[Federal Register: July 28, 2003 (Volume 68, Number 144)]
[Notices]
[Page 44317-44328]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr28jy03-56]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Notice
Inviting Applications for New Awards for Fiscal Year (FY) 2003
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
(FY) 2003.
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SUMMARY: This notice announces closing dates, priorities, and other
information regarding the transmittal of grant applications for FY 2003
competitions under three programs authorized under part D, subpart 2 of
the Individuals with Disabilities Education Act, as amended (IDEA). The
three programs are: (1) Special Education--Research and Innovation to
Improve Services and Results for Children with Disabilities (2
priorities); (2) Special Education--Technical Assistance and
Dissemination to Improve Services and Results for Children with
Disabilities (2 priorities); and (3) Special Education--Technology and
Media Services for Individuals with Disabilities (3 priorities).
Please note that significant dates for the availability and
submission of applications, as well as important fiscal information,
are listed in a table at the end of this notice.
Waiver of Rulemaking
It is generally our practice to offer interested parties the
opportunity to comment on proposed priorities. However, section
661(e)(2) of IDEA makes the public comment requirements in the
Administrative Procedure Act (5 U.S.C. 553) inapplicable to the
priorities in this notice.
General Requirements
(a) The projects funded under this notice must make positive
efforts to employ and advance in employment qualified individuals with
disabilities (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) The projects funded under these priorities must budget for a
two-day Project Directors' meeting in
[[Page 44318]]
Washington, DC during each year of the project.
(d) In a single application, an applicant must address only one
absolute priority in this notice.
(e) If a project maintains a Web site, it must include relevant
information and documents in an accessible form.
Page Limit
If you are an applicant, part III of each application, the
application narrative, is where you address the selection criteria that
are used by reviewers in evaluating the application. You must limit
part III to the equivalent of no more than the number of pages listed
in the table at the end of this notice, using the following standards:
[sbull] A ``page'' is 8.5'' x 11'' (on one side only) with one-inch
margins (top, bottom, and sides).
[sbull] Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, and captions, as well as all text in charts,
tables, figures, and graphs.
[sbull] Use a font that is either 12-point or larger or no smaller
than 10 pitch (characters per 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, the
resumes, the bibliography or references, or the letters of support.
However, you must include all of the application narrative in part III.
We will reject without consideration or evaluation any application
if --
[sbull] You apply these standards and exceed the page limit; or
[sbull] You apply other standards and exceed the equivalent of the
page limit.
Application Procedures
Note: Some of the procedures in these instructions for
transmitting applications differ from those in the Education
Department General Administrative Regulations (EDGAR) (34 CFR
75.102). Under the Administrative Procedure Act (5 U.S.C. 553) the
Department generally offers interested parties the opportunity to
comment on proposed regulations. However, these amendments make
procedural changes only and do not establish new substantive policy.
Therefore, under 5 U.S.C. 553(b)(A), the Secretary has determined
that proposed rulemaking is not required.
Project for Electronic Submission of Applications
In Fiscal Year 2003, the U.S. Department of Education is continuing
to expand its pilot project of electronic submission of applications to
include additional formula grant programs and additional discretionary
grant competitions. The three programs in this announcement: Research
and Innovation to Improve Services and Results for Children with
Disabilities--CFDA 84.324, Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities--CFDA
84.326, and Technology and Media Services for Individuals with
Disabilities--CFDA 84.327, are included in the pilot project. If you
are an applicant for a grant under any of the three programs, you may
submit your application to us in either electronic or paper format.
The pilot project involves the use of the Electronic Grant
Application System (e-Application). Users of e-Application will be
entering data on-line while completing their applications. You may not
e-mail a soft copy of a grant application to us. If you participate in
this voluntary pilot project by submitting an application
electronically, the data you enter on-line will be saved into a
database. We request your participation in e-Application. We shall
continue to evaluate its success and solicit suggestions for
improvement.
If you participate in e-Application, please note the following:
[sbull] Your participation is voluntary.
[sbull] You will not receive any additional point value because you
submit a grant application in electronic format, nor will we penalize
you if you submit an application in paper format. When you enter the e-
Application system, you will find information about its hours of
operation.
[sbull] You may submit all documents electronically, including the
Application for Federal Education Assistance (ED 424), Budget
Information--Non-Construction Programs (ED 524), and all necessary
assurances and certifications.
[sbull] After you electronically submit your application, you will
receive an automatic acknowledgement, which will include a PR/Award
number (an identifying number unique to your application).
[sbull] Within three working days after submitting your electronic
application, fax a signed copy of the Application for Federal Education
Assistance (ED 424) to the Application Control Center after following
these steps:
1. Print ED 424 from e-Application.
2. The institution's Authorizing Representative must sign this
form.
3. Place the PR/Award number in the upper right hand corner of the
hard copy signature page of the ED 424.
4. Fax the signed ED 424 to the Application Control Center at (202)
260-1349.
[sbull] We may request that you give us original signatures on all
other forms at a later date.
[sbull] Closing Date Extension in Case of System Unavailability: If
you elect to participate in the e-Application pilot for the Research
and Innovation to Improve Services and Results for Children with
Disabilities Program, the Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities Program, or
the Technology and Media Services for Individuals with Disabilities
Program and you are prevented from submitting your application on the
closing date because the e-Application system is unavailable, we will
grant you an extension of one business day in order to transmit your
application electronically, by mail, or by hand delivery. For us to
grant this extension--
1. You must be a registered user of e-Application, and have
initiated an e-Application for this competition; and
2. (a) The e-Application system must be unavailable for 60 minutes
or more between the hours of 8:30 and 3:30 p.m., Washington, DC time,
on the deadline date; or
(b) The e-Application system must be unavailable for any period of
time during the last hour of operation (that is, for any period of time
between 3:30 and 4:30 p.m., Washington, DC time) on the deadline date.
The Department must acknowledge and confirm these periods of
unavailability before granting you an extension. To request this
extension you must contact either (1) The person listed elsewhere in
this notice under FOR FURTHER INFORMATION CONTACT or (2) the e-GRANTS
help desk at 1-888-336-8930.
