Office of Special Education and Rehabilitative Services; Grant Applications under Part D, Subpart 2 of the Individuals with Disabilities Education Act Amendments of 1997

Federal RegisterAug 30, 1999

Ask Donna

What actually matters in this document.

Text

SUMMARY: This notice provides closing dates and other information

regarding the transmittal of applications for FY 2000 competitions

under five programs authorized by the Individuals with Disabilities

Education Act (IDEA), as amended. The five programs are: (1) Special

Education--Research and Innovation to Improve Services and Results for

Children with Disabilities (seven priorities); (2) Special Education--

Personnel Preparation to Improve Services and Results for Children with

Disabilities (four priorities); (3) Special Education--Technical

Assistance and Dissemination to Improve Services and Results for

Children with Disabilities (two priorities); (4) Special Education--

Technology and Media Services for Individuals with Disabilities (five

priorities); and (5) Special Education--Training and Information for

Parents of Children with Disabilities (one priority).

This notice supports the National Education Goals by helping to

improve results for children with disabilities.

Waiver of Rulemaking

It is generally the practice of the Secretary to offer interested

parties the opportunity to comment on proposed priorities. However,

section 661(e)(2) of IDEA makes the Administrative Procedure Act (5

U.S.C. 553) inapplicable to the priorities in this notice.

General Requirements

(a) Projects funded under this notice must make positive efforts to

employ and advance in employment qualified individuals with

disabilities in project activities (see section 606 of IDEA);

(b) Applicants and grant recipients funded under this notice must

involve individuals with disabilities or parents of individuals with

disabilities in planning, implementing, and evaluating the projects

(see section 661(f)(1)(A) of IDEA);

day Project Directors' meeting in Washington, D.C. during each year of

the project;

(d) In a single application, an applicant must address only one

absolute priority in this notice; and (e)

Part III of each application submitted under a priority in this

notice, the application narrative, is where an applicant addresses the

selection criteria that are used by reviewers in evaluating the

application. An applicant must limit Part III to the equivalent of no

more than the number of pages listed in the ``Page Limits'' section

under the applicable priority in this notice. An applicant must use the

following standards: (1) A ``page'' is 8\1/2\'' x 11'' (on one side

only) with one-inch margins (top, bottom, and sides). (2) All text in

the application narrative, including titles, headings, footnotes,

quotations, references, and captions, as well as all text in charts,

tables, figures, and graphs, must be double-spaced (no more than 3

lines per vertical inch). If using a proportional computer font, use no

smaller than a 12-point font, and an average character density no

greater than 18 characters per inch. If using a nonproportional font or

a typewriter, do not use more than 12 characters to the inch.

The page limit does not apply to Part I--the cover sheet; Part II--

the budget section (including the narrative budget justification); Part

IV--the assurances and certifications; or the one-page abstract,

resumes, bibliography, and letters of support. However, all of the

application narrative must be included in Part III. If an application

narrative uses a smaller print size, spacing, or margin that would make

the narrative exceed the equivalent of the page limit, the application

will not be considered for funding.

Note: The Department of Education is not bound by any estimates

in this notice.

Information collection resulting from this notice has been

submitted to OMB for review under the Paperwork Reduction Act and has

been approved under control number 1820-0028, expiration date July 31,

2000.

Research and Innovation To Improve Services and Results for

Children With Disabilities

Purpose of Program

To produce, and advance the use of, knowledge to: (1) Improve

services provided under IDEA, including the practices of professionals

and others involved in providing those services to children with

disabilities; and (2) improve educational and early intervention

results for infants, toddlers, and children with disabilities.

Eligible Applicants

State and local educational agencies; institutions of higher

education; other public agencies; private nonprofit organizations;

outlying areas; freely associated States; and Indian tribes or tribal

organizations.

Applicable Regulations

(a) The Education Department General Administrative Regulations

(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 86, and; (b)

The selection criteria for the priorities under this program are drawn

from the EDGAR general selection criteria menu. The specific selection

criteria for each priority are included in the funding application

packet for the applicable competition.

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

higher education only.

Priority

Under 34 CFR 75.105(c)(3), we consider only applications that meet

one of the following priorities:

Absolute Priority 1--Student--Initiated Research Projects (84.324B)

This priority provides support for short-term (up to 12 months)

postsecondary student-initiated research projects focusing on special

education and related services for children with disabilities and early

intervention services for infants and toddlers, consistent with the

purposes of the program, as described in Section 672 of the Act.

Projects must--

(a) Develop research skills in postsecondary students; and (b)

Include a principal investigator who serves as a mentor to the student

researcher while the project is carried out by the student.

