[Federal Register: August 29, 2000 (Volume 65, Number 168)]
[Notices]
[Page 52617-52628]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr29au00-135]
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Part IV
Department of Education
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Office of Special Education and Rehabilitative Services; Grant
Applications Under Part D, Subpart 2 of the Individuals With
Disabilities Education Act; Notice
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Grant
Applications Under Part D, Subpart 2 of the Individuals with
Disabilities Education Act
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
(FY) 2001.
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SUMMARY: This notice provides closing dates and other information
regarding the transmittal of applications for FY 2001 competitions
under four programs authorized by the Individuals with Disabilities
Education Act (IDEA), as amended. The four programs are: Special
Education--Research and Innovation to Improve Services and Results for
Children with Disabilities (seven priorities); Special Education--
Technology and Media Services for Individuals with Disabilities (two
priorities); Special Education--Training and Information for Parents of
Children with Disabilities (one priority); and Special Education--
Studies and Evaluations Program (one priority).
Goals 2000: Educate America Act
The Goals 2000: Education America Act (Goals 2000) focuses the
Nation's education reform efforts on the eight National Education Goals
and provides a framework for meeting them. Goals 2000 promotes new
partnerships to strengthen schools and expands the Department's
capacities for helping communities to exchange ideas and obtain
information needed to achieve the goals.
These priorities would address the first National Education Goal
that all children in America will start school ready to learn by
helping to improve results for children with disabilities.
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 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 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) The projects funded under these priorities must budget for a
two-day Project Directors' meeting in 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) 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. You must limit Part III to the equivalent of no more than
the number of pages listed under each applicable priority, using the
following standards:
* A ``page'' is 8.5" x 11" (on one side only) with one-inch
margins (top, bottom, and sides).
* 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.
* 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 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--
* You apply these standards and exceed the page limit; or
* You apply other standards and exceed the equivalent of the
page limit.
Research and Innovation To Improve Services and Results for
Children With Disabilities (CFDA 84.324)
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, 80, 81, 82, 85, 86, 97, 98, and 99;
(b) The selection criteria for the priorities under this program that
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--Postsecondary Education Programs for Individuals
Who Are Deaf (84.324A)
This priority provides support for four regional centers on
postsecondary education for individuals who are deaf, including
individuals with a wide range of hearing loss. Each center would
provide technical assistance to a range of postsecondary institutions,
including academic, vocational, technical, continuing, and adult
education programs, to expand the array of educational opportunities
within the region that are available to students who are deaf. The
centers must provide technical assistance to institutions currently not
serving students who are deaf to assist them to develop services and to
institutions currently serving students who are deaf to assist them in
improving existing programs. In carrying out the objectives of this
priority, projects must distribute technical assistance services and
resources equitably, taking into account population and geographic
size, within each State in its targeted geographic region.