You may access the electronic grant application for the Research
and Innovation to Improve Services and Results for Children with
Disabilities Program, the Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities Program, or
the Technology and Media Services for Individuals with Disabilities
Program at: http://e-grants.ed.gov.
We have included additional information about the e-Application
pilot project (see Parity Guidelines between Paper and Electronic
Applications) in the application packages.
[[Page 44319]]
Research and Innovation To Improve Services and Results for Children
With Disabilities [CFDA Number 84.324]
Purpose of Program
To produce, and advance the use of, knowledge to improve the
results of education and early intervention for infants, toddlers, and
children with disabilities.
Eligible Applicants
State educational agencies (SEAs); local educational agencies
(LEAs); institutions of higher education (IHEs); other public agencies;
nonprofit private 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, 97, 98, and
99; and (b). The selection criteria, chosen from the EDGAR general
selection criteria in 34 CFR 75.210. The specific selection criteria
for these competitions will be provided in the application package for
these competitions.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Priorities
Under 34 CFR 75.105(c)(3), we consider only applications that meet
one of the following priorities:
Absolute Priority 1--Research Validation and Implementation Project for
Children Who Are Deaf-Blind (84.324D)
Background
New evidence-based research findings, including those related to
hearing impairment, visual impairment, and other disabilities, have not
been rapidly or systematically applied to children who are deaf-blind.
These children are at high risk for exclusion from evidence-based
research practices that promote high student achievement.
Priority
This priority supports a cooperative agreement to validate
evidence-based research findings by translating those findings into
procedures usable by personnel serving children who are deaf-blind,
implementing new intervention procedures in home and community
settings, and evaluating the effectiveness of the new procedures in
meeting the early intervention and educational needs of children who
are deaf-blind.
Projects are expected to address one or more of the following areas
of investigation: (a) Assessment of communication and cognitive
development in infants, toddlers, and young children who are deaf-
blind; (b) improving communication and language development for
children who are deaf-blind including alternative forms for those
children who do not use signs or speech; (c) learning strategies that
encourage systematic instruction with a clear focus on targeting
specific educational outcomes and producing knowledge on how these
outcomes are achieved and replicated; (d) use of innovative technology
to increase access to education and enhance learner performance; (e)
transition from school to work; and (f) improved strategies and models
for the use of paraprofessionals, including the intervenor. An
intervenor is a term used in the deaf-blind community to describe an
individual who provides direct support for all or part of the
instructional day to a student who is deaf-blind.
The project must:
(a) Form a consortium with one or more research institutions at
other locations to (1) Validate new approaches with multiple children
and in multiple settings and (2) replicate initial evaluation findings.
(b) Identify specific research findings and the interventions or
strategies based on those findings that will be implemented and
evaluated;
(c) Carry out the project activities within a conceptual framework
that provides a basis for the areas of investigation, the interventions
or strategies to be implemented and evaluated, the evaluation design,
and the target population;
(d) Produce a variety of descriptive and outcome data, including
(1) Information regarding the settings, the service providers, the
children, and if applicable, their families, targeted by the project
(e.g., age, disabilities, skill and ability levels); and (2) multiple,
performance outcome data regarding the children and families who are
the focus of the interventions or strategies;
(e) Address causal questions by employing randomized experimental
designs, to the extent appropriate; and
(f) Translate research findings into demonstrable practice that
provides the informational bridge necessary to (1) Move research into
practice, and (2) reduce lag time between research and implementing
practice for children who are deaf-blind.
Fourth and Fifth Years of Project
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 experts
selected by the Secretary which review will be conducted during the
last half of the project's second year in Washington, DC. The project
must budget for the travel associated with this one-day intensive
review;
(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
demonstrate the potential for advancing significant new knowledge.
Absolute Priority 2--Center on Outcomes for Infants, Toddlers, and
Preschoolers With Disabilities (84.324L)
Background
The NCLB Act and the IDEA Amendments of 1997 emphasize
accountability in improving results for children with disabilities.
With the Administration's ``Good Start, Grow Smart'' early childhood
initiative, programs serving young children such as Head Start, Early
Head Start, and State-funded Pre-Kindergarten programs are beginning to
develop standards, outcome measures, and accountability systems to
track the progress of the children they serve.
As part of this emphasis on accountability for results, reliable
and valid outcome measures designed for young children with
disabilities and their families must be developed and implemented.
Priority
The purpose of this priority is to fund a cooperative agreement to
support a center to provide national leadership in the development and
use of outcome information by early intervention and preschool special
education programs and personnel. This Center must identify current and
best practices in measuring outcomes for children with disabilities
birth through five years of age and their families, served under parts
C and B of IDEA, including performance indicators and assessment
methodologies. The Center must accomplish this mission through a
combination of research, technical assistance, dissemination,
collaboration, and other leadership functions.
The Center's research activities must include, but are not limited
to:
[[Page 44320]]
(a) Conducting an annual survey of State educational agencies
(SEAs), local educational agencies (LEAs), and part C Lead Agencies
(LAs) to determine their current progress in identifying outcomes for
children with disabilities birth through five years of age and their
families, and in developing performance indicators and assessment
methodologies to measure the progress of children birth through five
years of age and their families served under IDEA (including
determining the age range of the children in accountability systems and
whether or not they are aligned with other accountability systems such
as Head Start, State Pre-K, and K-12 accountability systems);
(b) Evaluating State and local policies and practices to determine
valid and technically adequate approaches to measuring the progress of
young children with disabilities (in areas such as cognition, pre-
reading and language skills, communication, social-emotional
development, adaptive/self-help skills, and physical development);
(c) Conducting an annual review of State reports and parts C and B
data to track the development of State parts C and B accountability
systems and the status of State data systems;
(d) Synthesizing research on relevant topics such as the technical
adequacy of outcome measures for young children vis-a-vis the range of
disabilities defined under IDEA; the variation of eligibility criteria
for services among States; the measurement of satisfaction of parents
regarding children's progress; the impact of families on children's
outcomes; the methods for aggregating data from child and family
measures for use at the local, State, and Federal level; and procedures
for data analysis and reporting;
(e) Conducting, collaborating in, or commissioning focused research
studies on topics related to outcomes and measurement of the
performance of programs serving young children with disabilities and
their families, including work to ensure that technically adequate
measures of outcomes for young children with disabilities are
identified or developed; and
(f) Conducting or commissioning a synthesis of the measures and
approaches to measurement used for assessment of family outcomes,
including work to ensure that technically adequate measures of outcomes
for families are identified or developed.