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under section 606 of IDEA and 34 CFR

75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded

[[Page 47311]]

up to a total of 10 points in addition to those awarded under the

published selection criteria for this priority. That is, an applicant

meeting this competitive preference could earn a maximum total of 110

points.

Project Period: Up to 12 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $20,000 for the entire

project period. The Secretary may change the maximum amount through a

notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 25 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 2--Field-Initiated Research Projects (84.324C)

This priority provides support for a wide range of field-initiated

research projects that support innovation, development, exchange, and

use of advancements in knowledge and practice as described in section

672 of the Act including the improvement of early intervention,

instruction, and learning for infants, toddlers, and children with

disabilities.

Projects must--

(a) Prepare their procedures, findings, and conclusions in a manner

that informs other interested researchers and is useful for advancing

professional practice or improving programs and services to infants,

toddlers, and children with disabilities and their families; and

(b) Disseminate project procedures, findings, and conclusions to

appropriate research institutes and technical assistance providers.

Invitational Priorities:

Within absolute priority 2 for FY 2000, we are particularly

interested in applications that meet one or more of the following

invitational priorities.

Under 34 CFR 75.105(c)(1) we do not give to an application that

meets one or more of these invitational priorities a competitive or

absolute preference over other applications.

(a) Projects to address the specific problems of over-

identification and under-identification of children with disabilities.

(See section 672(a)(3) of the Act).

(b) Projects to develop and implement effective strategies for

addressing inappropriate behavior of students with disabilities in

schools, including strategies to prevent children with emotional and

behavioral problems from developing emotional disturbances that require

the provision of special education and related services. (See section

672(a)(4) of the Act).

compatibility of general and special education reforms concerned with

curriculum and instruction, evaluation and accountability, and

administrative procedures. (See section 672(b)(2)(D) of the Act).

(d) Projects that advance knowledge about the coordination of

education with health and social services. (See section 672(b)(2)(G) of

the Act).

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under section 606 of IDEA and 34 CFR

75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded up to a total of 10 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 110 points.

Project Period: The majority of projects will be funded for up to

36 months. Only in exceptional circumstances--such as research

questions that require repeated measurement within a longitudinal

design--will projects be funded for more than 36 months, up to a

maximum of 60 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $180,000 for any single

budget period of 12 months. The Secretary may change the maximum amount

through a notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 50 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 3--Initial Career Awards (84.324N)

Background:

There is a need to enable individuals in the initial phases of

their careers to initiate and develop promising lines of research that

would improve early intervention services for infants and toddlers, and

special education and related services for children with disabilities.

Support for research activities among individuals in the initial phases

of their careers is intended to develop the capacity of the special

education research community. This priority would address the

additional need to provide support for a broad range of field-initiated

research projects--focusing on the special education and related

services for children with disabilities and early intervention for

infants and toddlers--consistent with the purpose of the program as

described in section 672 of the Act.

Priority: The Secretary establishes an absolute priority for the

purpose of awarding grants to eligible applicants for the support of

individuals in the initial phases of their careers to initiate and

develop promising lines of research consistent with the purposes of the

program. For purposes of this priority, the initial phase of an

individual's career is considered to be the first three years after

completing a doctoral program and graduating (e.g., for fiscal year

2000 awards, projects may support individuals who completed a doctoral

program and graduated no earlier than the 1996-1997 academic year).

Projects must--

(a) Pursue a line of inquiry that reflects a programmatic strand of

research emanating either from theory or a conceptual framework. The

line of research must be evidenced by a series of related questions

that establish directions for designing future studies extending beyond

the support of this award. The project is not intended to represent all

inquiry related to the particular theory or conceptual framework;

rather, it is expected to initiate a new line or advance an existing

one;

(b) In addition to involving individuals with disabilities or

parents of individuals with disabilities in planning, implementing, and

evaluating the project, as required by the Act, include, in design and

conduct, sustained involvement with one or more nationally recognized

experts having substantive or methodological knowledge and expertise

relevant to the proposed research. The experts do not have to be at the

same institution or

[[Page 47312]]

agency at which the project is located, but the interaction with the

project must be sufficient to develop the capacity of the initial

career researcher to effectively pursue the research into mid-career

activities. At least 50 percent of the researcher's time must be

devoted to the project;

that informs other interested researchers and is useful for advancing

professional practice or improving programs and services to infants,

toddlers, and children with disabilities and their families; and

(d) Disseminate project procedures, findings, and conclusions to

appropriate research institutes and technical assistance providers.

Invitational Priority:

Within absolute priority 3 for FY 2000, we are particularly

interested in applications that meets the following invitational

priority.

Projects that include in the design and conduct of the research

project, a practicing teacher or clinician, in addition to the required

involvement of nationally recognized experts.

