initiatives to do

just that. The Secretary prefers not to duplicate those ongoing

efforts, and believes that there is a compelling need for the timely

dissemination of information on inclusion practices to urban districts

confronted with increasingly complex issues.

Changes: None.

Comment: One commenter recommended that the governance of the

school district as well as the governance of schools be added to the

priority.

Discussion: The Secretary agrees with the commenter that the

governance of the school district affects the success of inclusion and

systemic education reform initiatives.

Changes: The priority has been revised to add language on the

governance of the school district. Under (f)(3), the language of the

priority has been revised to include evaluation data at the building

and district levels. Also, governance has been added to the language

under (f)(7), and the priority now requires the analysis of policies,

procedures, governance, and fiscal implications at the urban district

level.

Comment: One commenter suggested that the Center should

specifically look at how children with disabilities in urban districts

are included in the State's accountability system with special emphasis

on how students with severe disabilities are assessed and

accountability for student progress is ensured.

Discussion: The Secretary agrees that the Center's activities could

complement other projects on accountability supported by the

Department.

Changes: Language has been added to include State assessment and

public accountability systems in the (f)(6) requirement for the Center

to produce a variety of evaluation data including information about how

project activities are integrated in broader school reform efforts.

Comment: One commenter requested clarification on whether or not

the 60-month project is one single award for the Nation and if it is

considered a pilot project.

Discussion: As stated in the priority, the Department plans to make

one award, national in scope, the intent of which is to be a capacity

building project to implement what we have learned thus far in urban

settings.

Changes: None.

Comment: One commenter implied that the priority should also

include a rural and suburban focus.

Discussion: The Secretary notes that there are many examples of

inclusive practices occurring in suburban (e.g., Minnesota, Maryland)

and rural (e.g., Vermont, New Hampshire, Maine, Kansas, Oregon)

environments, but the issues around implementing integrated, inclusive

practices in urban settings have been far more complex and problematic.

Given that forty percent of our Nation's students attend four percent

of the country's school districts, the need is compelling to focus on

urban districts.

Changes: None.

Comment: Department staff received several comments indicating

confusion between the title of the proposed priority and the

requirements of the priority. Some individuals thought the Center was

required to be located in an urban district, while others questioned

whether or not the Center's activities were exclusively focused on

students with severe disabilities.

Discussion: The Secretary agrees the title of the proposed priority

could be confusing with regard to the location of the Center and the

focus on students with severe disabilities. The Center is not required

to be physically located in an urban district; however, the focus of

the priority is inclusive education for students with disabilities in

urban districts. In addition, although the priority includes all

students with

[[Page 31677]]

disabilities, the primary emphasis is on students with severe

disabilities.

Changes: The title has been changed to ``Center on Implementing

Inclusive Education for Children with Disabilities in Urban Districts,

Particularly Students with Severe Disabilities, as Part of Systemic

Education Reform Efforts.''

Priority--Center to Promote the Access to and Participation by Minority

Institutions in Discretionary Programs Authorized Under the Individuals

With Disabilities Education Act (IDEA)

Comment: One commenter stated that if the Regional Resource Centers

are already conducting technical assistance (TA) activities on a

national basis, then it may be less essential for the Center funded

under this priority to provide TA to eligible institutions.

Discussion: The technical assistance activities of the Regional

Resource Centers are much broader in scope and, unlike the activities

identified in this priority, are not specifically designed to improve

the capacity of Historically Black Colleges and Universities (HBCUs),

other minority institutions (OMIs), and other eligible institutions

(OEIs) to prepare personnel to work with children with disabilities.

The TA activities under this priority must be based on the personnel

preparation needs of HBCUs, OMIs, and OEIs and address those needs in

the most effective and cost efficient way. To the extent that other

technical assistance providers may be involved in related activities,

the Secretary believes that the required coordination between the

Center funded under this priority and other providers of technical

assistance will enhance, not duplicate, the purposes of this grant.

Changes: None.

Comment: One commenter stated that this priority should require

that plans for technical assistance, dissemination of materials on

personnel preparation competitions under IDEA, and related analyses

concerning HBCUs, OMIs, and OEIs take into account the findings and

plan developed under Priority 4--Focus 2, Developing a National Plan

for Training Personnel to Teach Children with Blindness and Low Vision.

Discussion: The Minority Center will provide technical assistance

(TA) to HBCUs, OMIs, and OEIs based on the specific TA needs of each

particular entity. If training personnel to teach children with

blindness and low-vision is a specific TA need of a minority

institution, as determined by the institution's particular needs

assessment, then the Minority Center would provide that TA. It would be

appropriate for the Minority Center, in providing TA for the

preparation of personnel to teach children with blindness and low

vision, to consider the findings under Priority 4--Focus 2. However,

given the variety of potential TA needs of those minority entities that

will receive assistance from the Center, the Secretary prefers not to

specify the particular areas of personnel preparation on which the

Center must focus.

Changes: None.

Priority--Technical Assistance to Parent Projects

Comment: Four commenters suggested that the requirement in this

priority to provide technical assistance (TA) and dissemination should

be expanded to cover certain specific issues, including educational

reform, assessment, alternative conflict resolution, and transition

issues.

Discussion: The priority requires that direct TA and dissemination

activities on relevant content areas (as identified through the needs

assessment) be provided to individual parent training and information

projects (PTIs) and authorizes the Technical Assistance to Parent

Projects (TAPP) to provide TA and dissemination, as appropriate, on the

specific topics identified by the commenter. The Secretary agrees,

however, that educational reform and alternative conflict resolution

are particularly important issues, and has added specific references to

these issues within the priority.

