[Federal Register: August 30, 1999 (Volume 64, Number 167)]
[Notices]
[Page 47309-47330]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr30au99-110]
[[Page 47309]]
_______________________________________________________________________
Part IV
Department of Education
_______________________________________________________________________
Office of Special Education and Rehabilitative Services; Grant
Applications Under Part D, Subpart 2 of the Individuals With
Disabilities Education Act Amendments of 1997; Notice
[[Page 47310]]
DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Grant
Applications under Part D, Subpart 2 of the Individuals with
Disabilities Education Act Amendments of 1997
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
(FY) 2000.
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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);
(c) Projects funded under these priorities must budget for a two-
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).
(c) Projects studying and promoting improved alignment and
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;
(c) 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
(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
(c) Produce detailed procedures and materials that would enable
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;
(c) Describing the expected costs, needed personnel, staff
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).
(c) Design, implement, and evaluate a dissemination approach that
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
(c) The degree to which the project's design and methodology
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
(c) Summarize, proactively disseminate, and publicize the results
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.
(c) Summarize, proactively disseminate, and publicize the results
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
(c) The degree to which the project's design and methodology
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
(c) Early intervention personnel who serve children birth through
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;
(c) Incorporate curricula that focus on improving results for
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;
(c) Provide letters from one or more States stating that they
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;
or
(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;
(c) Meet State and professionally-recognized standards for the
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
(c) Include student support systems such as tutors, mentors, 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;
(c) Provide letters from one or more States stating that they
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.
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 30 points in addition to those awarded under
the published selection criteria for this priority. That is, an
applicant meeting all of these competitive preferences could earn a
maximum total of 130 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 4--Improving the Preparation of Personnel To Serve
Children With High-Incidence Disabilities (84.325H)
Background: State agencies, university training programs, local
schools, and other community-based agencies and organizations confirm
both the importance and the challenge of improving training programs
for
[[Page 47319]]
personnel to serve children with high-incidence disabilities and of
meeting the staffing needs of localities experiencing chronic shortages
of these personnel.
This priority is intended to improve personnel preparation programs
throughout the Nation and help meet shortages in particular areas. The
project requirements, in conjunction with the identified competitive
priorities, also reflect a number of important factors that are common
to effective personnel preparation programs. These factors are:
(a) Collaboration among governmental, educational and community-
based organizations on the Federal, State, and local levels in meeting
personnel needs;
(b) Field-based training opportunities for students to use acquired
knowledge and skills in schools reflecting wide contextual student
diversity, and high poverty schools;
(c) Multi-disciplinary training of teachers, including regular and
special education teachers, and related services personnel;
(d) Coordinating personnel preparation programs aimed at addressing
chronic personnel shortages with State practices for addressing such
needs;
(e) Addressing shortages of teachers in particular geographic and
content areas;
(f) Integration of research based curriculum and pedagogical
knowledge and practices; and
(g) Meeting the needs of trainees, and of children with
disabilities, from diverse backgrounds.
Priority: Consistent with section 673(e) of the Act, the purpose of
this priority is to develop or improve, and implement, programs that
provide preservice preparation for special and regular education
teachers and related services personnel in order to meet the diverse
needs of children with high incidence disabilities (such as mild or
moderate mental retardation, speech or language impairments, emotional
disturbance, or specific learning disability) and to enhance the supply
of well-trained personnel to serve these children in areas of chronic
shortage. Training of para-professionals to serve children with high-
incidence disabilities is authorized under this priority. (Training of
early intervention personnel is addressed under the preparation of
personnel to serve children with low-incidence disabilities, and
therefore, is not included as part of this priority).
A preservice program is defined as one that leads toward a degree,
certification, or professional licence or standard, and may be
supported at the associate, baccalaureate, master's or specialist
level. A preservice program may include the preparation of currently
employed personnel who are seeking additional degrees, certifications,
endorsements, or licences.
Projects funded under this priority must--
(a) Develop or improve, and implement, partnerships that are
mutually beneficial to grantees and LEAs in order to promote continuous
improvement of preparation programs;
(b) Use research-based curriculum and pedagogy to prepare personnel
who are able to assist students with disabilities in achieving in the
general education curricula and able to improve student outcomes;
(c) Utilize effective instructional strategies and provide practice
opportunities for students on how special education, related services,
and regular education personnel can collaborate to improve results for
children with disabilities;
(d) Include field-based training opportunities for students in
schools reflecting wide contextual and student diversity, including
high poverty schools; and
(e) Prepare personnel to work with culturally and linguistically
diverse populations by;
(1) Determining the additional competencies needed for personnel to
understand and work with culturally diverse populations; and
(2) Infusing those competencies into special education and related
services training programs.