Under 34 CFR 75.105(c)(1) we do not give to an application that

meets the priority a competitive or absolute preference over other

applications.

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under section 606 of IDEA and 34 CFR

75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded up to a total of 10 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 110 points.

Project Period: Up to 36 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $75,000 for any single

budget period of 12 months. The Secretary may change the maximum amount

through a notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 30 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 4--Model Demonstration Projects for Children with

Disabilities (84.324M)

This priority supports model demonstration projects that develop,

implement, evaluate, and disseminate new or improved approaches for

providing early intervention, special education, and related services

to infants, toddlers, and children with disabilities, and students with

disabilities who are pursuing post-school employment, postsecondary

education or independent living goals. 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.

Requirements for All Demonstration Projects:

A model demonstration project must--

(a) Develop and implement the model with specific components or

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

(b) Evaluate the model by using multiple measures of results to

determine the effectiveness of the model and its components or

strategies; and

others to replicate the model.

Federal financial participation for a project funded under this

priority will not exceed 90 percent of the total annual costs of

development, operation, and evaluation of the project (see section

661(f)(2)(A) of IDEA).

In addition to the annual two-day Project Directors' meeting in

Washington, DC mentioned in the ``General Requirements'' section of

this notice, projects must budget for another meeting in Washington, DC

to collaborate with the Federal project officer and the other projects

funded under this priority, to share information and discuss model

development, evaluation, and project implementation issues.

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under section 606 of IDEA and 34 CFR

75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded up to a total of 10 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 110 points.

Project Period: Up to 48 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $150,000 (exclusive of any

matching funds) for any single budget period of 12 months. The

Secretary may change the maximum amount through a notice published in

the Federal Register.

Page Limit: The maximum page limit for this priority is 40 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 5--Outreach Projects for Children with Disabilities

(84.324R)

This priority supports projects that will assist educational and

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

other exemplary practices that improve services for infants, toddlers,

children with disabilities, and students with disabilities who are

pursuing post-school employment, postsecondary education or independent

living goals.

For the purposes of this priority, a ``proven model'' is a

comprehensive description of a theory or system that, when applied, has

been shown to be effective. ``Exemplary practices'' are effective

strategies and methods used to deliver education, related or early

intervention services. The models, components of models, or exemplary

practices selected for outreach may include these developed for pre-

service and in-service personnel preparation, and do not need to have

been developed through projects funded under IDEA, or by the applicant.

[[Page 47313]]

Important elements of an outreach project include but are not

limited to:

(a) Providing supporting data or other documentation in the

application regarding the effectiveness of the model, components of a

model, or exemplary practices selected for outreach;

(b) Selecting implementation sites in multiple regions within one

State or multiple States and describing the criteria for their

selection;

training, equipment, and sequence of implementation activities

associated with the replication efforts, including a description of any

modifications to the model or practice made by the sites;

(d) Including public awareness, product development and

dissemination, training, and technical assistance activities as part of

the implementation of the project; and

(e) Coordinating dissemination and replication activities conducted

as part of outreach with dissemination projects, technical assistance

providers, consumer and advocacy organizations, State and local

educational agencies, and the lead agencies for Part C of IDEA, as

appropriate.

Projects must prepare products from the project in formats that are

useful for specific audiences, including parents, administrators,

teachers, early intervention personnel, related services personnel, and

individuals with disabilities. (See section 661(f)(2)(B) of IDEA).

Federal financial participation for a project funded under this

priority will not exceed 90 percent of the total annual costs of

development, operation, and evaluation of the project (see section

661(f)(2)(A) of IDEA).

In addition to the annual two-day Project Directors' meeting in

Washington, DC mentioned in the General Requirements section of this

notice, projects must budget annually for another meeting in

Washington, DC to collaborate with the Federal project officer and the

other projects funded under this priority, to share information and

discuss project implementation issues.

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under section 606 of IDEA and 34 CFR

75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded up to a total of 10 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 110 points.

Project Period: Up to 36 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $150,000 (exclusive of any

matching funds) for any single budget period of 12 months. The

Secretary may change the maximum amount through a notice published in

the Federal Register.

Page Limits: The maximum page limit for this priority is 40 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 6--Research Institute To Enhance the Role of Special

Education and Children With Disabilities in Education Policy Reform

(84.324P)

Education reforms are often leveraged through enhanced

accountability for students outcomes, school improvement, and personnel

performance. Findings from the Center for Policy Research on the Impact

of General and Special Education Reform indicate that inclusion of

students with disabilities in these general accountability efforts is

one of the major forces shaping reform of special education. IDEA

reflects an increased emphasis on including students with disabilities

in accountability systems by requiring their participation in general

State and district-wide assessments. IDEA also requires States to

establish indicators to use in assessing progress toward achieving

goals that address the performance of children with disabilities on

assessments, drop-out rates, and graduation rates.