Each regional center must:
(a) Conduct an assessment to determine current technical assistance
needs and priorities of postsecondary institutions related to
recruiting; enrolling; retaining; instructing; addressing the varying
communication needs and methods used by individuals who are deaf,
including those from language minorities; and otherwise effectively
serving students who are deaf;
(b) Provide consultation, in-service training, and planning and
development
[[Page 52619]]
assistance to appropriate staff at postsecondary education institutions
to (1) enhance access to programs and accommodation of individuals who
are deaf and (2) as needed, improve their basic skills before
matriculating in a postsecondary education environment, and individuals
who need job specific skill development training;
(c) Provide technical assistance on the responsibilities of
postsecondary education institutions under Federal statutes, including
Section 504 of the Rehabilitation Act of 1973, as amended, and the
Americans with Disabilities Act;
(d) Cooperate with participating secondary and postsecondary
educational institutions within the region in developing outreach
strategies and disseminating information to individuals who are deaf to
enhance their awareness of available postsecondary opportunities, both
within and outside the region;
(e) Disseminate information about resources (e.g. financial,
support services) available to students who are deaf and to
postsecondary institutions to help them accommodate these students;
(f) Through development or acquisition, make training materials
available and disseminate information on proven models, components of
models, and other exemplary practices, including innovative technology,
to assist administrators, faculty and staff in implementing effective
and cost-effective service-delivery systems that foster integration of
students who are deaf with other students;
(g) Encourage the use of consortia of postsecondary education
institutions and other cooperative arrangements to provide services and
assistance to students who are deaf, including coordination of
postsecondary education options with existing public and private
community services that may address the educational, remedial, support
service, transitional, independent living, and employment needs of
individuals who are deaf;
(h) Coordinate technical assistance and dissemination activities
with relevant information clearinghouses and organizations such as the
National Clearinghouse on Postsecondary Education for Individuals with
Disabilities (HEATH), National Information Center for Children and
Youth with Disabilities, Secondary Education and Transition Technical
Assistance Center, and Association of Higher Education and Disability;
(i) Evaluate the overall impact, effectiveness, and results of the
postsecondary institutions within the region in accommodating students
who are deaf;
(j) Work with the other three grantees under this program to
operate a postsecondary education programs network to coordinate and
collaborate on the development and establishment of needs-assessment
activities, material development, technical assistance, outreach,
information dissemination, and evaluation of the regional centers'
activities for the purpose of avoiding overlap and duplication of
efforts. Grantees must ensure that individuals who are deaf have
information on postsecondary programs throughout the country, including
information on the services they provide, and that information on
proven models, components of models, and other exemplary practices,
including innovative technology, is equally available in each of the
four regions. This coordination must include carrying out collaborative
activities and cross-regional initiatives, where appropriate; and
(k) Develop structured methods and processes for evaluating the
impact and appropriateness of the assistance provided by the regional
centers to staff at postsecondary education institutions related to
enhancing access to programs and accommodating individuals who are
deaf. In particular, consultation, in-service training, and planning
and development should be evaluated.
Under this priority, we will fund four cooperative agreements, each
with a project period of up to 60 months subject to the requirements of
34 CFR 75.253(a) for continuation awards.
In deciding whether to continue this project for the fourth and
fifth years, we will consider the requirements of 34 CFR 75.253(a), and
in addition--
(a) The recommendation of a review team consisting of three experts
whom we select. The review team will conduct its review during the last
half of the project's second year, including a two-day site visit to
the grantee. The results of the review team's review 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 projects are making a positive
contribution to addressing the technical assistance needs of
postsecondary institutions related to assisting them to increase and
improve postsecondary opportunities for students who are deaf.
To ensure that all States benefit from these projects, we will
support four projects that will be required to serve each State within
one of the following geographic regions:
Northeast Region--Connecticut, Delaware, District of Columbia,
Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York,
Pennsylvania, Puerto Rico, Rhode Island, Vermont, and Virgin Islands.
Southern Region--Alabama, Arkansas, Florida, Georgia, Kentucky,
Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina,
Tennessee, Texas, Virginia, and West Virginia.
Midwest Region--Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and
Wisconsin.
Western Region--Alaska, American Samoa, Arizona, California,
Colorado, Guam, Hawaii, Idaho, Montana, Nevada, New Mexico, Northern
Mariana Islands, Oregon, Utah, Washington, and Wyoming.
Competitive Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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 maximum award amount is $1,000,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
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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--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 with disabilities,
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.
Project Period: Up to 12 months.
Maximum Award: The maximum award amount is $20,000. Consistent with
EDGAR 34 CFR 75.104(b), we will reject any application that proposes a
project funding level for any year that exceeds the stated maximum
award amount for that year. We will consider, and may fund, requests
for additional funding as an addendum to an application to reflect the
costs of reasonable accommodations necessary to allow individuals with
disabilities to be employed on the project as personnel on project
activities.
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 3--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 3 for FY 2001, we
are particularly interested in applications that meet one or more of
the following invitational priorities.