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 Part B of the Act;
(b) Demonstrate that it has engaged in a cooperative effort with
one or more State educational agencies to plan, carry out, and monitor
the project;
(c) Provide letters from one or more States stating that they
intend to accept successful completion of the proposed personnel
preparation program as meeting State personnel standards for serving
children with disabilities;
(d) Meet State and professionally-recognized standards for the
preparation of special education and related services 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, 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 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 preferences under 34 CFR 75.105(c)(2)(i) to applications
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 ten 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 based on the extent to which an
application demonstrates that the majority of the graduates of its
program consistently enter jobs in which they serve children with
disabilities in high poverty--rural or inner city--areas.
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 30 points in addition to those awarded under
the published selection criteria for this priority. That is, an
applicant meeting all of these competitive preferences could earn a
maximum total of 130 points.
[[Page 47320]]
Project Period: The maximum funding period for awards is 36 months.
Maximum Award: The Secretary rejects and does not consider an
application that proposes a budget exceeding $200,000 in Federal
funding for any single budget period of twelve months.
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.
Special Education--Technical Assistance and Dissemination To
Improve Services and Results for Children With Disabilities
Purpose of Program
The purpose of this program is to provide technical assistance and
information through such mechanisms as institutes, regional resource
centers, clearinghouses and programs that support States and local
entities in building capacity, to improve early intervention,
educational, and transitional services and results for children with
disabilities and their families, and address systemic-change goals and
priorities.
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 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.
Eligible Applicants
State and local educational agencies, institutions of higher
education, other public agencies, private nonprofit organizations,
outlying areas, freely associated States, Indian tribes or tribal
organizations, and for-profit organizations.
Priority:
Under section 685 of IDEA and 34 CFR 75.105(c)(3) we consider only
applications that meet the following priorities:
Absolute Priority 1--Projects for Children Who Are Deaf-Blind (84.326C)
Background: IDEA includes provisions designed to ensure that each
child with a disability is provided a high-quality individual program
of services to meet his or her developmental and educational needs. For
children who are deaf and blind to receive those services, intensive
technical assistance must be afforded State and local educational
agencies regarding appropriate educational placements, accommodations,
environmental adaptations, support services and other matters.
In addition, given the severity of deaf-blindness and the low-
incidence nature of this population, many early intervention programs
or local school districts lack personnel with the training or
experience to serve children who are deaf-blind. For these reasons, the
following priority supports projects that provide specialized technical
assistance regarding the provision of early intervention, special
education, related, and transitional services to children who are deaf-
blind.
In FY 1999, 48 awards were made under this priority. Of the 48
awards issued, 43 were authorized for a 48-month project period; the
remaining 5 awards, which serve Nebraska, Oregon, New York, Rhode
Island and South Dakota, were authorized for a 12-month period. The
purpose of this notice is to invite applications for FY 2000 awards to
support projects which will serve one or more of these 5 States and be
authorized for up to 36 months.
Priority:
(a) This priority supports projects that build the capacity of
State and local agencies to facilitate the achievement of improved
outcomes by children who are deaf-blind, and their families. This
priority specifically supports State and Multi-State Projects.
(b) State and Multi-State Projects provide technical assistance,
information, and training that address the early intervention, special
education, related services, and transitional service needs of children
with deaf-blindness and enhance State capacity to improve services and
outcomes for those children and their families. Projects must:
(1) Identify specific project goals and objectives in providing an
appropriate array of technical assistance services;
(2) Facilitate systemic-change goals and school reform;
(3) Enhance State capacity to improve services and outcomes for
deaf-blind children and their families;
(4) Provide technical assistance, information, and training that:
(i) Focus on implementation of research-based, effective practices
that result in appropriate assessment, placement, and support services
to all children who are deaf-blind in the State;
(ii) Help administrators develop and operate effective State and
local programs for serving children who are deaf-blind;
(iii) Ensure that service providers have the necessary skills and
knowledge to effectively serve children who are deaf-blind; and
(iv) Address the needs of families of children who are deaf-blind;
(5) Maintain basic demographic information on children with deaf-
blindness in the State for program planning and evaluation purposes.