Priority:

The Secretary establishes an absolute priority for a research

institute to study the role of special education and children with

disabilities in educational policy reform, specifically initiatives

designed to improve student performance through increased

accountability. A project funded under this priority must--

(a) Identify and review critical gaps in the current knowledge in

the following areas:

(1) How broad education policy reforms that incorporate high-stakes

accountability mechanisms include consideration of children with

disabilities;

(2) The criteria for which special education has historically been

held accountable and how these criteria have been assessed;

(3) How traditional education accountability mechanisms at both the

systems level (e.g., State improvement planning and compliance

monitoring, due process, and judicial resolution) and the individual

child or student level (e.g., large-scale assessments provided with

accommodations, alternate assessments, individualized education

programs, individualized family services plans) have impacted outcomes

for children with disabilities;

(4) How students with disabilities are affected by the recent

large-scale, high stakes State and national accountability-based

education policy reforms (e.g., State and district assessments,

enhanced graduation and exiting requirements, governance and

professional preparation and development reforms and other standards-

based reform initiatives), including consideration of developed models

of inclusive special education accountability (e.g., models developed

by the National Association of State Directors of Special Education and

the National Center for Educational Outcomes); and

(5) How changes and reforms in special education might better align

with and support such large-scale, high stakes State and national

accountability-based education policy reforms.

(b) In consultation with the Office of Special Education Programs

(OSEP), design and conduct a strategic program of research that

addresses knowledge gaps identified in paragraph (a) by:

(1) Conducting a rigorous research program that builds upon recent

and current research on broad education policy reforms that incorporate

high-stakes accountability mechanisms, including research by the recent

Center for Policy Research on the Impact of General and Special

Education Reform;

(2) Using a variety of methodologies designed to comprehensively

examine the breadth of accountability mechanisms including how such

mechanisms impact academic, functional, vocational, social, emotional

and other outcomes for children and youth with disabilities;

[[Page 47314]]

(3) Conducting the program of research in settings that ensure that

the impact of accountability-based education policy reforms on disabled

minority, rural, low income, urban, limited English proficiency,

immigrant, and migrant populations, will be examined; and

(4) Collaborating with other research institutions and studies and

evaluations supported under IDEA, including the national assessment of

special education activities (section 674(b) of IDEA).

links research to practice and promotes the use of current knowledge

and ongoing research findings. This approach must:

(1) Develop linkages with Education Department technical assistance

providers including the IDEA Linking Partnership technical assistance

projects supported by OSEP to communicate research findings and

distribute products; and

(2) Prepare the research findings and products from the project in

formats that are useful for specific audiences, including general

education researchers; and local, State, and national policymakers; as

well as education practitioners.

(d) Fund at least five graduate students per year as research

assistants who have concentrations in either education policy or

disability issues.

(e) Meet with the OSEP project officer in the first four months of

the project to review the program of research and dissemination

approaches.

(f) In addition to the annual two-day Project Directors' meeting in

Washington, DC listed in the ``General Requirements'' section of this

notice, budget for another annual two-day trip to Washington, DC to

collaborate with the OSEP project officer by sharing information and

discussing implementation and dissemination issues.

In deciding whether to continue this project for the fourth and

fifth years, the Secretary, will consider the requirements of 34 CFR

75.253(a), and in addition--

(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 grantee, are to be performed during the last

half of the project'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 project's budget for year two. These costs are estimated to be

approximately $6,000;

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

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

project; and

demonstrates the potential for advancing significant new knowledge.

Under this priority, the Secretary will make 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.

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under section 606 of IDEA and 34 CFR

75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded up to a total of 10 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 110 points.

Project Period: Up to 60 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $700,000 for any single

budget period of 12 months. The Secretary may change the maximum

amounts through a notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 70 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 7--Improving Post-School Outcomes: Identifying and

Promoting What Works (84.324W)

Background:

With the passage of the Education of the Handicapped Act Amendments

of 1983, a Federal initiative was begun to assist high school youth

with disabilities in achieving their goals for adult life, including

postsecondary education, continuing education, competitive employment,

and independent living. This initiative has continued to be defined and

developed in legislation, research and practice; and to a large extent,

has been the impetus for the shift in special education from an

emphasis on process to one of achieving better results for children

with disabilities. The Office of Special Education Programs (OSEP) has

funded approximately 500 secondary transition, postsecondary education,

and dropout prevention and intervention projects since 1984 to develop,

refine, and validate effective programs and practices.

