[Federal Register: December 24, 2002 (Volume 67, Number 247)]
[Notices]
[Page 78428-78438]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24de02-60]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services
Applications for New Awards for Fiscal Year 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 four programs authorized under part D, subpart 2 of
the Individuals with Disabilities Education Act, as amended. The four
programs are: (1) Special Education--Research and Innovation to Improve
Services and Results for Children with Disabilities (five priorities);
(2) Special Education-Personnel Preparation to Improve Services and
Results for Children with Disabilities (four priorities); (3) Special
Education-Technology and Media Services for Individuals with
Disabilities (one priority) and (4) Special Education--Training and
Information for Parents of Children with Disabilities (one priority).
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 rulemaking procedures 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 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) 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 four programs in this announcement: Research
and Innovation to Improve Services and Results for Children with
Disabilities--CFDA 84.324, Personnel Preparation to Improve Services
and Results for Children with Disabilities--CFDA 84.325, Technical
Assistance and Dissemination to Improve Services and Results for
Children with Disabilities--CFDA 84.326, and Training and Information
for Parents of Children with Disabilities--CFDA 84.328 are included in
the pilot project. If you are an applicant for a grant under any of the
four 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) portion of the Grant Administration
and Payment System (GAPS). 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 or penalty
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 can submit all documents electronically, including the
Application for Federal 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 of submitting your electronic
application, fax a signed copy of the Application for
[[Page 78429]]
Federal Assistance (ED 424) to the Application Control Center after
following these steps:
1. Print ED 424 from the e-Application system.
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 any of the four
programs in this announcement 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 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 p.m. 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 Grants
and Contracts Services Team 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 each of the
four programs included in this notice at: http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=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.
Due to the upgrading of software, we anticipate that the e-
Application system will be unavailable for several days in mid-
December. The tentative schedule for this down time is from 7 p.m.,
December 12, until 6 a.m., December 16, Washington, DC time. Please
check http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://e-grants.ed.gov for any updates on the unavailability of
the e-Application system.
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, 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 each priority are included in the application
package for that competition.
Note: The regulations in 34 CFR part 86 apply to IHEs only.
Priorities
Under 34 CFR 75.105(c)(3), we consider only applications that meet
one of the following priorities:
Absolute Priority 1--Student-Initiated Research Projects (84.324B)
This priority supports 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 IDEA.
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.
Absolute Priority 2--Field-Initiated Research Projects (84.324C)
This priority supports a wide range of field-initiated research
projects that promote innovation, development, exchange, and the
transfer of research into knowledge and practice as described in
section 672 of IDEA including the improvement of early intervention,
instruction, and learning for infants, toddlers, and children with
disabilities.
Projects must--
(a) Adhere to rigorous, scientific methods and standards;
(b) Prepare their procedures, findings, and conclusions in a manner
that will improve results for children with disabilities by informing
other interested researchers and advancing professional practice or
improving programs and services to infants, toddlers, and children with
disabilities and their families; and
(c) Disseminate project procedures, findings, and conclusions to
appropriate research institutes and technical assistance providers.
Invitational Priorities
Within absolute priority 2 for FY 2003, we are particularly
interested in applications that meet one or more of the following
invitational priorities.
(a) Projects to address the specific problems of over-
identification and under-identification of children with disabilities.
(See section 672(a)(3) of IDEA).
(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 IDEA).
(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 in order to improve results for children with
disabilities. (See section 672(b)(2)(D) of IDEA).
(d) Projects that advance knowledge about the coordination of
education with health and social services in order to improve results
for children with disabilities and their families. (See section
672(b)(2)(G) of IDEA).
(e) Projects that address causal questions which employ randomized
experimental designs.
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.
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
[[Page 78430]]
more than 36 months, up to a maximum of 60 months.
Absolute Priority 3--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, educational, 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) A model demonstration project must--
(1) Develop and implement the model with specific components or
strategies that are based on theory, research, or evaluation data
documenting improved results;
(2) Determine the effectiveness of the model and its components or
strategies by using multiple measures of results; and
(3) Produce detailed procedures and materials that would enable
others to replicate the model.