The Center's technical assistance and dissemination activities must
include, but are not limited to:
(a) Preparing and disseminating reports and documents on research
findings and related topics;
(b) Maintaining a world wide Web site with relevant information and
documents in an accessible formats for individuals with disabilities;
(c) Conducting national and regional meetings, in collaboration
with other centers such as the National Early Childhood Technical
Assistance Center, the Regional Resource Centers, and the National
Center for Special Education Accountability Monitoring, and the
national and regional parent technical assistance centers to assist
part C lead agencies, SEAs, LEAs, and local agencies in working
collaboratively with stakeholders to develop accountability systems to
measure the progress of children birth through five served under IDEA.
(d) Working directly with State educational agencies, local
educational agencies, local agencies, and other stakeholders to develop
and improve accountability systems to measure progress of children with
disabilities, birth through five; and
(e) Developing and applying strategies for dissemination of
information to specific audiences, including teachers, service
providers, families, administrators, policymakers, and researchers.
Such strategies must involve collaboration with other technical
assistance providers, organizations, and researchers as described
below.
The Center's collaboration and other leadership activities must
include, but are not limited to:
(a) Maintaining communication and collaboration with other
technical assistance providers (including the National Early Childhood
Technical Assistance Center, the Regional Resource Centers, the Federal
Resource Center, the National Center for Special Education
Accountability Monitoring, the National Center on Educational Outcomes,
Parent Training and Information Centers, and others) and organizations
(including the National Association of State Directors of Special
Education, the Council for Exceptional Children, the Infant and Toddler
Coordinator's Association, Council of Chief State School Officers,
parent and disability organizations, and others), as well as technical
assistance projects funded under Office of Elementary and Secondary
Education and Head Start concerning the development of outcome measures
for young children with disabilities and accountability-related
activities;
(b) Maintaining communication and collaboration with researchers
(including researchers funded by the Institute of Education Sciences,
the National Institute of Child Health and Human Development, the
National Institute of Mental Health, and Administration for Children
and Families) studying outcome measures for young children,
accountability systems for programs serving young children, and related
topics in order to promote the use of research findings and measures;
(c) Working directly with State educational agencies, local
educational agencies, local agencies, technical assistance providers,
parent organizations, parent trainers, other relevant organizations,
and researchers to build consensus among stakeholders on what is
important to measure, how the measurement should be conducted, the
importance of using outcome indicators in early intervention and
preschool special education, and the selection of child outcomes and
indicators and family outcomes and indicators. The strategies for
developing measures should include broad stakeholder input as to what
they are, and how they should be considered;
(d) Convening conferences, at the request of OSEP, on topics
related to the development of outcome measures and accountability
systems for young children served under IDEA; and
(e) Collaborating and coordinating with Head Start and regular
early childhood programs.
The Center must also:
(a) Establish, maintain, and meet at least annually with an
advisory committee consisting of representatives of State and local
educational and part C lead agencies, individuals with disabilities,
parents of children with disabilities, including parents of young
children with disabilities, educators, service providers, professional
organizations and advocacy groups, researchers, and other appropriate
groups to review and advise on the Center's activities and plans. The
committee membership must include individuals who are from communities
representing rural, low-income, urban, and limited English proficient
populations;
(b) Establish, maintain, and meet at least annually with a
technical workgroup consisting of SEA, LEA, and part C LA data
specialists, researchers, and other appropriate individuals to advise
on the Center's technical and research activities;
(c) Fund as project assistants at least three doctoral students per
year who have concentrations in relevant topics such as early childhood
special education, early intervention,
[[Page 44321]]
assessment, educational policy, and administration;
(d) In addition to the two-day Project Directors Meeting listed in
the General Requirements section of this notice, budget for two
additional two-day trips annually to Washington, DC, to attend an
additional Project Director meeting and to attend an OSEP Leadership
Conference; and one trip a month to attend appropriate meetings
convened by the Department of Education, and other Centers and
organizations.
Fourth and Fifth Years of Project
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 experts
selected by the Secretary which review will be conducted during the
last half of the project's second year in Washington, DC. Projects must
budget for the travel associated with this one-day intensive review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center;
(c) The degree to which the project's design and methodology
demonstrates the potential for advancing significant new knowledge; and
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved outcomes for children with
disabilities.
Special Education--Technical Assistance and Dissemination To Improve
Services and Results for Children With Disabilities [CFDA Number
84.326]
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 (1) Improve early intervention,
educational, and transitional services and results for children with
disabilities and their families; and (2) address systemic-change goals
and priorities.
Eligible Applicants
State educational agencies, local educational agencies,
institutions of higher education, other public agencies, nonprofit
private organizations, for-profit 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, 97, 98, and
99; and (b) The selection criteria, chosen from the general selection
criteria in 34 CFR 75.210. The specific selection criteria for these
competitions will be provided in the application package for these
competitions.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Priorities
Under 34 CFR 75.105(c)(3) we consider only applications that meet
one of the following priorities:
Absolute Priority 1--National Dropout Prevention Center for Students
With Disabilities (84.326Q)
Background
The National Longitudinal Transition Study (NLTS) reported that 38
percent of students with disabilities who left school did so by
dropping out, 30 percent enrolled in high school but did not finish,
and 8 percent dropped out before entering high school. In 1996,
Blackorby and Wagner found the dropout rate for students with
disabilities to be approximately twice that of regular education
students. Through technical assistance that will lead to improved
results for children with disabilities, this priority is expected to
have a significant impact on dropout prevention, the improvement of
educational services, and interagency coordination.