The purpose of this priority is to fund one project that will --

(a) Synthesize the professional literature on improving academic

results, secondary transition practice, postsecondary educational

supports, and dropout prevention and intervention;

(b) Analyze important features, findings and outcomes of projects

in these areas, including but not limited to, projects funded by OSEP,

the Rehabilitation Services Administration (RSA), the Office of

Postsecondary Education (OPE), the Office of Vocational and Adult

Education (OVAE) and the National Institute on Disability and

Rehabilitation Research (NIDRR); and

of the synthesis and analysis in an effort to inform policy and

practice.

Priority:

The Secretary establishes an absolute priority to support a project

that will identify and promote effective policy and practice that will

improve results for secondary-aged youth and young adults with

disabilities. At a minimum, this project must--

(a) Synthesize the extant professional knowledge base in each of

four areas:

--Improving academic results

--Secondary transition practice

--Postsecondary educational supports, and

--Dropout prevention and intervention, including factors associated

with early school exit for students with disabilities. Each synthesis

must:

(1) Develop a conceptual framework around which research questions

will be posed and the synthesis conducted. Develop these research

questions with input from potential consumers of the synthesis to

enhance the usability and validity of the findings. Consumers include

technical assistance providers, policymakers, educators, other relevant

practitioners, individuals with disabilities, and parents;

[[Page 47315]]

(2) Identify and implement rigorous social science methods for

synthesizing the professional knowledge base (including but not limited

to, integrative reviews (Cooper, 1982), best-evidence synthesis

(Slavin, 1989), meta-analysis (Glass, 1977), multi-vocal approach

(Ogawa & Malen, 1991), and National Institute of Mental Health

consensus development program (Huberman, 1977));

(3) Implement procedures for locating and organizing the extant

literature and ensure that these procedures address and guard against

potential threats to the integrity of each synthesis, including the

generalization of findings;

(4) Establish criteria and procedures for judging the

appropriateness of each synthesis;

(5) Meet with OSEP to review the project's methodological approach

for conducting the synthesis prior to initiating the synthesis;

(6) Analyze and interpret the professional knowledge base,

including identification of general trends in the literature, points of

consensus and conflict among the findings, and areas of evidence where

the literature base is lacking. The interpretation of the literature

base must address the contributions of the findings for improving

policy, transition practice and drop out prevention and intervention,

and research priorities in the four focus areas; and

(7) Submit a draft report of the synthesis in each of the focus

areas, and based on reviews by OSEP staff and potential consumers,

revise and submit a final report.

(b) Conduct an analysis to identify effective approaches and

practices of the important features, findings and outcomes of projects

(including, but not limited to, projects funded by OSEP, RSA, NIDRR,

OVAE and OPE) in each of four areas:

--Improving academic results

--Secondary transition practice

--Postsecondary educational supports, and

--Dropout prevention and intervention, incorporating the following

activities in each analysis:

(1) Identify the relevant projects for each analysis. Describe and

implement procedures for locating and organizing relevant information

on the individual projects, including sampling techniques, if

appropriate;

(2) Articulate a research-based conceptual framework to guide the

selection of variables to be examined within and across projects,

including demographics, target population, purpose, activities,

outcomes, and barriers. Pose research questions around which the

analysis will be conducted. Develop these research questions with input

from potential consumers of the information to enhance the usability

and validity of the research findings. Consumers include technical

assistance providers, policymakers, educators, other relevant

practitioners, individuals with disabilities, and parents;

(3) Identify and implement rigorous methods for conducting each

analysis;

(4) Meet with OSEP to review the project's research questions and

methodological approach for conducting the analysis prior to

initiation;

(5) Analyze and interpret the findings of the analysis, including

similarities and differences among project goals, activities, staffing

and costs; points of consensus and conflict among the findings or

outcomes of the demonstrations, and the characteristics of model

programs that hold significant promise for the field based upon outcome

data. In addition, the analysis must link to the synthesis on this

topic and provide direction for future policy formulation, practice

implementation, and research priorities; and

(6) Submit a draft report of the analysis in each of the focus

areas, and based on reviews by OSEP staff and potential consumers,

revise and submit a final report.

of this analysis to inform policy and practice, incorporating the

following activities into the project design:

(1) Develop and implement a communication plan that includes the

types of products to be created, proposed audiences, procedures for

adapting the form and content of the products based upon the audience

or audiences, vehicles for dissemination, and timelines. In particular,

address how the project will provide updated information at regular

intervals to each of the following audiences: OSERS-funded technical

assistance and dissemination projects, the Parent Training and

Information Centers; and the State Improvement program grantees. The

project may propose collaborative dissemination activities with one or

more of these projects; and

(2) Meet with OSEP to review the project's communication plan prior

to implementation.