Changes: The priority has been amended to identify educational

reform and alternative conflict resolution as examples of content areas

that may be addressed.

Comment: Twenty-nine (29) commenters wrote in support of including

community-based parent resource centers that are not funded under IDEA,

but are successfully serving traditionally underrepresented or

underserved parents of children in urban and rural settings, as

eligible recipients of all TA activities. Commenters suggested that

these community-based parent resource programs, in addition to the PTIs

currently supported under IDEA, should be able to receive assistance

from the TAPP. Some of the commenters recommended that the purpose

section of the priority specifically refer to these community-based

parent resource centers, while others suggested that these centers be

identified in each of the required activities listed in paragraphs (a)

through (f) of the priority. In addition, some commenters recommended

that regional leadership retreats for parent leaders of the community-

based parent resource centers be a required TA activity.

Discussion: The Secretary agrees that the community-based parent

resource centers that do not currently receive funding under IDEA are

providing important support to communities confronted with a host of

societal challenges. The Secretary also agrees that including these

projects in current TAPP activities has been beneficial to parents in

many communities. Accordingly, the Secretary has amended the priority

to clarify that non-IDEA parent resource centers are not necessarily

precluded from participating in TAPP activities. In particular, the

Secretary has revised the priority to enable community-based parent

centers that are not funded under IDEA to receive TA in order to better

serve underserved and underrepresented populations. However, the

Secretary emphasizes that the primary purpose of the priority is to

provide TA for establishing, developing, and coordinating parent

training and information projects (PTIs) supported under IDEA and

encourages community-based centers to compete for IDEA funding. Given

the requirement that the TAPP focus on coordination between, and

improvement of, IDEA parent projects, it is largely within the TAPP's

discretion to determine the extent to which it can address the needs of

other centers.

Changes: The proposed priority has been amended to authorize the

TAPP to provide TA to parent resource organizations that are not funded

under IDEA in order to improve services to underserved and

underrepresented populations.

Comment: Seventeen commenters recommended that the TAPP be required

to conduct a leadership retreat similar to the cross-regional retreat

previously conducted by the current TAPP. Another commenter did not

believe it necessary or beneficial for separate leadership retreats to

be funded for community-based or experimental parent programs. The

commenter believed that it was important for all parent training

entities to be trained together and to receive and benefit from the

information provided at each event. This commenter also suggested

several content areas (e.g., transition, early intervention, and best

practices in inclusive settings for various disabilities) that should

be addressed at the national and regional conferences.

Discussion: The Secretary believes it is important to allow

applicants the opportunity to propose what they believe to be the most

effective approach for planning and conducting

[[Page 31678]]

the national and regional conferences, and any additional meetings or

retreats they deem beneficial. The Secretary expects applicants to

propose a management strategy or strategies for conducting the

conferences, and to justify implementation of their particular plans.

Changes: None.

Comment: Four commenters expressed support for a regional approach

toward delivering TA. One commenter stated that the regional

conferences are essential, and that they should be conducted by

personnel from each specific region and address issues pertinent to

that particular region. Another commenter recommended that TAPP be

organized on a regional basis. This commenter stressed that each region

has it own unique characteristics, issues and problems that can be

addressed most effectively by a regional unit. One commenter suggested

that the TAPP include a full-time regional director in each of the four

regions.

Discussion: The Secretary agrees that a regional approach to

providing TA is often beneficial, but believes that other approaches

may be equally appropriate and beneficial. The Secretary believes it is

the responsibility of the applicant to determine how best to provide TA

in order to fulfill the purposes of the priority, and declines to

impose more specific limitations on available TA approaches.

Changes: None.

Comment: One commenter suggested that the TAPP assist the PTIs to

technologically link to information produced by specialized centers on

transition, inclusion, and assistive technology, and by other centers

funded under IDEA. This commenter also stated that the TAPP should help

PTIs to link electronically to sources other than National Information

Center for Children and Youth with Disabilities (NICHCY), such as

Educational Resources Information Center Clearinghouse on Disabilities

and Gifted Education (ERIC), sources on genetic information, and other

information resources that provide data on specific disability areas

and identify the best practices for achieving educational success in

relation to disability area, age level, and severity of disability.

Discussion: The priority requires the TAPP to electronically link

the PTIs to each other, to NICHCY, and to other information sources and

also requires the project to implement additional strategies for

maximizing the computer and technological capabilities of the PTIs. The

Secretary supports each of the suggestions recommended by the commenter

and emphasizes that each is authorized under the priority. The

Secretary prefers, however, that applicants be given the opportunity to

propose and justify their own approach toward linking PTIs

electronically within the limited parameters outlined in the priority.

Changes: None.

Comment: One commenter recommended that both the National TAPP

director and the Regional TAPP directors be parents. The commenter

pointed to the growth of the parent movement and the strength of

parental leadership to support the position that parents assume these

positions.

Discussion: The Secretary cannot direct that the TAPP appoint

particular classes of people to director positions. The Secretary

agrees, however, that parent leadership development and mentoring

should come largely from other parents. This position is supported by

the authorizing legislation for the PTI program which provides for

extensive involvement of parents of infants, toddlers, children, and

youth with disabilities in the operation of PTIs.

Changes: None.

Comment: Three commenters noted that evaluation was not

specifically identified as a required activity of the TAPP project. The

commenters recommended that TAPP be required to evaluate regularly the

results of its technical assistance system.