However, 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 regular 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 Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, within 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 maximum award amount is $180,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
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--Youth with Disabilities Leadership Development
Project (84.324F)
Background: Recent legislation has increased the options and
choices for postsecondary education, employment, and independent
living. These include the Workforce Investment Act (WIA), including
Title IV, which amended the Rehabilitation Act of 1973; the Americans
with Disabilities Act of 1990 (ADA); and the Ticket to Work and Work
Incentives Improvement Act of 1999.
A number of studies and reports have helped to document the
difficulties youth with disabilities have transitioning from school to
adult life. They report low levels of participation in postsecondary
education and training programs, unemployment, underemployment, and
dependence on public assistance programs. In addition, they indicate a
number of issues that must be addressed in order for youth with
disabilities to be more successful in achieving their goals for adult
life. These include the need to (1) increase family and student
involvement in transition planning; (2) increase access to work-based
learning and contextual teaching; (3) improve participation in
postsecondary education; (4) improve collaboration among multiple
service systems; and (5) ensure better access to and utilization of
health insurance and health care.
[[Page 52621]]
This priority represents a collaborative effort between the
Department of Education--Office of Special Education and Rehabilitative
Services; the Social Security Administration; the Department of Labor;
the National Council on Disability; the Department of Health and Human
Services--Maternal and Child Health, Centers for Disease Control and
Prevention, and Administration on Developmental Disabilities; and the
President's Committee on Employment of People with Disabilities. This
group of Federal partners conducted annual National Leadership
Conferences for Youth with Disabilities in fiscal years 1998, 1999, and
2000. These earlier conferences will help to inform the activities
outlined in the priority including the requirement described in
paragraph (g)(5).
Priority: The purpose of this priority is to support a project to
advance and improve the knowledge base and the practice of youth and
the professionals, parents, educators, employers, and other partners
providing education, transition and related services to youth with
disabilities consistent with the purposes of IDEA, Part D, Section 672.
This will be accomplished by obtaining information on the perspectives
of youth with disabilities regarding barriers to effective policy and
practice for improving results for youth with disabilities and
developing strategic actions for reducing those barriers.
The project funded under this priority must hold 5 annual National
Leadership Conferences of Youth with Disabilities (NLCs) involving
youth with disabilities ages 16 through 24. The project must:
(a) For each conference, include discussion topics related to--
(1) Equality of opportunity, full participation, and self-
sufficiency;
(2) Disability history and culture, civil rights laws, and the ADA;
(3) Skills for effective leadership at State and local levels and
mentoring;
(4) Self advocacy and self determination;
(5) Independent living; and
(6) Systems, such as education, vocational rehabilitation,
workforce development, health, social security, housing, and
transportation, including collaboration among these systems.
(b) Based on these discussions--
(1) Develop an update on the impact of barriers to successful adult
life;
(2) Identify what works, such as promising practices; and
(3) Highlight actions that should be implemented at the national,
State, and local levels as seen by youth with disabilities.
(c) Enhance the self-determination efforts of youth with
disabilities.
(d) Be informed by transition research and what is currently known
about promising practices.
(e) Involve youth with disabilities in--
(1) Ongoing follow-up activities designed to build on and enhance
the leadership skills gained in the NLCs; and
(2) Planning and directing the Conferences.
(f) Document and disseminate information annually on the results of
these Conferences. The project will be responsible for coordinating its
dissemination efforts with other OSERS-funded technical assistance
projects including the Secondary Education and Transition Technical
Assistance Center.
(g) In collaboration with Federal partners, develop a process for
selecting which youth with disabilities will be invited to participate
in each annual Conference that--
(1) Includes at least one representative from each U.S. territory
and State;
(2) Reflects the diverse cultural groups of our nation with a
balance between males and females;
(3) Includes the participation of youth with a broad array of
disabilities;
(4) Includes the participation of Federal partners in the selection
process; and
(5) Provides for input from at least two NLC-experienced youth--
youth that have served as past NLC representatives--who will
participate actively and equally with others involved in the selection
process. The youth must be provided training on the criteria used for
reaching consensus on the selection of finalists.