In addition to the annual two-day Project Directors' meeting in

Washington, DC listed in the ``General Requirements'' section of this

notice, projects must budget for another meeting each year in

Washington, DC with OSEP to share information and discuss project

implementation issues.

In deciding whether to continue this project for the fourth and

fifth years, the Secretary, will consider the requirements of 34 CFR

75.253(a), and in addition--

(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 grantee, are to be performed during the last

half of the project'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 project's budget for year two. These costs are estimated to be

approximately $6,000;

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

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

project; and

demonstrates the potential for advancing significant new knowledge.

Under this priority, the Secretary will make 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.

Competitive Preferences: Within this absolute priority, we will

give the following competitive preference under section 606 of IDEA and

34 CFR 75.105(c)(2)(i), to applications that are otherwise eligible for

funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of this competitive preference, applicants can be

awarded up to a total of 10 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 110 points.

Project Period: Up to 60 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $500,000 for any single

budget period of 12 months. The Secretary may change the maximum

[[Page 47316]]

amount through a notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 60 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Special Education--Personnel Preparation To Improve Services and

Results for Children With Disabilities (CFDA 84.325)

Purpose of Program

The purposes of this program are to (1) help address State-

identified needs for qualified personnel in special education, related

services, early intervention, and regular education, to work with

children with disabilities; and (2) to ensure that those personnel have

the skills and knowledge, derived from practices that have been

determined through research and experience to be successful, that are

needed to serve those children.

Eligible Applicants

Institutions of higher education.

Applicable Regulations

(a) The Education Department General Administrative Regulations

(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 86, and 97; (b)

The selection criteria for the priorities under this program are drawn

from the EDGAR general selection menu. The specific selection criteria

for each priority are included in the funding application packet for

the applicable competition.

Additional Requirement for All Personnel Preparation Program Priorities

Student financial assistance is authorized only for the preservice

preparation of special education and related services personnel who

serve children ages 3 through 21, early intervention personnel who

serve infants and toddlers, and leadership personnel who work in these

areas.

Priority

Under section 673 of the Act and 34 CFR 75.105 (c)(3) we consider

only applications that meet one of the following priorities:

Absolute Priority 1--Preparation of Special Education, Related

Services, and Early Intervention Personnel To Serve Infants, Toddlers,

and Children With Low-Incidence Disabilities (84.325A)

Background:

The national demand for educational, related services, and early

intervention personnel to serve infants, toddlers, and children with

low-incidence disabilities exceeds available supply. However, because

of the small number of these personnel needed in each State,

institutions of higher education and individual States have not given

priority to programs that train personnel to work with those with low-

incidence disabilities. Moreover, of the programs that do exist, many

are not producing graduates with the prerequisite skills needed to meet

the needs of the low-incidence disability population. Thus, Federal

support is required to ensure an adequate supply of personnel to serve

children with low-incidence disabilities and to improve the quality of

appropriate training programs so that graduates possess necessary

prerequisite skills.

Priority: The Secretary establishes an absolute priority to support

projects that increase the number and quality of personnel to serve

children with low-incidence disabilities. This priority supports

projects that provide preservice preparation of special educators,

early intervention personnel, and related services personnel at the

associate, baccalaureate, master's, or specialist level.

A preservice program is a program that leads toward a degree,

certification, or professional licence or standard and may include the

preparation of currently employed personnel who are seeking additional

degrees, certifications, endorsements, or licences.

The term ``low-incidence disability'' means a visual or hearing

impairment, or simultaneous visual and hearing impairments, a

significant cognitive impairment, or any impairment for which a small

number of personnel with highly specialized skills and knowledge are

needed in order for children with that impairment to receive early

intervention services or a free appropriate public education.

Applicants may propose to prepare one or more of the following

types of personnel:

(a) Special educators, including early childhood, speech and

language, adapted physical education, and assistive technology

personnel that work with children with low-incidence disabilities;

(b) Related services personnel who provide developmental,

corrective, and other support services that assist children with low-

incidence disabilities to benefit from special education. Both

comprehensive programs, and specialty components within a broader

discipline, that prepare personnel for work with the low-incidence

population may be supported; or

age 2 (until the third birthday) with low-incidence disabilities and

their families. For the purpose of this priority, all children who

require early intervention services are considered low-incidence. Early

intervention personnel include persons who train, or serve as

consultants to, service providers and case managers.

The Secretary particularly encourages projects that address the

needs of more than one State, provide multi-disciplinary training, and

provide for collaboration among several training institutions and

between training institutions and public schools. In addition, projects

that foster successful coordination between special education and

regular education professional development programs to meet the needs

of children with low-incidence disabilities in inclusive settings are

encouraged.