The data should include hearing, vision, etiology, educational
placement, living arrangement, and other information necessary to
ensure a high quality program that meets the needs of the State or
States served by the project;
(6) Maintain an assessment of current needs of the State and
utilize data to determine State-wide priorities for technical
assistance services across all age ranges;
(7) Develop and implement procedures to evaluate the impact of
program activities on services and outcomes for children with deaf-
blindness and their families, and on increasing State and local
capacity to provide services and facilitate improved outcomes. The
procedures must provide for--
(i) Evaluating project goals and objectives, and the effectiveness
of project strategies relative to those goals and objectives; and
(ii) Including measures of change in outcomes for children with
deaf-blindness and other indicators that document actual benefits of
conducting the project;
(8) Facilitate ongoing coordination and collaboration with State
and local educational agencies, as well as other relevant agencies and
organizations responsible for providing services to children who are
deaf-blind by --
(i) Promoting service integration that enables children with deaf-
blindness to receive services in natural environments and inclusive
settings, as appropriate; and
(ii) Encouraging systemic change efforts for addressing the needs
of children with deaf-blindness by improving education opportunities
and inter-agency cooperation, and reducing duplication of effort;
(9) Establish and maintain an advisory committee to assist in
promoting project activities. Each committee must include at least one
individual with deaf-blindness, a parent of a child with deaf-
blindness, a representative of each State educational agency and each
State lead agency under Part C of IDEA in the State (or States) served
by the project, and a
[[Page 47321]]
limited number of professionals with training and experience in serving
children with deaf-blindness; and
(10) 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 issues.
The Secretary may make awards under this priority to support single
or multi-State projects. A State may be served by only one supported
project.
The Secretary considers the following factors in determining the
funding level for each award for a single or multi-State project award:
(i) The total number of children birth through age 21 in the State;
(ii) The number of children with deaf-blindness in the State;
(iii) The State per pupil cost; and
(iv) The quality of the application submitted.
Funds awarded under this priority may not be used for direct early
intervention, special education, or related services provided under
Parts B and C of IDEA.
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.
Estimated Range: The estimated range of awards for State and Multi-
State projects is $40,000-$550,000.
Maximum Project Award: The Secretary rejects and does not consider
an application for a State and Multi-State project that proposes a
budget exceeding $550,000 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 2--Outreach Services to Minority Entities To Expand
Research Capacity (84.326M)
Background:
The Congress has found that the Federal Government must be
responsive to the growing needs of an increasingly more 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.
The opportunity for full participation in awards for grants,
cooperative agreements, and contracts by Historically Black Colleges
and Universities (HBCUs) and other institutions of higher education
with minority enrollments of at least 25 percent (OMIs) is essential if
we are to take full advantage of the human resources we have to improve
results for children with disabilities.
This priority focuses on assisting HBCUs and OMIs to prepare
scholars for careers in research on early intervention, special
education, and related services for infants, toddlers, and children
with disabilities, consistent with the purposes of the program,
described in section 672 of the Act. This preparation must consist of
engaging both faculty and students at HBCUs and OMIs in special
education research activities. The activities focus on an area of
critical need that has material application in today's changing
environment and will likely be the subject of future research efforts--
the special education of children in urban and high poverty schools. By
building a cadre of experienced researchers on this important topic,
the chances for increased participation in awards for grants,
cooperative agreements and contracts by HBCUs and OMIs will be more
likely.
The association between socioeconomic status and enrollment in
special education has been well-documented. Available data from the
National Longitudinal Transition Study (NLTS) show that 68 percent of
students in special education live in a household where the income is
less than $25,000 per year versus 39 percent of the general youth
population.
This association is heightened in urban school districts and, to a
lesser extent, rural districts. NLTS data reveal that only 34 percent
of students in special education live in suburban school districts
compared to 48 percent of all students. Data from the Office for Civil
Rights indicate that 30 percent of all inner-city students live in
poverty compared to 18 percent of students in non-inner-city areas.
Urban school districts face a variety of unique challenges in
meeting the educational needs of their students. Their schools often
have high per student costs and limited financial resources. Their
students are disproportionately poor and the population of individuals
with limited English proficiency is among the fastest growing
populations with special needs in some of these districts. This
disproportionate representation of poor children in special education
is also likely to be uniquely influenced by culturally diverse and
urban settings, posing both opportunities and problems in the provision
of special education services.
Priority:
This priority supports a project whose purpose is to increase the
participation of HBCUs and OMIs in discretionary research and
development grant activities authorized under IDEA, and to increase the
capacity of individuals at these institutions to conduct research and
development activities in early intervention, special education, and
related services. The project must implement Congress' direction in
section 661(d)(2)(A)(i) to provide outreach and technical assistance to
these institutions to increase their participation in competitions for
research, demonstration and outreach grants, cooperative agreements,
and contracts funded under the IDEA. Activities must include:
(a) Conducting research activities at HBCUs and OMIs as explained
later in this notice that link scholars at HBCUs and OMIs with
researchers at institutions with an established research capacity in a
mentoring relationship to develop both individual and institutional
research capacity at those HBCUs and OMIs with a demonstrated need for
capacity development.
