Special Demonstration Programs--Model Demonstrations To Improve the Literacy and Employment Outcomes of Individuals With Disabilities: Notice of final priorities [OSERS]

FR Doc 03-24530
[Federal Register: September 29, 2003 (Volume 68, Number 188)]
[Notices]
[Page 56133-56135]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr29se03-165]

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Part VI

Department of Education

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Special Demonstration Programs--Model Demonstrations To Improve the
Literacy and Employment Outcomes of Individuals With Disabilities;
Notice

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DEPARTMENT OF EDUCATION

RIN 1820-ZA29

Special Demonstration Programs--Model Demonstrations To Improve
the Literacy and Employment Outcomes of Individuals With Disabilities

AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Assistant Secretary for the Office of Special Education
and Rehabilitative Services announces priorities under the Special
Demonstration Programs. The Assistant Secretary may use these
priorities in fiscal year (FY) 2003 and in later years.
We take this action to focus attention on the adult literacy needs
of individuals with disabilities pursuing employment under the State
Vocational Rehabilitation Services Program. We intend that projects
funded under these priorities will demonstrate that certain specific
literacy services may raise the literacy levels and earnings of
individuals with disabilities compared to individuals who receive the
usual vocational rehabilitation (VR) services. These priorities are
effective September 29, 2003.

FOR FURTHER INFORMATION CONTACT: Susan-Marie Marsh, U.S. Department of
Education, 400 Maryland Avenue, SW., room 3316 Switzer Building,
Washington, DC 20202-2641. Telephone: (202) 358-2796 or via Internet: Susan-Marie.Marsh@ed.gov.
If you use a telecommunications device for the deaf (TDD), you may
call the TDD number at (202) 205-8133.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.

SUPPLEMENTARY INFORMATION: Data from the Longitudinal Study of the
Vocational Rehabilitation Services Program suggest reading achievement
levels are highly positively correlated with earnings. However, VR
agencies provide basic literacy services to only one percent of the VR
population. As a result of these findings, the Assistant Secretary is
interested in testing the impact of two instructional reading curricula
(the Lindamood-Bell Language Program (LBLP) and the Wilson Reading
System(r) (WRS)) on the literacy of adults with disabilities against
the traditional services provided by VR.
We published a notice of proposed priorities for this program in
the Federal Register on July 25, 2003 (68 FR 44186). The notice of
proposed priorities included a discussion of the significant issues and
analysis used in the determination of these priorities.
Except for minor editorial and technical revisions, there are no
differences between the notice of proposed priorities and this notice
of final priorities.

Analysis of Comments and Changes

In response to our invitation in the notice of proposed priorities,
three parties submitted comments on the proposed priorities. An
analysis of the comments and of any changes in the priorities since
publication of the notice of proposed priorities follows.
Generally, we do not address technical and other minor changes and
suggested changes the law does not authorize us to make under the
applicable statutory authority.
Comments: One commenter recommended that it would be better to
compare a ``phonics-based'' approach with a ``whole-word'' approach
using an ``eclectic'' approach to see which approach would provide the
most gains in literacy skills and, thus, employment.
Discussion: While the idea of a comparison study in approaches is
interesting, we are trying to rigorously test two research-based
approaches to enhancing the literacy of adults with disabilities who
are VR consumers. The interventions chosen fit those parameters.
Current research suggests that we can teach to the consumers'
``weaknesses'' effectively using these methods, and we are testing this
specific population to identify those weaknesses and strengthen them.
The problem with the ``eclectic'' approach or a method composed of
elements drawn from various sources is that the treatment would vary,
and this would jeopardize the research design and make it difficult to
draw specific conclusions concerning the effectiveness of the treatment
used.
Change: None.
Comments: Two commenters indicated that the interventions will
enable adults with disabilities to participate in literacy curricula
that may ultimately be necessary for successful employment and that
persons with barriers to employment resulting from low reading ability
will benefit greatly from the opportunity to increase skills in basic
reading, writing, and language. Additionally, they noted that it is
important that literacy programs such as the LBLP or the WRS be
assessed to determine their effectiveness with persons with
disabilities in VR settings.
Discussion: We agree with these comments.
Change: None.

Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these priorities, we invite
applications through a notice in the Federal Register. When inviting
applications we designate each priority as absolute, competitive
preference, or invitational. The effect of each type of priority
follows:

Absolute priority: Under an absolute priority we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority we give competitive preference to an application by either (1)
awarding additional points, depending on how well or the extent to
which the application meets the competitive priority (34 CFR
75.105(c)(2)(i)); or (2) selecting an application that meets the
competitive priority over an application of comparable merit that does
not meet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).