Each project funded under this absolute priority must--

(a) Prepare personnel to address the specialized needs of children

with low-incidence disabilities from different cultural and language

backgrounds by;

(1) Determining the additional competencies needed for personnel to

understand and work with culturally diverse populations; and

(2) Infusing those competencies into early intervention, special

education and related services training programs.

(b) Incorporate research-based practices in the design of the

program and the curricula;

children with low-incidence disabilities;

(d) Promote high expectations for students with low-incidence

disabilities and foster access to the general curriculum in the regular

classroom, wherever appropriate; and

(e) If the project prepares personnel to provide services to

visually impaired or blind children that can be appropriately provided

in Braille, prepare those individuals to provide those services in

Braille.

To be considered for an award, an applicant must satisfy the

following requirements contained in section 673(f)-(h) of the Act--

(a) Demonstrate, with letters from one or more States that the

project proposes to serve, that States need personnel in the area or

areas in which the applicant proposes to provide preparation, as

identified in the States' comprehensive systems of personnel

development (CSPD) under Parts B and C of the Act;

[[Page 47317]]

(b) Demonstrate that it has engaged in a cooperative effort with

one or more State educational agencies or, if appropriate, lead

agencies for providing early intervention services, to plan, carry out,

and monitor the project;

intend to accept successful completion of the proposed personnel

preparation program as meeting State personnel standards for serving

children with disabilities or serving infants and toddlers with

disabilities;

(d) Meet State and professionally-recognized standards for the

preparation of special education, related services, or early

intervention personnel; and

(e) Ensure that individuals who receive financial assistance under

the proposed project will subsequently provide, special education and

related services to children with disabilities, or early intervention

services to infants and toddlers with disabilities, for a period of two

years for every year for which assistance was received or repay all or

part of the cost of that assistance. Applicants must describe how they

will notify scholarship recipients of this work or repay requirement,

which is specified under section 673(h)(1) of the Act (20 U.S.C.

1473(h)(1)). The requirement must be implemented consistent with

section 673(h)(1) of the Act and with applicable regulations in effect

prior to the awarding of grants under this priority. Applicants must

designate at least 55 percent of the budget for student support or

provide sufficient justification for any designation less than 55

percent for student support.

Under this absolute priority, the Secretary plans to award

approximately:

60 percent of the available funds for projects that

support careers in special education, including early childhood

educators;

10 percent of the available funds for projects that

support careers in educational interpreter services for hearing

impaired individuals;

15 percent of the available funds for projects that

support careers in related services, other than educational interpreter

services; and

15 percent of the available funds for projects that

support careers in early intervention.

Competitive Priority:

Within this absolute priority, we will give the following

competitive preference under 34 CFR 75.105(c)(2)(i) to applications

that are otherwise eligible for funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for recruiting students from

underrepresented populations. Up to five (5) of these 10 points would

be based on the extent to which the application includes effective

strategies for recruiting students with disabilities.

In addition, we will give the following competitive preference

under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications

that are otherwise eligible for funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of these competitive preferences, applicants can be

awarded up to a total of 20 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 120 points.

Project Period: Up to 60 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $300,000 for any single

budget period of 12 months. The Secretary may change the maximum amount

through a notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 40 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 2--Preparation of Leadership Personnel (84.325D)

This priority supports projects that conduct the following

preparation activities for leadership personnel:

(a) Preparing personnel at the doctoral, and postdoctoral levels of

training to administer, enhance, or to provide special education,

related or early intervention services for children with disabilities;

(b) Masters and specialist level programs in special education

administration.

Projects funded under this absolute priority must--

Prepare personnel to work with culturally and linguistically

diverse populations by;

(a) Determining the additional competencies for personnel needed to

understand and work with culturally diverse populations; and

(b) Infusing those competencies into early intervention, special

education and related services training programs.

To be considered for an award, an applicant must satisfy the

following requirements contained in section 673(f)-(h) of the Act--

(a) Demonstrate, with letters from one or more States that the

project proposes to serve, that States need personnel in the area or

areas in which the applicant proposes to provide preparation, as

identified in the States' comprehensive systems of personnel

development under Parts B and C of the Act;

(b) Demonstrate that it has engaged in a cooperative effort with

one or more State educational agencies or, if appropriate, lead

agencies for providing early intervention services, to plan, carry out,

and monitor the project;

preparation of leadership personnel in special education, related

services or early intervention fields; and

(d) Ensure that individuals who receive financial assistance under

the proposed project will subsequently perform work related to their

preparation for a period of two years for every year for which

assistance was received or repay all or part of the cost of that

assistance. Applicants must describe how they will notify scholarship

recipients of this work or repay requirement, which is specified under

section 673(h)(2) of the Act (20 U.S.C. 1473(h)(2)). The requirement

must be implemented consistently with section 673(h)(2) of the Act and

with applicable regulations in effect prior to the awarding of grants

under this priority. Applicants must designate at least 65 percent of

the budget for student support or provide sufficient justification for

any designation less than 65 percent for student support.