Priority
The Secretary establishes an absolute priority for a cooperative
agreement to support a National Dropout Prevention Center for Students
with Disabilities to provide guidance and assistance to States,
schools, families, agencies, and communities in designing,
implementing, and evaluating effective comprehensive dropout prevention
programs based on scientifically validated practices for students with
disabilities. The Center will focus on two broad areas: (1) Prevention
and Educational Programs, and (2) Reentry. The Center must address
these areas through knowledge development activities and technical
assistance and dissemination.
Knowledge development activities of the Center must include, but
are not limited to:
(a) Conducting an annual survey of States to determine the current
status of implementation of scientifically validated dropout prevention
and educational and reentry programs and evaluating policies and
practices that sustain or pose barriers to these interventions. Reentry
program status must include information on service options such as the
general education diploma (GED) participation, test accommodations on
the GED, and adult education programs.
(b) Contracting with the What Works Clearinghouse to identify
effective exemplary programs for wide replication.
(c) Organizing and synthesizing research, policy, and practice and
advances in the two focus areas.
Technical assistance and dissemination activities of the Center
must include, but are not be limited to:
(a) Responding to written and telephone inquiries with research-
validated information.
(b) Collaborating with the National Center on Secondary Education
and Transition and the Office of Special Education Programs (OSEP)-
supported Promoting What Works Synthesis Center on the preparation and
dissemination of information materials designed to increase awareness
of and the use of research-validated practices by a variety of
audiences (e.g., educators, policy makers, service providers, families,
community agencies).
(c) Developing partnerships and communications around dropout
issues with leaders and key stakeholders in special education and
regular education, State and school level administrators, and consumer
and advocacy organizations such as the Parent Training and Information
Centers (PTIs).
(d) Establishing a coordinated network of researchers,
practitioners, policy makers, families, service providers, community
agencies, business groups who will serve as resources to States in
designing and implementing effective programs.
(e) Providing for information exchanges between researchers and
practitioners who direct effective model programs and those seeking to
design, implement, or replicate these models. Information must be
exchanged through a variety of methods, including a national forum
during the first year, and a national forum in the fifth year. These
exchanges must be designed to expand the coordinated interagency
network, create a dialog about systemic
[[Page 44322]]
comprehensive services, develop awareness of the scientifically based
practices in dropout prevention and education programming, and reentry.
This forum must include exemplars and descriptions of model programs
addressing the two focus areas.
(f) Packaging a set of effective models that would permit others to
replicate or implement effective practices that also include
alternative approaches to delivery of effective services for students.
The package must identify barriers and effective programming and
suggest effective proven strategies for working with students with
disabilities from low socio-economic backgrounds, speakers of English
as a second language, those who become pregnant, and those who repeat a
grade or more.
(g) Developing and implementing strategic activities to provide
technical assistance to States to assist them in the development of
effective systems to address the dropout problem.
(h) Coordinating with the OSEP contractor in working with States to
improve data quality and analyze the approaches to assess the nature
and extent of the problem.
(i) Assisting States in developing model districts and school sites
and help States replicate these models throughout the State.
(j) Providing technical assistance to States focused on needs
identified in the State survey and State's commitment to
implementation.
(k) Submitting for approval a proposal describing the content and
purpose of any new product, whether paper or electronic, to the
document review board of OSEP's newly funded Dissemination Center, for
which OSEP expects to fund this year.
(l) Providing OSEP-specified technical assistance to States. This
effort may include participation in: (1) Collaborative Web-based
technical assistance activities, (2) coordination of and participation
in State-to-State communities of practice, and (3) direct technical
assistance to OSEP-specified States through partnerships between OSEP
and selected States. Staff time and project resources dedicated to
provide technical assistance to OSEP-specified States will be
negotiated with OSEP as part of the cooperative agreement within 30
days of the project award (OSEP anticipates that technical assistance
to OSEP-specified States could averaged approximately $40,000 per year.
Budgets should be developed with this in mind).
The Center must also:
(a) Meet with the OSEP project officer in the first two months of
the project to review and refine the strategic plan of technical
assistance and dissemination approaches;
(b) In addition to the two-day Project Director's Meeting listed in
the general requirements section of this notice, budget for at least
two annual planning meetings and eight two-day trips annually as
requested by OSEP for Department briefings, Department sponsored
conferences and other events.
(c) Maintain communication with the Federal project officer through
monthly phone conversations and e-mail communication as needed. The
Center must submit annual performance reports and provide additional
written materials as needed for the project Federal officer to monitor
the Center's work.
(d) Establish, maintain and meet at least biannually with an
advisory committee consisting of representatives of State, local
agencies, individuals with disabilities, persons from underrepresented
populations, parent educators, professional organizations or advocacy
groups, researchers, and other appropriate groups to review and advice
the Center's activities and plans.
(e) Conduct evaluations of its specific activities and of the
overall impact of its work. The Center must report its evaluation
findings annually to the Federal project officer.
(f) Maintain a Web site with relevant information and documents in
an accessible format with information available in both English and
Spanish.
Fourth and Fifth Years of Project
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 experts
selected by the Secretary which review will be conducted during the
last half of the project's second year in Washington, DC. Projects must
budget for the travel associated with this one-day intensive review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) Evidence of the degree to which the Center's activities have
contributed to a changed practice and improved student outcomes.
Absolute Priority 2--Center on Positive Behavioral Interventions and
Supports (84.326S)
Background
In 1998 the Office of Special Education Programs (OSEP) funded the
establishment of the Center on Positive Behavioral Interventions and
Supports. This targeted technical assistance effort was a response to
the newly reauthorized IDEA, which specified the need for the
Individualized Education Program teams to consider, when appropriate,
positive behavioral interventions and supports and other strategies to
address problem behavior. Based on a strong history of application of
these practices to improve the behavior of primarily individual
students with mental retardation, recent research and demonstration has
focused on expanding these practices to groups of students, classrooms,
schools, districts, and States, focusing on building infrastructures of
support that ultimately improve the school environment and the overall
quality of life for children with challenging behaviors.