(b) Providing linkages between HBCUs and OMIs with a demonstrated
need for capacity development and institutions with an established
research capacity to provide opportunities for researchers at those
HBCUs and OMIs to develop first-hand experience in the
[[Page 47322]]
grants and contracts application process.
(c) Providing outreach and technical assistance to doctoral
students at HBCUs and OMIs to increase their participation in
competitions for grant awards to support student-initiated research in
early intervention, special education, and related services.
(d) Establishing a cooperative partnership with the Disability and
Rehabilitation Research Project (CFDA 84.133A-15) funded under section
21(b)(2)(A) of the Rehabilitation Act. This project awarded by the
National Institute on Disability and Rehabilitation Research, was
established to improve the quality and utility of research related to
minority individuals with disabilities by (1) building capacity of
researchers, especially those from minority backgrounds, to conduct
disability research, especially related to rehabilitation of
minorities, and (2) enhancing knowledge and awareness of issues related
to minority individuals with disabilities among disability and
rehabilitation researchers generally.
All research activities must be conducted for the purpose of
capacity building. The research project must include one or more
components focused on issues related to improving the delivery of
special education services to, and educational results for, children
with disabilities in urban and high poverty schools. Other possible
research topics may include:
(a) Effective intervention strategies that make a difference in the
provision of a free appropriate public education to children with
disabilities;
(b) Practices to promote the successful inclusion of children with
disabilities in the least restrictive environment;
(c) Strategies for establishing high expectations for children with
disabilities and increasing their participation in the general
curriculum provided to all children;
(d) Strategies for promoting effective parental participation in
the educational process, especially among parents who have difficulty
in participating due to linguistic, cultural, or economic differences;
(e) Effective disciplinary approaches, including behavioral
management strategies, for ensuring a safe and disciplined learning
environment;
(f) Strategies to improve educational results for students with
disabilities in secondary education settings and promote their
successful transition to postsecondary settings; or
(g) Effective practices for promoting the coordination of special
education services with health and social services for children with
disabilities and their families.
The project must ensure that findings are communicated in
appropriate formats for researchers. The project must also ensure that
findings of importance to other audiences, such as teachers,
administrators, and parents, are made available to the Department of
Education's technical assistance, training, and dissemination projects
for distribution to those audiences.
The project must demonstrate experience and familiarity in research
on children with disabilities in urban and high poverty schools with
predominantly minority enrollments. The project must also demonstrate
experience in capacity development in special education research, as
well as a thorough understanding of the strengths and needs of HBCUs
and OMIs.
In addition to the annual two-day Project Directors' meeting in
Washington, DC listed in the ``General Requirements'' section of this
notice, the project must budget for another annual two-day trip to
Washington, DC to collaborate with the Federal project officer and
other projects funded under this priority by sharing information and
discussing implementation, and dissemination issues, including the
carrying out of cross-project dissemination activities.
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
(c) The degree to which the project's design and methodology
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 $1,000,000 for any single
budget period of 12 months to support one cooperative agreement. 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 75 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Technology and Media Services for Individuals With Disabilities
(CFDA 84.327)
Purpose of Program
The purpose of this program is to promote the development,
demonstration, utilization of technology and to support educational
media activities designed to be of educational value to children with
disabilities. This program also provides support for some captioning,
video description, and cultural activities.
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 criteria menu. The specific selection
criteria for each priority are
[[Page 47323]]
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.
Eligible Applicants
State and local educational agencies; institutions of higher
education; other public agencies; private nonprofit organizations;
outlying areas; freely associated States; Indian tribes or tribal
organizations; and for-profit organizations.
Priority
Under section 687 of IDEA and 34 CFR 75.105(c)(3), we consider only
applications that meet the following priority:
Absolute Priority 1--Steppingstones of Technology Innovation for
Students with Disabilities (84.327A)
The purpose of this priority is for the support of projects that--
(a) Select and describe a technology-based approach for achieving
one or more of the following purposes for early intervention,
preschool, elementary, middle school or high school students with
disabilities: (1) Improving the results of education or early
intervention; (2) improving access to and participation in the general
curriculum, or appropriate activities for preschool children; and (3)
improving accountability and participation in educational reform. The
technology-based approach must be an innovative combination of a new
technology and additional materials and methodologies that enable the
technology to achieve educational purposes for students with
disabilities;
(b) Justify the approach on the basis of research or theory that
supports the effectiveness of the technology-based approach for
achieving one or more of the purposes presented in paragraph (a);
(c) Clearly identify and conduct work in ONE of the following
phases:
(1) Phase 1--Development: Projects funded under Phase 1 must
develop and refine a technology-based approach, and test its
feasibility for use with students with disabilities. Activities may
include development, adaptation, and refinement of technology,
curriculum materials, or instructional methodologies. Activities must
include formative evaluation. The primary product of Phase 1 should be
a promising technology-based approach that is suitable for field-based
evaluation of effectiveness.