(h) Design and carry out a strategic management plan, including
project evaluation. This plan must be designed to provide information
to guide necessary ongoing refinements to the structure and activities
of the project that will improve its effectiveness. The plan must also
include procedures for follow-up activities designed to measure the
impact of NLC participation on experiences and outcomes for youth.
Under this priority, we will fund one award for a cooperative
agreement with a project period of up to 60 months subject to the
requirements of 34 CFR 75.253(a) for continuation awards.
In deciding whether to continue this project for the fourth and
fifth years, we will consider the requirements of 34 CFR 75.253(a), and
in addition--
(a) The recommendation of a review team consisting of three experts
whom we select. The review team will conduct its review during the last
half of the project's second year, including a two-day site visit to
the grantee. The results of the review team's review 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.
Competitive Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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 maximum award amount is $300,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
Note: Funding is contingent upon the availability of funds,
including Federal interagency support for this project from the
collaborating agencies mentioned in the background statement.
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
[[Page 52622]]
``General Requirements'' section of this notice.
Absolute Priority 5--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
IDEA.
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) Determine the effectiveness of the model and its components or
strategies by using multiple measures of results; and
(c) Product 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, implementation, evaluation, and dissemination 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 annual 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, implementation, evaluation, and
dissemination 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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 maximum award amount is $175,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
Page Limit: 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 6--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 early intervention and 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: We will establish 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 (i.e., for fiscal year
2001 awards, projects may support individuals who completed a doctoral
program and graduated no earlier than the 1997-1998 academic year).
At least 50 percent of the initial career researcher's time must be
devoted to the project.
Projects must--
(a) Pursue a line of research that is developed either from theory
or a conceptual framework. The line of research must 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) 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
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;
(c) Prepare 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 6 for FY 2001, we
are particularly interested in applications that meet the following
invitational priority. However, 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.
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.
Project Period: Up to 36 months.
Maximum Award: The maximum award amount is $75,000. Consistent with
EDGAR 34 CFR 75.104(b), we will reject any application that proposes a
project funding level for any year that exceeds the stated maximum
award amount for that year. We will consider, and may fund, requests
for additional
[[Page 52623]]
funding as an addendum to an application to reflect the costs of
reasonable accommodations necessary to allow individuals with
disabilities to be employed on the project as personnel on project
activities.
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 7--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 educational, related, or early
intervention services. The models, components of models, or exemplary
practices selected for outreach may include those 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.
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, D.C. mentioned in the ``General Requirements'' section of
this notice, projects must budget annually for another annual meeting
in Washington, D.C. to collaborate with the Federal project officer and
the other projects funded under this priority, to share information and
discuss project implementation issues.
Competitive Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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 maximum award amount is $175,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
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.
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, and 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, 97, 98, and
99; (b) The selection criteria for the priorities under this program
that 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 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 to support projects that--
(a) Develop or 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)
[[Page 52624]]
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, curricular and instructional or early
intervention approaches, resources, professional development, 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, D.C. mentioned in the ``General Requirements'' section of
this notice, budget for another annual trip to Washington, D.C. 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 for Children from Birth to 3: We intend to fund at least
two projects focusing on technology-based approaches for children with
disabilities, ages birth to 3.
Competitive Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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: We intend 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, we will
determine whether or not to fund an optional six-month period for
additional dissemination activities.
Maximum Award: The maximum award amount is $200,000 for projects in
Phases 1 and 2, and $300,000 for projects in Phase 3. Consistent with
EDGAR 34 CFR 75.104(b), we will reject any application that proposes a
project funding level for any year that exceeds the stated maximum
award amount for that year. We will consider, and may fund, requests
for additional funding as an addendum to an application to reflect the
costs of reasonable accommodations necessary to allow individuals with
disabilities to be employed on the project as personnel on project
activities.