Priorities

Model Demonstrations To Improve the Literacy Skills and Employment
Outcomes of Individuals With Disabilities

This priority supports projects that demonstrate the effect
literacy services and instruction have on improving literacy skills of
targeted groups of VR consumers and the effect on their employment and
earnings outcomes. Projects must demonstrate how VR offices can
effectively integrate literacy services into their service delivery
systems and can best provide literacy services and instruction to a
targeted group of VR consumers.

Evaluation

Projects must assure cooperation with the Rehabilitation Services
Administration (RSA) and RSA's outside evaluator in meeting the
evaluation needs of the project and RSA. Project cooperation with RSA's
outside evaluator must include the following:
1. The assessment of all entering VR consumers in the designated
project service area using brief methodologically acceptable screening
instruments for learning disabilities and literacy levels to determine
their eligibility for the project. The

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assessment does not include VR consumers with evidence of mental
retardation in their case files.
2. The assignment of approximately one-half of the eligible project
participants into a literacy intervention group who would receive the
additional services and benefits of the project and approximately one-
half of the project participants into a control group who would not
receive project services. However, no individual in the control group
can be denied literacy services if his or her Individualized Plan for
Employment (IPE) requires those services. Furthermore, those services
may not be provided or paid for under these demonstration grants.
3. The use of diagnostic tests and effective assessments of reading
proficiency consistent with the procedures of RSA's outside evaluator.
4. The administration of a pre- and post-test to project
participants as directed by RSA's outside evaluator.

Interventions

An applicant for this competition must choose either the LBLP or
the WRS for its curriculum and provide a rationale for its choice
(e.g., the local adult literacy provider already uses WRS). However, an
applicant may also choose to describe its capacity to use the other
curriculum if it would be willing to substitute the alternative
curriculum as its curriculum in order to enhance its ability to
compete. RSA will select grantees in a manner to ensure that each
curriculum intervention is adequately represented in the applications
selected for funding.

Project Participants

The following participant research criteria must be met:
1. Projects must have a sufficient number of individuals in the
control and experimental groups so that the effects of the literacy
intervention can be adequately measured.
2. Project participants must be eligible to receive VR services by
the State VR agency and have, or be in the process of developing, an
IPE.
3. All project participants (control and experimental groups) must
be given an informed choice with respect to participation in the
demonstration project consistent with the human subjects provisions as
included in the application package.
4. Project participants for the experimental and control groups
must be selected using the requisite instrument. RSA requires use of
the Learning Needs Screening Tool, a validated and public domain
screener, which can be incorporated into the VR intake process. Copies
of the screener as well as further information may be found on the
Internet at the following Web site: http://www.seakingwdc.org/ld/WaScreenTool.htm.

Use of Funds

Funds may be used only for project costs and related activities and
may not be used to supplant the cost of services ordinarily provided by
the VR program. Related activities may include, but are not limited
to-- (1) counselor training or orientation, including counselor
training on administration of literacy assessment instruments, (2)
educational assessment and evaluation, (3) research expenses, (4)
support services such as consumer transportation, childcare, and
facilitation for attendance and retention, (5) instructional materials,
(6) curriculum and instruction, (7) professional development for
instructors and administrators, (8) assistive technology devices and
services, (9) instructional technology, and (10) consultants.

Invitational Priority

Within the priority for this competition, we are particularly
interested in applications that meet the following invitational
priority:
Establishing partnerships with other organizations that can assist
in carrying out their respective projects related to improving literacy
and employability skills of adults with disabilities.
These organizations might include Adult Education and Family
Literacy (AEFL) programs, institutions of higher education, volunteer-
based literacy programs, community rehabilitation programs, nonprofit
or for-profit vendors of literacy services, and other workforce
agencies. Applicants under this invitational priority must meet the
requirements in 34 CFR 75.127 through 75.129, which governs how
partnerships and other groups of eligible parties may submit
applications and conduct funded projects.
Under 34 CFR 75.105(c)(1) we do not give an application that meets
the invitational priority a competitive or absolute preference over
other applications.

Waiver of Delayed Effective Date

The Administrative Procedure Act requires that a proposed rule be
published at least 30 days before its effective date, except as
otherwise provided for good cause (5 U.S.C. 553(d)(3)). In order to
make timely grant awards, the Secretary has determined that a delayed
effective date is impracticable.

Intergovernmental Review

This program is subject to 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 this program. Applicable Program Regulations: 34 CFR part
373.

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/news/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.
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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.gpoaccess.gov/nara/index.html.

(Catalog of Federal Domestic Assistance Number 84.235P Special
Demonstration Programs--Model Demonstration Projects to Improve the
Literacy and Employment Outcomes of Individuals With Disabilities)

Program Authority: 29 U.S.C. 773(b).

Dated: September 24, 2003.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 03-24530 Filed 9-26-03; 8:45 am]

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