(2) Phase 2--Research on Effectiveness: Projects funded under Phase
2 must select a promising technology-based approach that has been
developed in a manner consistent with Phase 1, and subject the approach
to rigorous field-based research and evaluation to determine
effectiveness and feasibility in educational or early intervention
settings. Approaches studied in Phase 2 may have been developed with
previous funding under this priority or with funding from other
sources. Products of Phase 2 include a further refinement and
description of the technology-based approach, and sound evidence that,
in a defined range of real world contexts, the approach can be
effective in achieving one or more of the purposes presented in
paragraph (a).
(3) Phase 3--Research on Implementation: Projects funded under
Phase 3 must select a technology-based approach that has been evaluated
for effectiveness and feasibility in a manner consistent with Phase 2,
and must study the implementation of the approach in multiple, complex
settings to acquire an improved understanding of the range of contexts
in which the approach can be used effectively, and the factors that
determine the effectiveness and sustainability of the approach in this
range of contexts. Approaches studied in Phase 3 may have been
developed and tested with previous funding under this priority or with
funding from other sources. Factors to be studied in Phase 3 include
factors related to the technology, materials and methodologies that
constitute the technology-based approach. Also to be studied in Phase 3
are contextual factors associated with students, teacher attitudes and
skills, physical setting, curriculum and instruction or early
intervention approaches, resources, and professional development and
policy supports, etc. Phases 2 and 3 can be contrasted as follows:
Phase 2 studies the effectiveness the approach can have, while Phase 3
studies the effectiveness the approach is likely to have in sustained
use in a range of typical educational settings. The primary product of
Phase 3 should be a set of research findings that can be used to guide
dissemination and utilization of the technology-based approach;
(d) In addition to the annual two-day Project Directors' meeting in
Washington, DC mentioned above in the ``General Requirements'' section
of this notice, budget for another annual trip to Washington, DC to
collaborate with the Federal project officer and the other projects
funded under this priority, and to share information and discuss
findings and methods of dissemination; and
(e) Prepare products from the project in formats that are useful
for specific audiences as appropriate, including parents,
administrators, teachers, early intervention personnel, related
services personnel, researchers, and individuals with disabilities.
Projects on Children From Birth to 3: The Secretary intends to fund
at least two projects focusing on technology-based approaches for
children with disabilities, ages birth to 3.
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 Secretary intends to fund at least three
projects in each phase. Projects funded under Phase 1 will be funded
for up to 24 months. Projects funded under Phase 2 will be funded for
up to 24 months. Projects funded under Phase 3 will be funded for up to
36 months. During the final year of projects funded under Phase 3, the
Secretary will determine whether or not to fund an optional six-month
period for additional dissemination activities.
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 for projects in Phases 1 and 2, and $300,000
for projects in Phase 3. 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.
[[Page 47324]]
Absolute Priority 2--Dramatic and Theatrical Experiences for
Individuals Who Are Deaf or Hard of Hearing (84.327D)
Background:
The National Theatre of the Deaf's Professional Training Program
for Deaf Theatre Personnel was established through a grant from the
former Department of Health, Education and Welfare in 1967. The U.S.
Department of Education, when established, continued to fund this
training program, along with other programs conducted by the National
Theatre of the Deaf. These programs have been key sources for the
recruitment and training of deaf and, in some instances, hearing
individuals in a variety of theatrical and production areas. These
training and production projects are intended to promote cross-cultural
understanding and to help enable deaf and hearing populations explore
ways to overcome communication barriers. This, in turn, will provide
opportunities for deaf individuals to participate in and contribute to
society as a whole. This priority proposes to continue such activities.