OSEP established this Center to give schools capacity-building
information and technical assistance for identifying, adapting, and
sustaining effective schoolwide disciplinary practices.
The Center had two primary foci: (1) Broad dissemination to
schools, families, and communities about a technology of schoolwide
positive behavioral interventions and support and (2) Demonstrations at
the levels of individual students, schools, districts, and States of
the feasibility and effectiveness of schoolwide positive behavioral
interventions and support. The follow-up investment in this area will
continue the work of the past five years building on the emerging
Positive Behavioral Support (PBS) Blueprint for Practice with an
emphasis on building State and district level infrastructures of
support to enable efficient and effective large scale implementation
and sustainability of positive behavior support. For further
information on the PBS Blueprint for Practice and the work of the past
investment go to http://www.PBIS.org.
Priority
This priority will support a cooperative agreement for a technical
assistance center focusing on dissemination of research-based
schoolwide practices, and systems of positive behavioral support that
foster positive learning and teaching environments and support the
large-scale implementation and sustainability of those practices for
school-aged children. Positive behavioral support has been defined as a
broad range of systematic and individualized strategies for achieving
important social and learning outcomes while preventing problem
behavior. The Center must engage in a variety of leadership and
[[Page 44323]]
technical assistance activities regarding positive behavioral supports
and related topics such as: schoolwide discipline systems; classroom
and nonclassroom management; individual student behavioral management;
functional assessment-based behavioral support planning; social skills
and self-management instruction; safe schools; discipline and
behavioral support policy; and family, school, and community
partnerships.
The Center's knowledge development activities must include, but are
not limited to, the following:
(a) Conducting an annual survey of States to determine the current
status of establishing Statewide infrastructures to support systems of
positive behavioral support and evaluate any policies and practices
that sustain or pose barriers to these systems.
(b) Continuing documentation of the PBS practices by continued
demonstrations across the continuum of primary, secondary, and tertiary
interventions in elementary, middle, and high schools at the local
level and system implementation at the district and State levels with
particular emphasis on (1) Function-based support at the tertiary
level; (2) district and State level implementation; (3) students in
high schools; and (4) coordination with other agencies such as mental
health and juvenile justice.
(c) Establishing a mechanism for assessing and synthesizing the
growing research base on positive behavioral support. This process
should include the establishment of a network of researchers to assist
the Center in the analysis and synthesis of the current and emerging
research on PBS and other related topics.
(d) Maintaining a database suitable for collecting and analyzing
information from schools, districts and States on behavior measures
such as office discipline referrals and other appropriate data to
enable schools to make data-based decisions and track progress
regarding PBS. The Center must have training and materials available to
facilitate implementation of the data collection system at local sites.
The Center will also be responsible for analysis of the data and
producing reports on trends and patterns related to PBS and other
topics as requested by OSEP such as analysis of urban and rural schools
and overrepresentation issues.
The Center's technical assistance activities must include, but are
not limited to, the following:
(a) Maintaining a user-friendly Web site with relevant information
and documents in an accessible format with information available in
both English and Spanish.
(b) Working directly with States and school districts to (1)
Improve systemic implementation of positive behavioral supports and (2)
establish and maintain an evaluation system based on a standard
protocol such as the school evaluation tool (SET, see http://www.pbis.org
) to measure progress of implementation. This work must
also include a plan for the establishment of a cadre of national
trainers and a system for communication and discussion among State
implementation teams.
(c) Conducting national and regional meetings including large-scale
dissemination conferences, focused trainer forums, topical symposia and
other meetings on PBS and related issues as requested by OSEP. At a
minimum the Center must hold trainer forums every other year, a
symposia in the off years and a national conference in year 5.
(d) Preparing and disseminating reports and documents on positive
behavioral support and other related topics such as those listed above
including publications in peer-referred journals.
(e) Developing and applying strategies for the dissemination of
information to specific audiences including teachers, families,
administrators, policymakers, and researchers. Such strategies must
involve collaboration with other technical assistance providers,
organizations and researchers as described above.
(f) Developing partnerships with relevant programs and
organizations to assist with the scale up and sustainability efforts.
Partners are not limited to but must include national teacher
organizations, school administrators, parent organizations, and teacher
trainers.
(g) Prior to developing any new product, whether paper or
electronic, submitting for approval a proposal describing the content
and purpose of any new product whether paper or electronic, to the
document review board of OSEP's new Dissemination Center which OSEP
expects to fund this year.
(h) Providing OSEP-specified technical assistance to States. This
effort may include participation in: (1) Collaborative Web-based
technical assistance activities, (2) coordination of and participation
in State-to-State communities of practice, and (3) direct technical
assistance to OSEP-specified States through partnerships between OSEP
and selected States. Staff time and project resources dedicated to
provide technical assistance to OSEP-specified States will be
negotiated with OSEP as part of the cooperative agreement within 30
days of the project award (OSEP anticipates that technical assistance
to OSEP-specified States could average approximately $40,000 per year.
Budgets should be developed with this in mind).
The Center must also:
(a) Meet with the OSEP project officer and other appropriate staff
in DC within the first two months of the project to clarify project
activities and develop a strategic plan for technical assistance and
dissemination.
(b) Maintain communication with the Federal project officer through
monthly phone conversations and e-mail communication as needed. The
Center must submit annual performance reports and provide additional
written materials as needed for the Federal project officer to monitor
the Center's work.
(c) Establish, maintain and meet at least annually with an advisory
committee consisting of representatives of State or local agencies,
individuals with disabilities, parent educators, professional
organizations or advocacy groups, researchers and other appropriate
groups to review and advise the Center's activities and plans.
(d) Maintain communication and collaboration with other OSERS-
funded projects such as the OSEP Regional Resource Centers, the IDEA
Partnership Project, the Parent Training and Information Centers and
other parent projects, the National Institute on Disability and
Rehabilitation Research's Research Training Center on PBS, other OSEP
PBS projects, dissemination and synthesis projects, and other projects
as appropriate.
(e) Fund, as project assistants, three doctoral students per year
who have concentrations in relevant topics such as special education or
behavioral disorders.