Competitive Preferences:

Within this absolute priority, we will give the following

competitive preference under 34 CFR 75.105(c)(2)(i), to applications

that are otherwise eligible for funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for recruiting students from

underrepresented populations. Up to five (5) of these 10 points would

be based on the extent to which the application includes effective

strategies for recruiting students with disabilities.

In addition, we will give the following competitive preference

under section

[[Page 47318]]

606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications that are

otherwise eligible for funding under this priority:

Up to ten (10) points based on the extent to which an application

includes effective strategies for employing and advancing in employment

qualified individuals with disabilities in projects awarded under this

absolute priority. In determining the effectiveness of such strategies,

the Secretary will consider the applicant's success, as described in

the application, in employing and advancing in employment qualified

individuals with disabilities in the project.

For purposes of these competitive preferences, applicants can be

awarded up to a total of 20 points in addition to those awarded under

the published selection criteria for this priority. That is, an

applicant meeting this competitive preference could earn a maximum

total of 120 points.

Project Period: Up to 48 months.

Maximum Award: The Secretary rejects and does not consider an

application that proposes a budget exceeding $200,000 for any single

budget period of 12 months. The Secretary may change the maximum amount

through a notice published in the Federal Register.

Page Limits: The maximum page limit for this priority is 40 double-

spaced pages.

Note: Applications must meet the required page limit standards

that are described in the ``General Requirements'' section of this

notice.

Absolute Priority 3--Preparation of Personnel in Minority Institutions

(84.325E)

This priority supports awards to institutions of higher education

with minority student enrollments of at least 25 percent, including

Historically Black Colleges and Universities, for the purpose of

preparing personnel to work with children with disabilities. Awards

must be made consistent with the objectives in section 673(a) of the

Act.

Projects funded under this absolute priority must --

Prepare personnel to work with culturally and linguistically

diverse populations by;

(a) Determining the additional competencies needed for personnel to

understand and work with culturally diverse populations; and

(b) Infusing those competencies into early intervention, special

education, and related services training programs.

The Secretary particularly encourages projects that:

(a) Have effective strategies for recruiting and retraining

students from culturally and linguistically diverse populations;

(b) Focus on providing student financial support; and

other innovative practices.

This program supports projects at all levels, from the associate

degree through the post-doctoral level.

To be considered for an award, an applicant must satisfy the

following requirements contained in section 673(f)-(h) of the Act--

(a) Demonstrate, with letters from one or more States that the

project proposes to serve, that States need personnel in the area or

areas in which the applicant proposes to provide preparation, as

identified in the States' comprehensive system of personnel development

under Parts B and C of the Act;

(b) Demonstrate that it has engaged in a cooperative effort with

one or more State educational agencies or, if appropriate, lead

agencies for providing early intervention services, to plan, carry out,

and monitor the project;

intend to accept successful completion of the proposed personnel

preparation program as meeting State personnel standards for serving

children with disabilities or serving infants and toddlers with

disabilities;

(d) Meet State and professionally-recognized standards for the

preparation of special education, related services, or early

intervention personnel, if the purpose of the project is to assist

personnel in obtaining degrees; and

(e) Ensure that individuals who receive financial assistance under

the proposed project will subsequently provide special education and

related services to children with disabilities, or early intervention

services for infants and toddlers, for a period of two years for every

year for which assistance was received or repay all or part of the cost

of that assistance. Applicants must describe how they will notify

scholarship recipients of this work or repay requirement, which is

specified under section 673(h)(1) of the Act (20 U.S.C. 1473(h)(1)).

The requirement must be implemented consistently with section 673(h)(1)

of the Act and with applicable regulations in effect prior to the

awarding of grants under this priority. Applicants must designate at

least 55 percent of the budget for student support or provide

sufficient justification for any designation less than 55 percent for

student support.

Competitive Preference: Within this absolute priority, we will give

the following competitive preference under 34 CFR 75.105(c)(2)(i) to

applicant institutions that are otherwise eligible for funding under

this priority:

(a) Up to ten (10) points based on the extent to which an

application includes effective strategies for recruiting students from

underrepresented populations. Up to five (5) of these 10 points would

be based on the extent to which the application includes effective

strategies for recruiting students with disabilities.

(b) Up to ten (10) points to applicant institutions that have not

received an FY 1999 or FY 2000 award under the IDEA personnel

preparation program.