(b) Federal financial participation for a project funded under this
priority will not exceed 90 percent of the total annual costs of the
project (see section 661(f)(2)(A) of IDEA).
Within absolute priority 3, we intend to fund no more than two
projects focusing on postsecondary education for students with
disabilities.
Competitive Preference
Within this absolute priority we will give the following
competitive preference points under 34 CFR 75.105(c)(2)(i) to
applications that are otherwise eligible for funding under this
priority.
Up to ten (10) points to an application that proposes to employ
randomized experimental designs in conducting evaluations.
Therefore, for the purpose of this competitive preference, an
applicant 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.
Absolute Priority 4--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 results for children with disabilities and their families
through better 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 to more
effectively meet the needs of children with disabilities and their
families. This priority addresses 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 IDEA.
Priority
The purpose of this priority is to award 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 FY 2003 awards, projects may support individuals
who completed a doctoral program and graduated no earlier than the
1999-2000 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
improves results for children with disabilities by informing 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 4 for FY 2003, we are particularly
interested in applications that meet the following invitational
priority. Projects that include, in the design and conduct of the
research project, a practicing teacher or clinician, in addition to the
required involvement of nationally recognized experts.
Under 34 CFR 75.105(c)(1) we do not give an application that meets
the invitational priority a competitive or absolute preference over
other applications.
Project Period: Up to 36 months.
Absolute Priority 5--Outreach Projects for Children with Disabilities
(84.324R)
This priority supports projects that will improve results by
assisting 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 through scientifically based research.
``Exemplary practices'' are effective strategies and methods used to
deliver educational, related, or early intervention services.
The models, components of models, or exemplary practices that are
selected for outreach may include those developed for preservice and
inservice personnel preparation. However, they do not need to have been
developed through projects funded under IDEA, or by the applicant.
Applicants must:
[[Page 78431]]
(a) Provide supporting data or other documentation in the
application showing how scientifically based research demonstrates the
effectiveness of the model, components of a model, or exemplary
practices selected for outreach.
(b) Specify in the application if the primary focus of the models,
components of models, or exemplary practices intended for outreach are
for preservice or inservice personnel preparation.
Projects must--
(a) Select implementation sites in multiple regions within one
State or multiple States and describing the criteria for their
selection;
(b) Describe 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;
(c) Include public awareness, product development and
dissemination, training, and technical assistance activities as part of
the implementation of the project;
(d) Evaluate the effectiveness of the replication of the model and
its components or strategies by using multiple measures of results.
(e) Coordinate 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; and
(f) 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 the
project (see section 661(f)(2)(A) of IDEA).
In addition to the annual two-day Project Directors' meeting in
Washington, DC mentioned in the ``General Requirements'' section of
this notice, projects must budget annually for another 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 project implementation issues.
Within absolute priority 5, we intend to fund no more than two
projects focusing on postsecondary education for students with
disabilities.
Competitive Preference
Within this absolute priority we will give the following
competitive preference points under 34 CFR 75.105(c)(2)(i) to
applications that are otherwise eligible for funding under this
priority.
Up to ten (10) points to an application that employs randomized
experimental designs in conducting evaluation of outreach activities.
Therefore, for the purpose of this competitive preference, an
applicant 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.
Special Education--Personnel Preparation To Improve Services and
Results for Children With Disabilities [CFDA Number 84.325]
Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for qualified personnel in special
education, related services, early intervention, and regular
education--to work with children with disabilities; and (2) ensure that
those personnel have the skills and knowledge--derived from practices
that have been determined through research and experience to be
successful--that are needed to serve those children.
Eligible Applicants: Institutions of higher education are eligible
applicants for Absolute Priorities 1-4 under this program.