Discussion: The Secretary acknowledges the importance of evaluating

the technical assistance system and of seeking feedback from users of

the system. The Secretary notes, however, that the commenters' concerns

are addressed by the application review process. The selection criteria

for this competition require the reviewers to determine the quality of

the evaluation plan for the project described in each application,

including the extent to which the applicant's methods of evaluation are

appropriate for the project, are objective and produce data that are

quantifiable. The information on selection criteria is included in the

application package each applicant receives rather than in the priority

itself.

Changes: None.

Priority--Special Projects--National Initiatives

Focus 1--An Academy: Linking Teacher Education to Advances in Research

Comment: One commenter suggested that the Academy use computer-

assisted instruction and select appropriate software as part of its

responsibility to enhance educational results for children with

disabilities through the use of technology.

Discussion: The Secretary agrees that the use of computer-assisted

instruction and the selection of appropriate software can be effective

strategies in improving results for children with disabilities. The

Secretary emphasized that the priority does not preclude an applicant

from proposing either of these methods. Nevertheless, the Secretary

prefers to retain the broad authority in the priority that affords

applicants the discretion to propose and justify those technological

strategies that they consider appropriate.

Changes: None.

Comment: One commenter recommended that the Academy address a

broader range of research that has demonstrated positive results for

children with disabilities (i.e., empirically validated methods). The

commenter suggested that applicants could then put together their

``best package'' of methods to be covered, and supply the data to

support that package.

Discussion: While there exists a broader range of research-based

designs that identify validated approaches, the Academy must focus its

resources on addressing national needs through advances in research. At

this time, the Secretary believes that the selected topics are the most

critical national needs for which there is sufficient research to

inform practice.

Changes: None.

Comment: One commenter requested clarification as to whether the

Academy must address all three focus areas: (a) Teaching reading to

children with learning disabilities; (b) using technology to enhance

educational results for children with disabilities; and (c) using

positive behavioral supports to teach children with disabilities who

exhibit challenging behaviors.

Discussion: The priority requires the Academy to focus its staff

and resources on all three of the identified focus areas.

Changes: None.

Comment: One commenter requested clarification as to how

researchers will benefit from the Academy's activities and asked

whether only original researchers can apply for the Academy.

Discussion: The priority states the teacher education programs will

benefit by integrating research advances into their respective

preservice preparation programs, and that researchers will benefit from

learning how the findings of their research impact and may be used to

improve personnel preparation programs. Both statements were intended

as examples of the potential benefits of bridging the gap between

research and practice, and were not

[[Page 31679]]

intended to impose any restrictions on the pool of eligible applicants.

Changes: None.

Focus 2--Developing a National Plan for Training Personnel to Serve

Blind and Low-Vision Children

Comment: One commenter requested that Focus 2 of the priority use

``person-first language'' (e.g., ``children with blindness'') as

opposed to ``blind children.''

Discussion: The Secretary agrees with commenter and has amended the

priority accordingly.

Changes: The Secretary has changed all references to ``blind and

low-vision children'' in the proposed priority to ``children with

blindness and low-vision.''

Comment: Two commenters recommended that the needs of students with

multiple and severe disabilities (including vision loss) be addressed

by the priority. One of the commenters stated that the curricula at the

institutions of higher education should support the development of

knowledge and skills related to the education of children who are blind

and have multiple disabilities, including those with deaf-blindness.

Discussion: The intent of the priority is to understand the

systemic nature of the problem of preparing personnel to teach children

with blindness and low-vision. The project, based on a systemic and

systematic needs assessment, shall design a comprehensive approach that

includes strategies for solving the shortage problem of personnel in

this area. While curricula at institutions of higher education might

address the needs of children who are blind and have multiple

disabilities, it would be premature to require that such issues be part

of an eventual strategy. The Secretary prefers to retain the broad

language of the priority, and allow the project to identify and address

critical issues (including, if appropriate, severe and multiple

disabilities such as deaf-blindness) and to recommend a solution in the

National Plan.

Changes: None.

Comment: Three commenters recommended that the National Plan for

training personnel to meet the needs of children with blindness and

low-vision include training of both orientation and mobility

specialists and teachers of children with deaf-blindness. One commenter

noted that students often enter dual certification programs for

orientation and mobility instructors and teachers of children with

deaf-blindness or other visual impairments. One commenter recommended

requiring early childhood, adolescence, and technology issues, and

collaboration techniques as part of the plan developed under Focus 2.

Discussion: The Secretary agrees with the commenters that personnel

with a wide range of skills and knowledge are necessary to address the

various needs of children with visual impairments. At the same time,

however, the Secretary believes that it is particularly important to

address the need for teachers.

Changes: The priority has been revised in its title and in the text

to refer to personnel to ``serve'' rather than ``teach'' or ``educate''

children with blindness and visual impairments. However, language has

also been added to the priority to emphasize the importance of

addressing the need for qualified personnel ``particularly in the area

of teaching''.

Comment: Two commenters recommended that the National Plan under

Focus 2 be developed as quickly as possible. One commenter suggested

that the Department require the project to be completed in 2 years

given the immediate need for personnel to teach children with blindness

and low-vision. Specifically, the commenter proposed a 5-6 month period

to conduct the needs assessment, and one and a half years to develop

the National Plan.

Discussion: The Secretary is committed to developing a

comprehensive National Plan as quickly as possible, and believes a two-

year time frame is adequate. The project period (up to 24 months) is

identified in the application notice for this competition.

Changes: None.