Priority:
This priority supports, on a national level, a series of programs
that will provide for the development and will broaden the theatrical
and general cultural experience of the deaf and hard of hearing
populations in the United States. This priority will enable individuals
who are deaf or hard of hearing to participate in specialized
professional actor's training and theatrical production that would
otherwise be unavailable to them. Specifically, this priority will
support--
(a) The provision of training in drama and theatrical production to
actors and artists who are deaf or hard of hearing;
(b) The promotion of awareness of the artistic and intellectual
achievement of people who are deaf or hard of hearing;
(c) The provision of outreach activities including professional and
technical assistance to regional and local cultural programs; and
(d) The production of video-taped performances for distribution
and, whenever possible, national and regional television broadcast.
To be considered for funding under this priority, a project must:
(a) Describe the training program(s), including curriculum and
length and duration of the training periods;
(b) Identify the type of theatrical productions that will take
place;
(c) Identify outreach activities that will be conducted; and
(d) Ensure that at least one major production will be videotaped
for later use on television or through duplicated cassettes.
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 $800,000 for any single
budget period of 12 months. The Secretary rejects and does not consider
an application that proposes a budget exceeding these maximum amounts.
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 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--Research on Educational Captioning (84.327H)
This priority supports research on captioning of educational media
and materials. Research can be based on the instructional use of
captioning or the use of captioning as a language development tool for
enhancing the reading and literacy skills of individuals who are deaf
or hard of hearing. Media and technologies explored or used by projects
funded under this priority may include, but are not limited to (1)
Television--including high-definition television; (2) videos; and (3)
other media and multi-media technologies such as interactive videodiscs
and CD-ROMs.
Under this competition, projects must--
(a) Identify specific technological approaches that would be
investigated;
(b) Carry out the research within a conceptual framework, based on
previous research or theory, that provides a basis for the strategies
to be studied, the research design, and target population;
(c) Collect, analyze and report (1) characteristics and outcome
data (actual rather than expected results), including the settings, the
service providers, and the individuals targeted by the project; and (2)
multiple, functional outcome data on the individuals who are the focus
of the technological approaches;
(d) Conduct the research in realistic settings such as residential
or integrated schools or colleges, or in community settings, as
appropriate; and
(e) Conduct the research using methodological procedures that will:
(1) Produce unambiguous findings regarding the effects of approaches
and effects of the interaction among particular approaches and
particular groups of individuals or particular settings; and (2) permit
use of the findings in policy analyses.
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 $125,000 for any single
budget period of 12 months. The Secretary rejects and does not consider
an application that proposes a budget exceeding these maximum amounts.
The Secretary may change the
[[Page 47325]]
maximum amounts 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 4--Video Description (84.327J)
Background:
This priority supports cooperative agreements to provide video
description in two areas: (1) Broadcast and cable television programs;
and (2) home video. The purpose of this activity will be to describe
television programs and videos to make television programming and home
videos more accessible to children and adults with visual disabilities.
The intent of this priority is to enable children, and adults who are
blind or have low vision to have access to television programming and
home videos in order to enhance shared educational, social, and
cultural experiences for children and adults with visual disabilities.
Note: In accordance with section 687(c)(2) of IDEA, funds from
an award made under this priority may only be used for video
descriptions of educational, news, and informational television
programs beginning October 1, 2001. This may require a grantee to
change some or all of the programming that it describes under this
award as of this date.
Priority:
To be considered for funding under this priority, a project must --
(a) Include criteria that take into account the preference of
consumers for particular topics of interest, the diversity of programs
or videos available, and the contribution of these programs or videos
to the general educational, social, and cultural experiences of
individuals with visual disabilities;
(b) Identify the total number of hours and cost for each program to
be described;
(c) Identify for each program to be described, the source, and
amount of any private or other public support, if any;
(d) Demonstrate the willingness of program or video producers to
permit video description and distribution of their program or video;
and
(e) Evaluate the effectiveness of the methods and technologies used
in providing this service and the impact on intended populations.
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 $200,000 for any single
budget period of 12 months. The Secretary rejects and does not consider
an application that proposes a budget exceeding these maximum amounts.
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 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 5--Closed Captioned Sports Programs (84.327P)
Background:
This priority supports cooperative agreements to continue and
expand closed-captioning of major national sports programs shown on
national commercial broadcast or basic cable television networks.
Captioning provides a visual representation of the audio portion of the
programming and enables children, young adults, and adults who are deaf
or hard of hearing to participate in the shared experience of national
sporting events. Funds provided under this priority may be used to
support no more than fifty percent of the captioning costs.
Note: In accordance with section 687(c)(2) of IDEA, funds from
an award made under this priority may only be used for captioning
educational, news, and informational television programs beginning
October 1, 2001. This may require a grantee to change some or all of
the programming that it captions under this award as of this date.