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 regulations for this program in
34 CFR part 304; and (c) The selection criteria chosen from the EDGAR
general selection criteria in 34 CFR 75.210. The specific selection
criteria for each priority are included in the application package for
that competition.
Priorities
Under 34 CFR 75.105(c)(3) we consider only applications that meet
one of the following priorities:
Absolute Priority 1--Preparation of Special Education, Related
Services, and Early Intervention Personnel To Serve Infants, Toddlers,
and Children With Low-Incidence Disabilities (84.325A) Background
The national demand for special education, related services, and
early intervention personnel to serve infants, toddlers, and children
with low-incidence disabilities exceeds available supply. However,
because of the relatively small number of personnel needed to serve
infants, toddlers, and children with low-incidence disabilities in each
State, institutions of higher education and individual States have
limited incentive to develop and support programs that train such
personnel. Moreover, of the programs that do exist, many fail to
produce graduates with the skills necessary to meet the needs of the
low-incidence disability population. Thus, Federal support is required
to increase the supply of personnel who possess the skills and
experience necessary to serve children with low-incidence disabilities.
Priority
This priority supports projects that increase the number and
quality of personnel to serve children with low-incidence disabilities
by providing preservice preparation of special educators, early
intervention personnel, and related services personnel at the
associate, baccalaureate, master's, or specialist level. For the
purpose of this priority, the term ``low-incidence disability'' means a
visual or hearing impairment, or simultaneous visual and hearing
impairments, a significant cognitive impairment, or any impairment for
which a small number of personnel with highly specialized skills and
knowledge are needed in order for children with that impairment to
receive early intervention services or a free appropriate public
education (IDEA, section 673(b)(3)). Training for personnel to serve
children with mild-moderate mental retardation, specific learning
disabilities, speech or language disorders, or emotional and behavioral
disabilities is addressed under the priority for the preparation of
personnel to serve children with high-incidence disabilities (84.325H),
and, therefore, is not supported under this priority.
A preservice program is a program that leads toward a degree,
certification, professional license or endorsement (or its equivalent),
and may include the preparation of currently employed personnel who are
seeking additional
[[Page 78432]]
degrees, certifications, endorsements, or licenses.
Applicants may propose to prepare one or more of the following
types of personnel:
(a) Early intervention personnel who serve children with low-
incidence disabilities, ages birth through age 2 (until the third
birthday),and their families. For the purpose of this priority, all
children who require early intervention services are considered to have
a low-incidence disability. Early intervention personnel include
persons who train, or serve as consultants to, service providers and
service coordinators;
(b) Special educators, including early childhood, speech and
language, adapted physical education, and assistive technology, and
paraprofessional personnel who work with children with low-incidence
disabilities and their families; or
(c) Related services personnel who provide developmental,
corrective, and other support services (such as psychological,
occupational or physical and recreational therapy) to children with
low-incidence disabilities and their families. Comprehensive programs
and specialty components within a broader discipline that are designed
to prepare personnel for work with the low-incidence population may be
supported. For the purpose of this priority, eligible related service
providers do not include physicians.
We particularly encourage projects that address the personnel needs
of more than one State, provide multi-disciplinary training, and
provide for collaboration among several training institutions and
between training institutions and public schools. In addition, we
encourage projects that foster successful coordination between special
education and regular education professional development programs to
meet the needs of children with low-incidence disabilities in inclusive
settings.