Comment: Two commenters made suggestions concerning the funding

level needed to develop a National Plan for training personnel to teach

children with blindness and low vision. One commenter stated that a

total allocation of $300,000 would be sufficient, while another

commenter recommended that funding be sufficient to allow all

interested parties (e.g., parents, teachers, universities, consumers,

State and local educational agencies, professional organizations,

national service agencies, national accreditation agencies) to

participate in the development of the plan by traveling to meetings

and/or utilizing distance technologies (e.g., video conferencing). The

latter commenter stated that if all such parties collaborate during the

development of the National Plan, the plan is more likely to be

implemented successfully.

Discussion: The Secretary agrees that a funding level of $300,000

for up to two years should be sufficient to develop a national strategy

that includes appropriate collaboration of interested parties. This

maximum award level is reflected in the application notice for this

competition.

Changes: None.

Comment: One commenter stated that the project under Focus 2

identify and utilize the most accurate data regarding the numbers of

children served in connection with the needs assessment. The commenter

noted various discrepancies in counts and stated that the discrepancies

exist because the annual count provisions under IDEA require State

departments of education to categorize children by a primary

disability. The commenter asserted that the project's analysis of the

personnel shortage will be faulty without identifying all children with

blindness and low-vision and their service needs, and that the analysis

must account for the numbers of children underserved or not currently

served.

Discussion: The Secretary agrees that the accuracy of the number of

children with blindness and low-vision, types of services needed, and

the personnel needed to provide necessary services are important issues

that may be considered in determining the extent of the personnel

shortage and in developing the National Plan. The commenter has raised

a few of the many potential issues that applicants may address in

describing their plan for conducting the needs assessment.

Nevertheless, the Secretary prefers to retain the broad authority in

the priority that affords applicants the discretion to propose and

justify the needs assessment plan that they consider most appropriate.

Changes: None.

Comment: Two commenters recommended that the National Plan ensure

that programs preparing personnel to teach children with blindness and

visual impairments meet nationally-recognized personnel standards. One

commenter specifically recommended that: (1) University programs be

required to adhere to the ``Standards for University Personnel

Preparation Programs in Education of Students with Visual Impairments''

recently developed by the Association for Education and Rehabilitation

of the Blind and Visually Impaired (AER); (2) the curriculum of

university teacher preparation programs recognize and address teacher

competencies related to the ``Core Curriculum for Students With Visual

Impairments: Developed in Conjunction with Goal #8 of the National

Agenda for Education of Children and Youths with Visual Impairments,

Including Those with Multiple Disabilities''; and (3) the curriculum of

each university program address teacher competencies relative to

meeting the cultural, racial, and ethnic

[[Page 31680]]

diversities of students, and to the extent possible, assure that those

diversities are reflected in the personnel preparing to enter the

field.

Discussion: The Secretary expects that the National Plan will

address standards and curriculum for preparing capable and qualified

personnel to educate children with blindness and low-vision. Given the

variety of approaches to preparing personnel who are capable and

qualified to teach children with varying levels of visual disabilities,

the Secretary prefers to afford applicants the discretion to propose,

as appropriate, curricula or personnel standards based on the needs of

children with blindness and visual impairments.

Changes: None.

Comment: One commenter identified the age ranges of students with

blindness or low-vision as a major cause behind the shortages of

personnel to teach children with visual impairments. The commenter

stated that approaches and strategies for addressing educational and

developmental needs of visually-impaired infants and pre-schoolers are

far different from those used to teach high-school age students with

visual impairments. Consequently, the commenter recommended that the

required needs assessment under Focus 2 reflect the need for personnel

to teach students of different ages.

Discussion: The Secretary agrees that the needs of children with

blindness and low-vision vary according to their developmental and

academic progress, and has revised the priority accordingly.

Changes: The priority has been revised to clarify the National Plan

must address the need for qualified personnel to teach blind and low-

vision children across all age ranges.

Comment: One commenter recommended that the needs assessment and

the comprehensive approach under Focus 2 specifically address the

underrepresentation of minorities among personnel working with children

with low-vision and that the project develop strategies to address this

problem.

Discussion: The Secretary agrees that the project should address

the participation level of underrepresented populations in the field of

teaching children with blindness and low-vision and has revised the

priority accordingly.

Changes: The priority has been amended to require that the

comprehensive approach for preparing personnel under Focus 2 address

the level of participation among underrepresented populations in the

applicable field.

Comment: One commenter recommended that Focus 2 of the priority

include more specificity about the source of public input in the

development of the needs assessment and in the design of a

comprehensive teacher preparation strategy. Specifically, the commenter

recommended that the project be required to: (1) Obtain input from

State departments of education, visually impaired professionals,

university personnel, and other special education personnel; and (2)

consider successful models in preparing personnel to teach children

with blindness and low-vision.

Discussion: The Secretary expects applicants to obtain input from

relevant sources in developing the needs assessment and recommended

strategy. The approach recommended by the commenter is a permissible

data gathering technique that applicants may consider. The Secretary

prefers, however, to allow applicants the opportunity to propose and

justify the particular approach for obtaining information that they

believe is most useful.

Changes: None.

Priority--Research Institute on Secondary Education Services for

Children and Youth With Disabilities

Comment: One commenter recommended adding to the priority

requirements to study: (1) The inclusion of students in the National

Assessment of Educational Progress (NAEP) and their progress on the

various areas of assessment; (2) strategies that are being used to

assist students to access the general education curriculum; (3) the

extent to which students with disabilities are progressing toward

standards established by States and districts; and (4) the rates of

graduation with a regular diploma, special diploma, and GED.