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--Accessible Media for Students with Visual
Impairments and Print Disabilities (84.327K)
Background: According to the U.S. Department of Education's 1999
21st Annual Report to Congress, there were approximately 5.4 million
students with disabilities aged 6 through 21 served by the Individuals
with Disabilities Education Act (IDEA) in school year 1997-1998,
including 26,070 students who are blind or visually impaired. We
currently support one cooperative agreement to provide textbooks and
other educational materials in accessible formats by recording,
producing, duplicating, and distributing tapes of printed textbooks. In
addition, we will also support one cooperative agreement to apply new
technology for producing and distributing educational materials. In an
effort to continue to meet the needs of these special populations, we
must continue to move forward and capitalize on advanced technology to
serve visually impaired and other print disabled students in
elementary, secondary, postsecondary and graduate schools.
Priority: The purpose of this priority is to promote the
utilization of advanced technology to support the translation of
printed educational media to alternative
[[Page 52625]]
formats for use by students with visual impairments and print
disabilities. This priority supports the distribution of free
educational materials through mediums such as CD-ROMs, the Internet,
and audio tapes, using technology such as electronic text and digital
audio synchronization.
To be considered for funding under this priority, the project
must--
(a) Handle requests for educational materials, from students who
are visually or print disabled at all educational levels without
charging for materials or memberships fees.
(b) Obtain statements of eligibility by disability for each
requestor.
(c) Coordinate and collaborate with publishers, software
developers, and manufacturers of accessible materials for individuals
who are visually impaired or otherwise print disabled to utilize
technology to allow access to textbooks and other educational materials
via the Internet, CD-Roms, and audio tapes, using technology such as
electronic text and digital audio synchronization.
(d) Apply new technology for producing and distributing educational
materials in accessible formats for individuals who are blind or
otherwise print disabled.
(e) Coordinate with disability and educational organizations, and
government agencies to ensure effective coordination and nonduplication
of effort.
(f) Ensure the project activities are conducted in compliance with
section 121 of the Copyright Act, as amended.
(g) Ensure that publishers have the rights to copies of the
materials distributed at no charge and rights to market those
materials.
(h) To the extent that funds are not sufficient to meet the demand
for free materials, place a priority on providing free materials that
are not otherwise required to be provided by educational agencies or
institutions.
(i) Identify outreach activities that will be conducted.
(j) Establish an advisory group consisting of parents of students
who are visually impaired or print disabled, consumers who are visually
impaired or print disabled, and schools or other institutions where
accessible products are used to provide input on the impact of program
activities and services and project goals and objectives.
Competitive Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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 maximum award amount is $6,000,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
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.
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.
Eligible Applicants
Eligible applicants are local parent organizations. 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
meeting the requirements for a board of directors in paragraph (a) and
has 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 their mission, serving the interests of
individuals with disabilities from those community; and have a special
governing committee to administer the project, a majority of the
members of which are individuals from those community.
Examples of administrative responsibilities include controlling the
use of the project funds, and hiring and managing project personnel.
Applicable Regulations
(a) The Education Department General Administrative Regulations
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 97, 98, and 99;
and (b) The selection criteria for this priority that 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 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
[[Page 52626]]
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 educational 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 Assistant 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.
We intend to fund a maximum of fifteen awards.
Competitive Preferences: Within this absolute priority, we will
give competitive preference to applications under 34 CFR
75.105(c)(2)(i) that meet one or more of the following priorities:
(1) We will award 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.
(2) We will award 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)(i) Design a program that includes special activities focused on
the unique needs of one or more Empowerment Zones or Enterprise
Communities; or
(ii) Devote a substantial portion of program resources to providing
services within, or meeting the needs of residents of these zones and
communities.
(b) As appropriate, contribute to the strategic plan of the
Empowerment Zones or Enterprise Communities and become 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.