Priority:
To be considered for funding under this competition, a project
must--
(a) Include procedures and criteria for selecting programs for
captioning that take into account the preference of consumers for
particular sports programs;
(b) Provide a back-up system that will ensure quality captioning
service;
(c) Identify and support a consumer advisory group that would meet
at least annually;
(d) Identify the total number of hours and the cost per program
hour for each of the programs captioned;
(e) Identify for each program to be captioned, the source, and
amount of any private or other public support, if any;
(f) Demonstrate the willingness of major national commercial
broadcast or basic cable networks to permit captioning of their
programs; and
(g) Implement procedures for monitoring the extent to which full
and accurate captioning is provided and use this information to make
refinements in captioning operations.
Captions produced under these awards may be reformatted or
otherwise adapted by owners or rights holders of programming, including
networks or syndicators, for future airings or other distributions.
Competitive Preference: Within this absolute priority, we will
award the following competitive preference, under 34 CFR
75.105(c)(2)(i): An additional 10 points to an applicant that proposes
to include in the range of programs to be captioned at least 52 hours a
year of sports programming originally broadcast in Spanish.
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
[[Page 47326]]
selection criteria for this priority. That is, an applicant meeting
these competitive preferences could earn a maximum total of 120 points.
Project Period: Up to 36 months.
Maximum Award: The Secretary rejects and does not consider an
application that proposes a budget exceeding $100,000 for any single
budget period of 12 months. The Secretary rejects and does not consider
an application that proposes a budget exceeding these maximum amounts.
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 50 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--Training and Information for Parents of Children
With Disabilities [CFDA No. 84.328]
Purpose of Program
The purpose of this program is to ensure that parents of children
with disabilities receive training and information to help improve
results for their children.
Applicable Regulations
(a) The Education Department General Administrative Regulations
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, and 97; and (b)
The selection criteria for this priority are drawn from the EDGAR
general selection criteria menu. The specific selection criteria for
this priority are included in the funding application packet for this
competition.
Priority
Under sections 661(e)(2) and 683 of the Act, and 34 CFR
75.105(c)(3), we will give an absolute preference to applications that
meet this absolute priority:
Absolute Priority--Community Parent Resource Centers (84.328C)
The purpose of this statutory priority is to support local parent
training and information centers that will help ensure that underserved
parents of children with disabilities, including low-income parents,
parents of children with limited English proficiency, and parents with
disabilities, have the training and information they need to enable
them to participate effectively in helping their children with
disabilities to--
(a) Meet developmental goals and, to the maximum extent possible,
those challenging standards that have been established for all
children; and
(b) Be prepared to lead productive independent adult lives, to the
maximum extent possible.
Each community parent training and information center supported
under this priority must--
(a) Provide training and information that meets the training and
information needs of parents of children with disabilities proposed to
be served by the project;
(b) Assist parents to understand the availability of, and how to
effectively use, procedural safeguards under section 615 of the Act,
including encouraging the use, and explaining the benefits, of
alternative methods of dispute resolution, such as the mediation
process described in the Act;
(c) Serve the parents of infants, toddlers, and children with the
full range of disabilities by assisting parents to--
(1) Better understand the nature of their children's disabilities
and their educational and developmental needs;
(2) Communicate effectively with personnel responsible for
providing special education, early intervention, and related services;
(3) Participate in decision making processes and the development of
individualized education programs and individualized family service
plans;
(4) Obtain appropriate information about the range of options,
programs, services, and resources available to assist children with
disabilities and their families;
(5) Understand the provisions of the Act for the education of, and
the provision of early intervention services to, children with
disabilities; and
(6) Participate in school reform activities;
(d) Contract with the State education agencies, if the State elects
to contract with the community parent resource centers, for the purpose
of meeting with parents who choose not to use the mediation process, to
encourage the use and explain the benefits of mediation, consistent
with sections 615(e)(2)(B) and (D) of the Act;
(e) In order to serve parents and families of children with the
full range of disabilities, network with appropriate clearinghouses,
including organizations conducting national dissemination activities
under section 685(d) of the Act, and with other national, State, and
local organizations and agencies, such as protection and advocacy
agencies;
(f) Establish cooperative partnerships with the parent training and
information centers funded under section 682 of the Act;
(g) Be designed to meet the specific needs of families who
experience significant isolation from available sources of information
and support; and
(h) Annually report to the Secretary on--
(1) The number of parents to whom it provided information and
training in the most recently concluded fiscal year; and
(2) The effectiveness of strategies used to reach and serve
parents, including underserved parents of children with disabilities.
The Secretary intends to fund a maximum of ten awards.