Discussion: The Secretary agrees that the NAEP, State, and district

standards, and rates of graduation are important issues for secondary

students with disabilities, and notes that the Department is currently

funding projects that address those concerns. The Secretary also notes

that the priority, as written, does not preclude an applicant from

proposing to include those issues in its application for funding. The

recommendation to include the study of strategies that assist students

with disabilities in accessing the general education curriculum would

be included under the requirement for the study of effective strategies

for restructuring academic and vocational courses to accommodate

students with disabilities. The Secretary concurs that adding language

to the priority would clarify that accessing the general education

curriculum is included under the requirement.

Changes: Language has been added to the priority to clarify that

the institute requirements include the study of strategies to assist

students with disabilities in accessing the general education

curriculum.

Comment: One commenter expressed the concern that the priority

addresses only macro-type factors such as classroom restructuring and

more effective use of counseling services, while ignoring important

micro-type factors such as skill acquisition routines or practice

strategies for insuring student mastery of critical concepts. The

commenter recommended that the priority be revised to require

applicants to address questions surrounding effective instructional

conditions that result in successful skill acquisition and

generalization as well as successful understanding and mastery of

critical content.

Discussion: The priority, as written, requires the study of

effective support strategies, supplementary aids, and services aimed at

improving educational results for secondary students with disabilities.

It was intended that the reference in the priority to ``support

strategies, supplementary aids and services'' included instruction. The

Secretary concurs that the priority should be clarified to include the

study of effective instructional practices that result in successful

skill acquisition and generalization as well as successful

understanding and mastery of critical content.

Change: The priority has been amended to clarify that the study of

effective instructional practices aimed at improving educational

results for secondary students with disabilities is included in the

requirements.

Comment: One commenter recommended that successful transition to

postsecondary settings be the major focus of a separate priority.

Discussion: The priority, as written, requires the research

institute to study issues surrounding transition to postsecondary

education and employment. The Secretary agrees that successful

transition to postsecondary settings is critical for improving results

for secondary students with disabilities, and notes that a number of

the Department's funded projects address this issue. Also, projects

proposing to address this issue in more depth are eligible to submit an

application under this priority and are encouraged to apply.

Changes: None.

[[Page 31681]]

General Comments

Comment: One commenter recommended that all Department of Education

grants should be capped at some reasonable indirect rate, such as 8

percent, regardless of whether the grant category is personnel

preparation, model demonstration, outreach, or research.

Discussion: The subject of indirect cost rates is a Department-wide

issue, and is addressed in the Education Department General

Administrative Regulations (EDGAR). It is not an issue that can be

addressed in individual priority announcements. The Department will

consider the indirect cost rate issue in its review of the EDGAR

regulations.

Changes: None.

Comment: One commenter stated that collaboration with other

important service providers such as Mental Retardation/Developmental

Disabilities agencies or programs, mental health and health care

providers, and University Affiliated Programs, etc. should be required

elements in all of the proposed priorities.

Discussion: The Secretary acknowledges that collaboration with

other service providers is often an important element in improving

results for children with disabilities. As written, the various

priorities include language on evaluating, coordinating, and

collaborating with other stakeholders, other technical assistance

providers, other information sources, other experts and researchers in

related subject matter and methodological fields, etc; and none of the

priorities preclude an applicant from proposing collaboration with the

agencies and programs recommended by the commenter. Given the variety

of potential collaboration strategies applicants could propose, the

Secretary believes it would be impossible to provide a comprehensive

list in any priority. The Secretary prefers to maintain the broad

language of the priorities, and allow applicants to propose and justify

their particular strategy.

Changes: None.

Priorities

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

preference to applications that meet one of the following priorities.

The Secretary will fund under these competitions only applications that

meet one of these absolute priorities:

Absolute Priority 1--Center on Implementing Inclusive Education for

Children With Disabilities in Urban Districts, Particularly Students

With Severe Disabilities, as Part of Systemic Education Reform Efforts

Background

During the past ten years research and demonstration activities

related to inclusive education have expanded dramatically. Increasing

numbers of State and local education agencies are involved in school

reform and inclusion efforts to ensure that all students, including

those with severe disabilities, are provided with equal educational

opportunities, meaningful access to the general curriculum, and

effective educational and related services in their neighborhood

schools.

However, in the midst of multiple social and economic problems,

urban districts are confronted with increasingly complex issues that

have made the pursuit of inclusion and systemic education reform

initiatives difficult. The need is compelling, considering that forty

percent of our Nation's students attend four percent of the country's

school districts.

Priority: This priority is national in scope and is designed to

help bridge the gap between the knowledge base and the state of

practice in urban districts by: (a) Incorporating extant theory and

research findings about the inclusion of students with disabilities,

particularly students with severe disabilities, into systemic

educational reform efforts, including efforts to improve education in

multicultural environments; (b) increasing the capacity of urban school

districts to provide high quality inclusive educational opportunities

for students with disabilities, particularly students with severe

disabilities; and (c) creating a national network of parents, education

professionals (including teacher's organizations and unions), and

advocacy groups interested in pursuing inclusion of students with

disabilities, particularly students with severe disabilities, as a

component of systemic education reform in urban districts in order to

facilitate increased exchange of information and collaborative problem

solving among these stakeholders.