(f) Conduct evaluations of its specific activities and of the
overall impact of its work. The Center must report its evaluation
findings annually to the Federal project officer.
(g) In addition to the two-day Project Meeting listed in the
general requirements section of this notice, budget for an additional
two-day project meeting to attend the Research Project Meeting and at
least two annual planning meetings; and eight two-day trips annually as
requested by OSEP to attend meetings such as Department briefings,
Department-sponsored conferences; and other OSEP-requested activities.
[[Page 44324]]
Fourth and Fifth Years of Project
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 experts
selected by the Secretary which review will be conducted during the
last half of the project's second year in Washington, DC. Projects must
budget for the travel associated with this one-day intensive review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) Evidence of the degree to which the Center's activities have
contributed to a changed practice and improved student outcomes.
Special Education--Technology and Media Services for Individuals With
Disabilities [CFDA Number 84.327]
Purpose of Program
To: (1) Improve results for children with disabilities by promoting
the development, demonstration, and use of technology; (2) support
educational media activities designed to be of educational value to
children with disabilities; and (3) provide 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, 97, 98, and
99; and (b) The selection criteria for this priority are chosen from
the EDGAR general selection criteria in 34 CFR 75.210. The specific
selection criteria for these competitions will be provided in the
application package for these competitions.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
Note: The regulations in 34 CFR part 79 apply to all applicants
except federally recognized Indian tribes.
Eligible Applicants
State and local educational agencies; IHEs; other public agencies;
nonprofit private organizations; outlying areas; freely associated
States; Indian tribes or tribal organizations; and for-profit
organizations.
Priority
Under 34 CFR 75.105(c)(3), we consider only applications that meet
the following priorities:
Absolute Priority 1--Family Center on Technology and Disability
(84.327F)
Background
Parents and families play a critical role in obtaining the benefits
of assistive technology for students with disabilities. Parents must
often advocate for making assistive technology available to their
children and can help in selecting, planning, and implementing
assistive technology. Family support is often an important determinant
of the success or failure of assistive technology.
To fulfill these functions, parents and families must have up-to-
date information about various forms of assistive technology and the
processes for obtaining assistive technology devices and services.
Parents and families may need to learn skills in using technology and
helping students with disabilities in its use.
There is a national infrastructure of programs and organizations
that can potentially address the assistive technology-related needs of
parents and families. These include the Parent Training and Information
Centers and the Community Parent Resource Centers funded by the Office
of Special Education Programs (OSEP), disability and advocacy groups,
professional associations, community groups, etc. However, these
programs and organizations are often not adequately prepared to provide
information and services related to assistive technology.
Since 1998, OSEP has funded a center called the Family Center on
Technology and Disability (FCTD) not to work directly with parents but
instead to work with other relevant programs and organizations to
improve the availability and quality of technology-related information
and support to families of children with disabilities. Information
about FCTD is available at the Center's Web site at:
http://www.fctd.info.
The contract supporting FCTD is currently scheduled to
end in September 2003.
Priority
The purpose of this priority is to support a cooperative agreement
for a Center to improve the availability and quality of technology-
related information and support to families of children with
disabilities. The Center's activities must include, but are not limited
to:
(a) Developing a strategic plan. The Center must review existing
data and literature and develop a strategic plan for increasing the
capacity of projects and organizations such as the Parent Training and
Information Centers and the Community Parent Resource Centers funded by
OSEP, disability and advocacy groups, professional associations, and
community groups to meet the assistive technology needs of parents and
families within the parameters of this priority. The purpose of this
strategic plan is to integrate the Center's various activities, as
described below, into a cohesive process for improving the capacity of
projects and organizations to meet the assistive technology needs of
parents and families.
(b) Maintaining and expanding a broad-based network. The Center
must retrieve all available information on network members from the
current FCTD contractor and establish a database and communication
system for maintaining the network. The Center must also establish and
carry out a plan for identifying and recruiting as network members
other relevant programs and organizations that can help to address the
technology-related needs of parents and families of children with
disabilities.
(c) Providing information and support to the network. The Center
must develop and carry out plans for providing network members with
information and resources that will enable them to better meet the
assistive technology needs of the parents and families with whom they
work. The Center must develop and carry out plans for fostering
communication and collaboration with and among the programs and
organizations in the network to better meet the assistive technology
needs of the parents and families. The Center must provide for
information exchange through a newsletter.
(d) Developing strategic responses to direct inquiries from parents
and families. It is likely that the Center will receive inquiries about
assistive technology directly from parents and families of children
with disabilities, even though it is not intended to provide this type
of direct assistance. The Center must develop a plan for referring
these contacts to the appropriate members of the network, and for using
them as an opportunity for developing the capacity of projects and
organizations to respond to the needs expressed.
(e) Collecting, revising, developing, and disseminating materials.
The Center must retrieve the resource review database and materials
collected by the current FCTD contractor and establish a searchable
online database to continue making these reviews available to the
public. The Center must continue to update and expand the resource
review database by removing outdated
[[Page 44325]]
materials and adding new materials. The Center must, to the maximum
extent possible, include high quality resources that are available free
of charge and downloadable from the Internet. The Center must focus on
materials that are useful in meeting the assistive technology needs of
parents and families, and must avoid, to the maximum extent possible,
duplicating the functions of other online resources such as
assitivetech.net and abledata.com.
(f) Participating in meetings, conferences, and events. The Center
must participate in meetings, conferences, and other events to improve
the capacity of other projects and organizations to meet assistive
technology needs of parents and families. The Center's participation
may include, but is not limited to, delivering presentations,
exhibiting and demonstrating materials, conducting discussions, and
participating in work groups.
(g) Maintaining an accessible Web site. The Center must maintain an
accessible site on the Web with information about the Center, the
searchable resource review database, topical online discussions, links
to other relevant sites, newsletters, and other resources.
(h) Conducting evaluations. The Center must conduct evaluations of
its activities to determine if it is meeting needs effectively and
efficiently. The Center must report its evaluation findings annually to
the Federal project officer.