Competitive Priorities: Within this absolute priority, we will give
preference to applications under 34 CFR 75.105(c)(2)(i) that meet one
or both of the following competitive priorities:
The Secretary awards 20 points to an application submitted by a
local parent organization that has a board of directors, the majority
of whom are parents of children with disabilities, from the community
to be served.
The Secretary awards 5 points to an application that proposes to
provide services to one or more Empowerment Zones or Enterprise
Communities that are designated within the areas served by projects. To
meet this priority an applicant must indicate that it will:
(a) Design a program that includes special activities focused on
the unique needs of one or more Empowerment Zones or Enterprise
Communities; or
(b) Devote a substantial portion of program resources to providing
services within, or meeting the needs of residents of these zones and
communities.
As appropriate, the proposed project under IDEA must contribute to
the strategic plan of the Empowerment Zones or Enterprise Communities
and be made an integral component of the Empowerment Zone or Enterprise
Community activities. A list of areas that have been selected as
Empowerment Zones or Enterprise Communities is included in the
application package.
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
[[Page 47327]]
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 30 points in addition to those awarded under
the published selection criteria for this priority. That is, an
applicant meeting all of these competitive preferences could earn a
maximum total of 130 points.
Eligible Applicants: Local parent organizations are defined in
section 682(g) and 683(c) of IDEA. According to section 682(g), a
parent organization is a private nonprofit organization (other than an
institution of higher education) that (a) has a board of directors, (1)
the parent and professional members of which are broadly representative
of the population to be served, (2) the majority of whom are parents of
children with disabilities, and (3) that includes individuals with
disabilities and individuals working in the fields of special
education, related services, and early intervention; or (b) has a
membership that represents the interests of individuals with
disabilities and has established a special governing committee that
meets requirements of paragraph (a) and a memorandum of understanding
between this special governing committee and the board of directors of
the organization that clearly outlines the relationship between the
board and the committee and the decision making responsibilities and
authority of each. According to section 683(c), local parent
organizations are parent organizations that must meet one of the
following criteria--
(a) Have a board of directors the majority of whom are from the
community to be served; or
(b) Have as part of its mission, serving the interests of
individuals with disabilities from such community; and have a special
governing committee to administer the project, a majority of the
members of which are individuals from such community.
Examples of administrative responsibilities include controlling the
use of the project funds, and hiring and managing project personnel.
Project Period: Up to 36 months.
Project Award: Projects will not be funded in excess of $100,000
for any single budget period of 12 months.
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.
For Applications Contact
Education Publications Center (ED Pubs), PO Box 1398, Jessup,
Maryland 20794-1398. Telephone (toll free): 1-877-4ED-Pubs (1-877-433-
7827). FAX: 301-470-1244. Individuals who use a telecommunications
device for the deaf (TDD) may call (toll free) 1-877-576-7734.
You may also contact Ed Pubs via its Web site (http://www.ed.gov/
pubs/edpubs.html) or its E-mail address (edpubs@inet.ed.gov).
For Further Information Contact: Grants and Contracts Services
Team, U.S. Department of Education, 400 Maryland Avenue, SW, room 3317,
Switzer Building, Washington, D.C. 20202-2550. Telephone: (202) 205-
9817.
If you use a TDD you may call the TDD number: (202) 205-8953.
Individuals with disabilities may obtain a copy of the application
package in an alternate format by contacting the Department as listed
above. However, the Department is not able to reproduce in an alternate
format the standard forms included in the application package.
Intergovernmental Review
All programs in this notice (except for Research and Innovative)
are subject to the requirements of Executive Order 12372 and the
regulations in 34 CFR part 79. The objective of the Executive order is
to foster an intergovernmental partnership and a strengthened
federalism by relying on processes developed by State and local
governments for coordination and review of proposed Federal financial
assistance.
In accordance with the order, we intend this document to provide
early notification of the Department's specific plans and actions for
those programs.
Available Funds
The Administration has requested funds for these programs for
Fiscal Year 2000. The actual level of funding, if any, depends on final
congressional action. However, we are inviting applications to allow
enough time to complete the grant process before the end of the fiscal
year, if Congress appropriates funds for these programs.
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Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable document format (PDF) on the internet at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html
To use the PDF you must have the Adobe Acrobat Reader Program with
Search, which is available free at either of the previous sites. If you
have questions about using the PDF, call the U.S. Government Printing
Office (GPO), toll free, at 1-888-293-6498; or in the Washington, DC,
area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://www.access.gpo/
nara/index.html
Dated: August 23, 1999.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 99-22359 Filed 8-27-99; 8:45 am]
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