The Center must--

(a) Prepare a synthesis of the relevant extant systemic reform,

systems change, and inclusion theory and research with emphasis on

urban schools with diverse populations to serve as the conceptual and

empirical basis for center activities;

(b) Translate this knowledge base into educational practices and

materials that promote the inclusion of children with disabilities in

regular education programs, and can be used by program implementers and

policy makers in urban areas at district, building, and classroom

levels;

(c) Provide training and technical assistance via direct technical

assistance as well distance learning and other innovative methods in

the adoption, use, and maintenance of inclusive educational practices

involving access to the general education curriculum in urban settings;

(d) Evaluate the effectiveness of the center's activities in

promoting inclusive educational practices in multiple urban settings by

assessing: (1) The number of school sites where activities are

conducted; (2) the number of people trained; (3) the types of follow-up

activities that appear most valuable; and (4) the number of children

with disabilities who are served in inclusive educational programs;

(e) Evaluate the effect of the Center's activities on results for

children with disabilities;

(f) Produce a variety of evaluation data, including: (1) Factors

that contribute to the successful adoption, use, and maintenance of

inclusive educational efforts in urban districts; (2) descriptions of

the instructional contexts and settings, and classroom instructional

supports; (3) school governance, organizational, and administrative

patterns at the building and district levels; (4) the attitudes and

involvement of school administrators, school personnel, union

membership, families, students, and other stakeholders; (5) information

about student results and the social validity of project activities;

(6) information about how project activities are integrated in broader

school reform efforts including State assessment and public

accountability systems; and (7) analysis of policies, procedures,

governance, and fiscal implications at the urban district level;

(g) Develop linkages with U.S. Department of Education technical

assistance providers and disseminators to communicate findings and

distribute products;

(h) Coordinate activities on an on-going basis with other relevant

efforts sponsored by the Office of Special Education Programs (OSEP),

including the Consortium for Inclusive Schooling Practices, and State-

wide Systems Change projects;

(i) Provide training and experience in translating research to

practice, materials development, technical assistance, dissemination,

and program evaluation for a limited number of graduate students

including students

[[Page 31682]]

who are from traditionally underrepresented groups;

(j) Conduct topical meetings and other activities on issues and

emerging or promising inclusion practices in urban education; and

(k) Collect and ensure timely dissemination of information on

inclusion to urban policymakers and program implementers.

Under this priority, the Secretary anticipates making one award for

a cooperative agreement 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 the Urban Center for the

fourth and fifth years of the project, the Secretary, in addition to

considering factors in 34 CFR 75.253(a), will consider--

(a) 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 to the project are to be performed during the last

half of the Center's second year and may be included in that year's

evaluation required under 34 CFR 75.590. Costs associated with the

services to be performed by the review team must also be included in

the Center's budget for year two. These costs are estimated to be

approximately $4,000;

(b) The timeliness and effectiveness with which all requirements of

the negotiated cooperative agreement have been or are being met by the

Center; and

(c) The degree to which the Center's technical assistance,

evaluation, and dissemination activities demonstrate the potential for

significantly increasing the capacity of urban schools to serve

children with disabilities in inclusive school and community settings.

This award will be jointly funded under two statutory authorities:

(1) The Research in Education of Individuals with Disabilities Program;

and (2) the Program for Children with Severe Disabilities. The

Secretary has determined that this joint award is necessary to address

not only the needs of children with severe disabilities in urban

settings, but also the broader needs of all children with disabilities

in urban settings.

Program Authority: 20 U.S.C. 1441 and 1424.

Absolute Priority 2--Center to Promote the Access To and Participation

By Minority Institutions in Discretionary Programs Authorized Under the

Individuals With Disabilities Education Act (IDEA)

Background

The Congress has found that the Federal Government must be

responsive to the growing needs of an increasingly diverse society and

that a more equitable distribution of resources is essential for the

Federal Government to meet its responsibility to provide an equal

educational opportunity for all individuals, including children with

disabilities. Specifically, the Congress has concluded that increasing

the participation in awards for IDEA grants, cooperative agreements and

contracts by Historically Black Colleges and Universities (HBCUs),

other institutions of higher education whose minority enrollment is at

least 25 percent (OMIs), and other eligible institutions as defined

under section 312 of the Higher Education Act of 1965 (OEIs) can

greatly improve our success in educating children with disabilities

from diverse backgrounds.

Priority: This priority is part of the Secretary's plan for

increasing participation of minority entities in grant competitions.

The purpose of this priority is to improve educational results for

children with disabilities from diverse backgrounds by supporting a

national center to: (a) Promote the participation of HBCUs, OMIs, and

OEIs in personnel preparation competitions authorized by IDEA; and (b)

increase the capacity of HBCUs, OMIs, and OEIs to prepare personnel to

work with children with disabilities. The Center must--

(1) Identify the universe of HBCUs, OMIs, and OEIs;

(2) Establish and maintain contacts with the minority entities;

(3) Conduct needs assessments and negotiate technical assistance

agreements on an annual basis with each HBCU, OMI, or OEI requesting

assistance. The Center may propose cross-institutional activities if

similar objectives are established in several agencies and if combining

activities could create cost savings or extend benefits to minority

entities requesting assistance. In developing these activities, the

Center must analyze the needs of each entity and determine the most

effective and cost efficient means of addressing those needs. In

developing each specific technical assistance agreement, the Center

must--

(i) Reconcile the needs identified by the entity with the Center's

resources and its ability to respond;

(ii) Describe the strategies and mechanisms it will use to respond

to the technical assistance and professional development needs;

(iii) Identify the persons involved in the technical assistance

activity;

(iv) Specify the beginning and end date of the activity;

(v) Describe how the technical assistance activity will contribute

to promoting the immediate and long-term goals of the project,

including improved educational results for children with disabilities;

and

(vi) Describe a plan for coordinating with other technical

assistance providers (e.g., the Regional Resource Centers) that may be

involved in related activities;

(4) Analyze the performance of grantees to serve as a basis for

providing technical assistance, especially in the areas of recruitment

and retention of students in personnel preparation programs, improving

the quality of those programs, placement of students after graduation,

and other areas that contribute to improved results for children with

disabilities;

(5) Develop materials and implement strategies that are necessary

to carry out the center's activities.