(3) We will award up to five (5) points based on the effectiveness
of the applicant's strategies for employing and advancing in employment
qualified individuals with disabilities in project activities as
required under paragraph (a) of the General Requirements section of
this notice (Section 606 of IDEA). In determining the effectiveness of
those strategies, we may consider the applicant's past success in
pursuit of this goal.
Therefore, 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 36 months.
Maximum Award: The maximum award amount is $100,000. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
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.
Special Education Studies and Evaluations [CFDA 84.329]
Purpose of Program
To assess progress in implementing IDEA, including State and local
efforts to provide free appropriate public education to children with
disabilities, and early intervention services to infants and toddlers
with disabilities.
Applicable Regulatioins
(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 the priority under this program
that are drawn from the EDGAR general selection menu. The specific
selection criteria for this 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; for-profit organizations; private
nonprofit organizations; outlying areas; freely associated States; and
Indian tribes or tribal organizations.
Priority
Under section 674 of IDEA and 34 CFR 75.105(c)(3), we consider only
applications that meet the following priority:
[[Page 52627]]
Absolute Priority--National Early Intervention Longitudinal Study
(NEILS) (CFDA 84.329E)
Background: In 1995, the Office of Special Education Programs
(OSEP) determined that there was a critical need to discern the
immediate and long-term effects of Part H, now called Part C, of the
Individuals with Disabilities Education Act on infants and toddlers and
their families, as well as on service providers. That program, provides
early intervention services for children under three years of age and
their families. In order to obtain that information, OSEP funded a
cooperative agreement with SRI International for SRI to conduct a
longitudinal study of a cohort of entrants into Part C. The main study
questions are as follows:
(a) Who are the children and families receiving early intervention
services?
(b) What early intervention services do participating children and
families receive and how are these services delivered?
(c) What outcomes do participating children and families
experience?
(d) How do outcomes relate to variations in child and family
characteristics and services provided?
The study will follow a group of more than 3,300 children between
ages 0 through 2 at the time of recruitment (1997--1998) through the
time that each child completes kindergarten. The sample is now
approximately 3, 4 and 5 years of age. The original five-year grant is
not long enough to follow all the children until they complete
kindergarten.
Priority: We will establish an absolute priority for a project to
continue the National Early Intervention Longitudinal Study (NEILS)
until each of the children in that study has completed kindergarten.
The project must analyze the data and present a plan for a future study
to examine a new cohort of entrants into the Part C program. The
project officer will provide the awarded project with a copy of the
questionnaires to be used in the project. The project must:
(a) Plan for and direct the smooth transition of projected-related
resources from SRI International;
(b) Compare and evaluate different patterns of child development
related to long-term results for children and their families through
longitudinal analyses;
(c) Assess the effects of socioeconomic, demographic and health-
related variables on long-term developmental and behavioral
characteristics of the children;
(d) Incorporate factors related to body structure, body function,
personal functioning, and the interaction with the environment with
these variables that could result in a disadvantage limiting or
preventing the fulfillment of an age-appropriate role;
(e) Isolate and explain the long-term effects of intervention on
children and their families; and
(f) Present a comprehensive plan for assessing a new cohort of
infants and toddlers served under Part C.
In addition to the annual two-day Research Project Directors'
meeting in Washington, D.C. mentioned in the ``General Requirements''
section of this notice, the project must budget for four additional
annual meetings in Washington, D.C. for: (1) An Early Childhood Project
Directors' Meeting; (2) a Part C Directors' meeting; and (3) an
additional two meetings, to meet and collaborate with the project
officer from the Office of Special Education programs (OSEP) and with
representatives from other relevant OSEP funded projects.
Project Period: Under this award, we 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 Preference: 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 effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, 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.