(i) Maintaining communication with the Federal project officer. The
Center must conduct monthly phone conversations with the Federal
project officer and must maintain e-mail communication as needed. The
Center must submit annual performance reports and provide additional
written materials as needed for the Federal project officer to monitor
the Center's work.
Fourth and Fifth Years of Project
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 experts
selected by the Secretary which review will be conducted during the
last half of the project's second year in Washington, DC. Projects must
budget for the travel associated with this one-day intensive review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
Center; and
(c) Evidence of the degree to which the Center's activities have
contributed to a changed practice and improved student outcomes.
Absolute Priority 2--Television Access (84.327J)
This priority supports cooperative agreements to provide (1)
Captioning of local news and public information television programs,
and (2) captioning, description, or captioning and description of
children's television programs. Only programs not previously captioned
are eligible for funds for captioning under this activity. In awarding
funds the Secretary will consider the extent to which the applicant or
a third party shares in the cost of the project. Program hours or the
costs of captioning associated with those programs that are funded by
promotional billboards will not be considered as an in-kind cost, or a
private sector match, for Federal funds.
A project must do the following:
(a) Include criteria for selecting programs that take into account
the preference of educators, students, and parents; the diversity of
the type of programming available; and the contribution of the
programming to the general educational experience of students who have
disabilities in the areas of vision or hearing.
(b) Identify and support a consumer advisory group, including
parents and educators, that would meet at least annually.
(c) Use the expertise of this consumer advisory group to certify
that each program captioned or described with project funds is
educational, news, or informational programming.
(d) Identify the extent to which the programming is widely
available.
(e) Identify the total number of program hours the project will
make accessible and the cost per hour for description or captioning or
both.
(f) For each program to be described or captioned or both, identify
the source of any private or other public support, and the projected
dollar amount of that support, if any.
(g) Demonstrate the willingness of program providers or owners of
programs to permit and facilitate the description or captioning or both
of their programs.
(h) Provide assurances from program providers or owners of programs
stating that programs made accessible under this project will air, and
will continue to air, with descriptions or captions or both.
(i) Implement procedures for monitoring the extent to which full
accessibility is provided, and use this information to make refinements
in project operations.
(j) Identify the anticipated shelf-life and range of distribution
of the captioned or described programs that is possible without further
costs to the project beyond the initial captioning costs.
An application may address only one type of the following
programs--
(1) Local News and Public Information Programs. The Secretary
intends to fund projects that will increase the capacity of the
television captioning industry to respond to demands for accurate real-
time captioning. To be funded a project must caption local news and
public information programs using the real-time stenographic method
preferred by consumers who are deaf or hard of hearing.
(2) Accessible Children's Television Programs. The Secretary
intends to fund projects that will describe and caption widely
available educational, news, and informational programs for children
shown on broadcast, satellite, or cable systems.
Competitive Preference Priority
Within the Local News and Public Information Programs segment of
this absolute priority, we award under 34 CFR 75.105(c)(2)(i) an
additional 20 points to an application from an applicant that--
(a) During fiscal year 2002, was not a grantee or a subcontractor
of a grantee under the Technology and Media Services for Individuals
with Disabilities program; and
(b) Won't use a subcontractor who was a grantee or a subcontractor
of a grantee under this program during fiscal year 2002.
Thus, an applicant meeting this competitive preference could
receive a maximum possible score of 120 points.
Fiscal Information
Under this priority, we intend to make one or more awards in each
of the two areas of activity identified.
Absolute Priority 3--Center on Technology and Standards-Based Reform
for Students With Disabilities (84.327R)
Standards-based reform is premised on a ``theory of action'' in
which standards, assessments, and accountability lead to improved
curriculum and clear expectations for students and schools, which in
turn lead to professional development and
[[Page 44326]]
improved teaching, which ultimately lead to higher levels of student
learning (Elmore and Rothman, Eds., 1999, available at http://www.nap.edu/catalog/9609.html
). This theory suggests that for
standards-based reform to benefit students with disabilities, certain
conditions must be met. Among these are the following: (1) Assessments
must be accessible and valid for the widest possible range of students
with disabilities (with valid and reliable alternate assessments
available for students with disabilities who cannot participate in
general assessments); (2) Information on assessment results must be
available to all appropriate parties in a timely fashion and must be
applicable to instruction as well as to accountability; (3) Coherent
standards-based instruction must be delivered, and student progress
toward meeting standards must be monitored; (4) Principles of universal
design must be applied to standards, assessments, curriculum, and
instruction; and (5) Connections must be maintained between the
components of the system, including standards, assessments, reporting,
instructional planning, professional development, and instruction.
Priority
This priority supports a cooperative agreement for a center to
conduct research, synthesize research, collect information, disseminate
information, and provide assistance to States (in collaboration with
other assistance providers) on the use of technology to maximize the
benefits of standards-based reform for students with disabilities.
Technologies may include, but are not limited to, technology-based
assessments, computerized curriculum-based measurement, technology-
based instruction, and technology-based systems for managing and
analyzing information. The Center's work must address a range of the
conditions necessary for standards-based reform to benefit students
with disabilities as presented in the Background section of this
priority, as well as other important conditions that become apparent
during the course of the project.
The Center's activities must include, but are not limited to:
(a) Conducting research syntheses and needs assessments. The Center
must conduct needs assessments through such means as stakeholder focus
groups that include parents, individuals with disabilities, and others;
analyze current State efforts and currently available products and
approaches; and synthesize research relevant to the use of technology
to increase the benefits of standards-based reform for students with
disabilities. The products of these activities must be disseminated by
means of the Web site discussed in paragraph (f) of this section.
(b) Developing and implementing a strategic plan. Based on its
needs assessments, analyses of State efforts, and research syntheses,
the Center must develop a strategic plan that integrates its activities
in research, research synthesis, information collection, dissemination,
and assistance to States. The goal of the strategic plan is to ensure
that the Center's efforts are coherent, targeted at high-priority
needs, and likely to have widespread positive effects. The Center must
submit the strategic plan for approval by the Office of Special
Education Programs (OSEP), and must revise the plan as instructed.