(6) Prepare and disseminate materials explaining personnel

preparation competitions under IDEA to the HBCUs, OMIs, and OEIs;

(7) Analyze the results of each competition in terms of the degree

to which the HBCUs, OMIs, and OEIs applied, and the degree to which

they were successful, and submit this analysis to the Department and

the HBCUs, OMIs, and OEIs served by the project;

(8) Provide advice as requested by the Department on strategies to

further the purposes of section 610(j) of IDEA; and,

(9) Disseminate state-of-the-art practices in personnel

preparation, recruitment, and retention through linkages with U.S.

Department of Education dissemination and technical assistance

providers, in particular those technical assistance providers supported

under IDEA.

The Secretary anticipates making one award for a grant with 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, the

Secretary, in addition to the requirements of 34 CFR 75.253(a), will

consider--

(a) The timeliness and effectiveness with which all requirements of

the negotiated scope of work have been or are being met by the Center;

and

[[Page 31683]]

(b) The degree to which minority entities applied and were

successful in participating in personnel preparation programs under

IDEA.

Program Authority: 20 U.S.C. 1409(j) and 1431.

Absolute Priority 3--Technical Assistance to Parent Projects

This priority is issued under the Program for Training Personnel

for the Education of Individuals with Disabilities--Parent Training and

Information Centers. This priority focuses primarily on the provision

of technical assistance for establishing, developing, and coordinating

parent training and information projects supported under the

Individuals with Disabilities Education Act (hereinafter referred to as

PTIs). The project must:

(a) Plan and conduct one national and four regional conferences

each year;

(b) Conduct an assessment of the training and information needs of

the PTIs;

(c) Provide direct technical assistance and disseminate information

through a variety of mechanisms to individual parent training and

information projects on management processes or content areas (e.g.,

special education and related services issues, educational reform, laws

and regulations, alternative dispute resolution, networking) as

identified through the needs assessment;

(d) Maximize the computer and technological capabilities of the

PTIs by: (1) Systematizing data collection to conduct needs assessments

(e.g., of who is and is not being served, where and what kinds of

problems or successes exist in States, tracking effects of Federal and

State initiatives), (2) linking the PTIs together electronically using

a web page and bulletin boards that are user-friendly, enable PTIs to

access and communicate with each other, and link PTIs directly to the

National Information Center for Children and Youth with Disabilities

(NICHCY) and other information sources, and (3) implementing other

appropriate strategies.

(e) Identify effective strategies for working with parents,

families, and schools, and incorporate these strategies into training

materials, technical assistance activities, and conferences; and

(f) Provide direct technical assistance to PTIs and other parent

centers (including, as appropriate, non-IDEA funded community-based

centers) that serve underserved and underrepresented populations.

Program Authority: 20 U.S.C. 1431(e).

Absolute Priority 4--Special Projects--National Initiatives

This priority is issued under the Program for Training Personnel

for the Education of Individuals with Disabilities. The purpose of this

priority is to support projects of national significance related to the

preparation of personnel needed to serve infants, toddlers, children,

and youth with disabilities. Projects funded under this priority must

address one of the following focus areas:

Focus 1--An Academy: Linking Teacher Education to Advances in Research

The purpose of this project will be to link teacher education

programs with recent advances in research that have documented

successful methods and strategies for assisting children with

disabilities to achieve better results. The teacher education programs

will benefit by integrating these research advances into their

respective preservice preparation programs for preparing personnel to

work with children with disabilities, including special education,

early intervention, related services personnel, and regular educators.

The researchers will benefit from understanding how the findings of

their research impact and improve the personnel preparation programs. A

preservice program is defined as one that leads toward a degree,

certification, or professional license or standard, and may be

supported at the associate, baccalaureate, master's or specialist

level.

The Academy must focus its staff and resources on research

advancements that improve results for children with disabilities in:

(a) Teaching reading to children with learning disabilities; (b) using

technology to enhance educational results for children with

disabilities; and (c) using positive behavioral supports to teach

children with disabilities who exhibit challenging behaviors.

Activities: The Academy must--

(a) Design an approach, consistent with principles of effective

professional development, for linking teacher education programs to the

recent advances in research listed above. The professional development

approach must consider a range of strategies for facilitating the

exchange of knowledge between researchers and individuals who prepare

personnel to work with children with disabilities. Strategies may

include, for example, face to face meetings, electronic networks,

seminars, retreats, mentoring agreements, and building local resource

banks;

(b) Design a comprehensive approach for reaching out to teacher

education programs across the country in each of the three research

areas identified above;

(c) Design innovative tools to facilitate the exchange of

knowledge, such as experiential activities, videos, course syllabi,

interactive media, etc.; and

(d) Evaluate the progress of linking research advances to teacher

education programs.