Maximum Award: The maximum award amount is $1,100,000 for fiscal
year 2001, $1,200,000 for fiscal year 2002, $1,300,000 for fiscal year
2003, and $400,000 per year for fiscal years 2004 and 2005. Consistent
with EDGAR 34 CFR 75.104(b), we will reject any application that
proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund,
requests for additional funding as an addendum to an application to
reflect the costs of reasonable accommodations necessary to allow
individuals with disabilities to be employed on the project as
personnel on project activities.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applicants must meet the required page limits 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, S.W., room 3317,
Switzer Building, Washington, DC 20202-2550. Telephone: (202) 260-9182.
If you use a TDD you may call the Federal Information Relay Service
(FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact persons listed in the preceding
paragraph.
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 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. 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
[[Page 52628]]
notification of the Department's specific plans and actions for those
programs.
Individuals With Disabilities Education Act
[Application Notice for Fiscal Year 2001]
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Application Deadline for Maximum Estimated
CFDA number and name Applications deadline intergovernmental award (per Project period Page number of
available date review year)* limit** awards
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84.324A Postsecondary Education 09/06/00 12/15/00 02/14/01 $1,000,000 Up to 60 mos................... 50 4
Programs for Individuals who are
Deaf.
84.324B Student Initiated 09/06/00 02/09/01 04/11/01 20,000 Up to12 mos.................... 25 12
Research Projects.
84.324C Field Initiated Research 09/06/00 01/05/01 03/06/01 180,000 Up to 60 mos.***............... 50 14
Projects.
84.324F Youth Leadership 09/06/00 10/13/00 12/12/00 300,000 Up to 60 mos................... 50 1
Development Project.
84.324M Model Demonstration 09/06/00 12/15/00 02/12/01 175,000 Up to 48 mos................... 50 14
Projects for Children with
Disabilities.
84.324N Initial Career Awards.... 09/06/00 10/27/00 12/16/00 75,000 Up to 36 mos................... 30 4
84.324R Outreach Projects for 09/06/00 12/01/00 01/31/01 175,000 Up to 36 mos................... 50 14
Children with Disabilities.
84.327A Steppingstones of 09/06/00 12/08/00 02/05/01 ........... ............................... ........... 11
Technology Innovation for
Students with Disabilities.
Phase 1 and 2................. ............ ........... ................. 200,000 Up to 24 mos................... 50 ...........
Phase 3....................... ............ ........... ................. 300,000 Up to 36 mos................... 50 ...........
84.327K Accessible Media for 09/06/00 10/13/00 12/12/00 6,000,000 Up to 36 mos................... 70 1
Students with Visual Impairments
and Print Disabilities.
84.328C Community Parent Resource 09/06/00 11/03/00 01/02/01 100,000 Up to 36 mos................... 30 15
Centers.
84.329E National Early 09/06/00 10/13/00 12/12/00 ........... Up to 60 mos................... 70 1
Intervention Longitudinal Study.
FY 2001....................... ............ ........... ................. 1,100,000 ............................... ........... ...........
FY 2002....................... ............ ........... ................. 1,200,000 ............................... ........... ...........
FY 2003....................... ............ ........... ................. 1,300,000 ............................... ........... ...........
FY 2004....................... ............ ........... ................. 400,000 ............................... ........... ...........
FY 2005....................... ............ ........... ................. 400,000 ............................... ........... ...........
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*Consistent with EDGAR 34 CFR 75.104(b), we will reject any application that proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund, requests for additional funding as an addendum to an application to reflect the
costs of reasonable accommodations necessary to allow individuals with disabilities to be employed on the project as personnel on project activities.
**Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted above. Please refer to the ``Page Limit''
requirements and the page limit standards described in the ``General Requirements'' section included under each priority description. We will reject
and will not consider an application that does not adhere to this requirement.
***The majority of projects will be funded for up to 36 months. Only in exceptional circumstances will projects be funded for more than 36 months, up to
a maximum of 60 months.
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
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To use the PDF you must have Adobe Acrobat Reader, 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
Program Authority: 20 U.S.C. 1405, 1461, 1472, 1474, and 1487.
Dated: August 24, 2000.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 00-22060 Filed 8-28-00; 8:45 am]
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