(c) Developing and evaluating approaches for using technology in
standards-based reform. In collaboration with State and local
educational agencies and other stakeholders, the Center must develop,
implement, and evaluate approaches for using technology to increase the
benefits of standards-based reform for students with disabilities.
These approaches must be implemented in the context of ongoing State or
local efforts related to standards-based reform. Specific approaches
may address specific topics, but overall the Center's activities must
address a range of the conditions presented in the first paragraph of
the Background section above. Outcome measures must include the
performance of students with disabilities on standards-based
assessments.
(d) Providing collaborative assistance to States. In collaboration
with other projects and organizations, the Center must provide
assistance to States on the use of technology to maximize the benefits
of standards-based reform for students with disabilities. This
assistance must be designed to help as many States as possible, and may
be provided in the context of national or regional conferences,
professional meetings, internet-based assistance, or similar
approaches.
(e) Coordinating with relevant Federal projects. The Center must
share information and coordinate plans with other relevant federally
funded projects. These projects may include, but are not limited to,
the National Center on Educational Outcomes (NCEO), the National Center
on Technology Innovation (NCTI), the National Center for Research on
Evaluation, Standards, and Student Testing (CRESST), National Center on
Accessing the General Curriculum (NCAC), and the Technology-Based
Assessment (TBA) project sponsored by the National Center for Education
Statistics.
(f) Maintaining a Web site. The Center must maintain a Web site for
the purpose of disseminating information products and maintaining
communication with and among interested parties.
(g) Conducting evaluations. The Center must conduct evaluations of
its specific activities and of the overall impact of its work. The
Center must report its evaluation findings annually to the Federal
project officer.
(h) Convening an advisory committee. The Center must: (1) form an
advisory committee that represents researchers, policymakers, State and
local educational personnel, developers and vendors, individuals with
disabilities, and other relevant perspectives; and (2) convene the
advisory committee annually in the Washington, DC area to review the
Center's work and suggest future research and dissemination activities.
(i) Maintaining communication with the Federal project officer. The
Center must conduct monthly phone conversations with the Federal
project officer and must maintain e-mail communication as needed. The
Center must submit annual performance reports and provide additional
written materials as needed for the Federal project officer to monitor
the Center's work.
Fourth and Fifth Years of Project
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) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review;
(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 is making a positive
contribution--and its strategies are demonstrating the potential for
disseminating significant knowledge to State and local constituencies--
to using technology to maximize the benefits of standards-based reform
for students with disabilities.
[[Page 44327]]
Individuals With Disabilities Education Act Application Notice for Fiscal Year 2003
--------------------------------------------------------------------------------------------------------------------------------------------------------
Maximum
Applications Application Deadline for Estimated award Page Estimated
CFDA number and name available deadline intergovernmental available (per Project period limit number of
date review funds year)* awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324D Research Validation and 07/28/03 08/27/03 09/29/03 $615,000 $205,000 Up to 60 mos.............. 50 3
Implementation Projects for
Children who are Deaf-Blind.
84.324L Center on Outcomes for 07/28/03 08/27/03 09/29/03 700,000 700,000 Up to 60 mos.............. 70 1
Infants, Toddlers, and
Preschoolers with Disabilities.
84.326Q National Dropout 07/28/03 08/27/03 09/29/03 700,000 700,000 Up to 60 mos.............. 70 1
Prevention Center for Students
with Disabilities.
84.326S Center on Positive 07/28/03 08/27/03 09/29/03 1,700,000 1,700,000 Up to 60 mos.............. 70 1
Behavioral Interventions and
Supports.
84.327F Family Center on 07/28/03 08/27/03 09/29/03 600,000 600,000 Up to 60 mos.............. 70 1
Technology and Disability.
84.327J Television Access....... 07/28/03 08/27/03 09/29/03 ........... .......... Up to 36 mos.............. 50 ..........
--Local News and Public ............ ............ ................. 330,000 110,000 .......................... ...... 3
Information Programs.
--Accessible Children's ............ ............ ................. 800,000 200,000 .......................... ...... 4
Television Programs.
84.327R Center on Technology and 07/28/03 08/27/03 09/29/03 600,000 600,000 Up to 60 mos.............. 70 1
Standards-Based Reform for
Students with Disabilities.
--------------------------------------------------------------------------------------------------------------------------------------------------------
*We will reject any application that proposes a budget exceeding the maximum award for a single budget period of 12 months.
Note: The Department of Education is not bound by any estimates in this notice.
For Applications Contact
If you want an application for any competition in this notice,
contact Education Publications Center (ED Pubs), P.O. 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.edpubs.org/webstore/Content/search.asp
or you may contact ED Pubs at its e-mail address:
edpubs@inet.ed.gov. If you request an application from ED Pubs, be sure to identify the
competition by the appropriate CFDA number.
FOR FURTHER INFORMATION CONTACT: If you want an additional information
about any competition in this notice, contact the Grants and Contracts
Services Team, U.S. Department of Education, 400 Maryland Avenue, SW.,
room 3317, Switzer Building, Washington, DC 20202-2550. Telephone:
(202) 205-8207.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the Grants and Contracts Services Team under
FOR FURTHER INFORMATION CONTACT. However, the Department is not able to
reproduce in an alternative format the standard forms included in the
application package.
Intergovernmental Review
All programs in this notice (except for the Research and Innovation
to Improve Services and Results for Children with Disabilities Program)
are subject to the requirements of Executive Order 12372 and the
regulations in 34 CFR part 79. One of the objectives of the Executive
Order is to foster an intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance. This document provides early notification of our
specific plans and actions for these programs.
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 Adobe
Portable Document Format (PDF) on the internet at the following site:
http://www.ed.gov/legislation/FedRegister/. To use PDF you must have
Adobe Acrobat Reader, which is available free at this site. If you have
questions about using 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
.
Program Authority: 20 U.S.C. 1405, 1461, 1471, 1472, 1485, and
1487.
[[Page 44328]]
Dated: July 22, 2003.
Loretta Petty Chittum,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. 03-19083 Filed 7-25-03; 8:45 am]
BILLING CODE 4000-01-P