Focus 2--Developing A National Plan for Training Personnel to Serve

Children With Blindness and Low-Vision

In recent years, the number of institutions of higher education

that offer teacher training programs for teachers of children with

blindness and low-vision has significantly diminished. Today, very few

vision training programs for teachers of individuals with visual

impairments exist across the country. In some geographic areas, no such

program exists. There has also been a concurrent reduction in the

number of personnel available to meet the needs of children who are

blind or have low-vision. Institutions currently respond to this

shortage by offering abbreviated courses, off-campus courses, and

distance learning. Both individual institutions and regional

organizations are seeking more effective responses to this problem.

These problems are significant. Thus, immediate attention must be

devoted to developing a national strategy for addressing the need for

qualified personnel to serve children with blindness and low-vision

across all age ranges, particularly in the area of teaching.

Activities: The project must--

(a) Conduct a systemic and systematic needs assessment of the

personnel shortage identified above; and

(b) Design a comprehensive approach for preparing capable and

qualified personnel to serve students with blindness and low-vision

across all age ranges, including strategies for solving this shortage

problem, consideration and comparisons of the merits of each

alternative strategy, and a recommended solution. The comprehensive

approach shall also address the level of participation in the

profession by underrepresented populations.

Program Authority: 20 U.S.C 1431.

Absolute Priority 5--Research Institute on Secondary Education Services

for Children and Youth With Disabilities

This priority is issued under the Secondary Education and

Transitional Services for Youth with Disabilities Program. This

institute supports a strategic program of research to study a variety

of strategies to improve

[[Page 31684]]

educational results for students with disabilities in secondary

education settings (including urban, rural, and suburban community

settings), and promote their successful transition to postsecondary

settings.

The secondary research institute must design and conduct a

strategic program of research to study--

(a) The range of effective support strategies, supplementary aids,

and services (e.g., instructional practices, counseling, tutoring,

assistive technology) aimed at improving educational results for

students with disabilities in a wide range of typical secondary

education experiences (e.g., academic, vocational, extracurricular) as

well as their retention in school and their engagement in the

educational process. This includes the study of strategies to assist

students in accessing the general education curriculum;

(b) Effective strategies that secondary school personnel can use to

restructure academic and vocational courses to accommodate students

with disabilities with diverse learning needs and styles;

(c) The extent to which secondary schools are effectively

implementing the transition services requirement of IDEA;

(d) The extent to which secondary academic and vocational curricula

promote postsecondary education and employment; and

(e) Standards and models for developing instructional and

transition plans for students who are entering or enrolled in secondary

school programs.

The program of research must include, but need not be limited to,

studying school based exemplars, or designing and implementing

interventions using a rich array of research methods to reach the

intended goals of this priority as articulated by the proposed research

hypotheses. In addition, the research must be designed in a manner that

is likely to lead to improved services and results for children and

youth with disabilities, including those who are members of cultural,

linguistic, or racial minority groups.

The institute must--

(a) Design and conduct a strategic program of research across

multiple sites to represent organizational and demographic diversity;

(b) Collect, analyze, and communicate student results data and

supporting context data; and multiple results data for teachers,

parents, and administrators, as appropriate;

(c) Collaborate with other research institutes supported under the

Individuals with Disabilities Education Act and experts and researchers

in related subject matter and methodological fields, to design and

conduct the activities of the institute;

(d) Carry out the research within a conceptual framework, based on

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

will be studied, the research methods and instrumentation that will be

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

studied;

(e) Collaborate with communication specialists and professional and

advocacy organizations to ensure that findings are prepared in formats

that are useable for specific audiences such as teachers,

administrators, and other service providers;

(f) Develop linkages with U.S. Department of Education

dissemination and technical assistance providers, in particular those

supported under IDEA, to communicate research findings and distribute

products;

(g) Provide training and research opportunities for a limited

number of graduate students, including students who are from

traditionally underrepresented groups;

(h) Coordinate research and dissemination activities with other

relevant efforts sponsored by the U.S. Department of Education and with

the U.S. Department of Labor, including other research institutes, and

information clearinghouses; and

(i) Meet with the Office of Special Education Programs (OSEP)

project officer in the first four months of the project to review the

program of research and communication approaches.

The Institute must budget for two trips annually to Washington, DC.

for: (1) A two-day Research Project Directors' meeting; and (2) another

meeting to collaborate with the OSEP project officer.

Under this priority, the Secretary anticipates making one award for

a cooperative agreement 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 the Institute for the fourth

and fifth years of the project period, the Secretary, in addition to

the requirements of 34 CFR 75.253(a), will consider--

(a) 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 to the project, are to be performed during the last

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

evaluation required under 34 CFR 75.590. Costs associated with the

services to be performed by the review team must also be included in

the Institute's budget for year two. These costs are estimated to be

approximately $4,000;

(b) The timeliness and effectiveness with which all requirements of

the negotiated cooperative agreement have been or are being met by the

Institute; and

(c) The degree to which the Institute's research designs,

methodologies, and activities demonstrate the potential for advancing

significant new knowledge.

Program Authority: 20 U.S.C. 1425.

(Catalog of Federal Domestic Assistance Numbers: Research in

Education of Individuals with Disabilities Program, 84.023; Training

Personnel for the Education of Individuals with Disabilities

Program--Grants for Personnel Training and Parent Training and

Information Centers, 84.029; Program for Children with Severe

Disabilities, 84.086; and Secondary Education and Transitional

Services for Youth with Disabilities Program, 84.158)

Dated: June 4, 1997.

Judith E. Heumann,

Assistant Secretary for Special Education and Rehabilitative Services.

[FR Doc. 97-15032 Filed 6-9-97; 8:45 am]

BILLING CODE 4000-01-P