Each project funded under this absolute priority must--
(a) Use curricula and pedagogy that are shown to be effective as
demonstrated through scientifically based research, in order to prepare
personnel equipped to improve outcomes for students with low-incidence
disabilities, and foster appropriate access to and achievement in the
general education curriculum whenever appropriate;
(b) Demonstrate how research-based curriculum and pedagogy are
incorporated into training requirements and reflected in all relevant
coursework for the proposed training program;
(c) Offer integrated training and practice opportunities that will
enhance the collaborative skills of appropriate personnel who share
responsibility for providing effective services to children with
disabilities;
(d) Prepare personnel to address the specialized needs of children
with low-incidence disabilities from diverse cultural and language
backgrounds by--
(1) Determining the competencies needed for personnel to work
effectively with culturally and linguistically diverse populations; and
(2) Infusing those competencies into early intervention, special
education, and related services training programs;
(e) Develop or improve and implement mutually beneficial
partnerships between training programs and schools to promote
continuous improvement in preparation programs and service delivery;
(f) If field-based training is provided, include field-based
training opportunities for students in schools and other diverse
settings, including schools and settings in high poverty communities;
(g) If the project prepares personnel to provide services to
visually impaired or blind children that can be appropriately provided
in Braille, prepare those individuals to provide those services in
Braille.
(h) Provide clear, defensible research-based methods for evaluating
the extent to which graduates of the training program are prepared to
provide high quality services that result in improved outcomes for
children with disabilities; and communicate the results of this
evaluation process to the Office of Special Education Programs (OSEP)
in required annual performance reports and the final performance
report;
(i) Describe how the proposed training program is aligned with
State learning standards for children; and
(j) Include, in the application Appendix, all course syllabi that
are relevant to the training program proposed. Course syllabi must
clearly reflect the incorporation of research-based curriculum and
pedagogy as required under paragraph (b) of this section of the
priority.
To be considered for an award, an applicant must satisfy the
following requirements contained in section 673(f)-(i) of the Act and
34 CFR part 304--
(a) Demonstrate, with letters from one or more States that the
project proposes to serve, that such State or States need personnel in
the area or areas in which the applicant proposes to provide
preparation, as identified in the States' comprehensive systems of
personnel development under Part B orC of the Act;
(b) Demonstrate that it has engaged in a cooperative effort with
one or more SEAs or, if appropriate, lead agencies for providing early
intervention services, to plan, carry out, and monitor the project;
(c) Provide letters from one or more States specifying that they
intend to accept successful completion of the proposed personnel
preparation program as meeting State personnel standards for serving
children with disabilities or serving infants and toddlers with
disabilities;
(d) Meet State and professionally-recognized standards for the
preparation of special education, related services, or early
intervention personnel;
(e) Ensure that individuals who receive financial assistance under
the proposed project will meet the service obligation requirements, or
repay all or part of the cost of that assistance, in accordance with
section 673(h)(1) of the Act and the regulations in 34 CFR part 304.
Applicants must describe how they will inform scholarship recipients of
this service obligation requirement; and
(f) As authorized under section 673(i) of the Act and Sec. 304.20
of the regulations, use at least 55 percent of the total requested
budget for student scholarships.
Under this absolute priority, we plan to award approximately:
[sbull] 60 percent of the available funds for projects that support
careers in special education, including early childhood educators;
[sbull] 10 percent of the available funds for projects that support
careers in educational interpreter services for hearing impaired
individuals;
[sbull] 15 percent of the available funds for projects that support
careers in related services, other than educational interpreter
services; and
[sbull] 15 percent of the available funds for projects that support
careers in early intervention.
Competitive Preference
Within this absolute priority, we will give the following
competitive preference points under section 673(g)(3)(B) of IDEA and 34
CFR 75.105(c)(2)(i) to applicant institutions that are otherwise
eligible for funding under this priority:
Up to ten (10) points based on the extent to which IHEs
successfully recruit and prepare individuals with disabilities and
individuals from groups that are underrepresented in the profession for
which they are preparing individuals.
[[Page 78433]]
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 these competitive preferences could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Absolute Priority 2--Preparation of Leadership Personnel (84.325D)
This priority supports projects that conduct the following
activities for leadership personnel:
(a) Preparing personnel at the doctoral, and postdoctoral levels to
administer, enhance, or to provide special education, related services,
or early intervention services for children with disabilities; or
(b) Developing Master's and specialist level programs in special
education administration.
Projects funded under this absolute priority must--
(a) Prepare leadership personnel to work with culturally and
linguistically diverse populations by--
(1) Determining the competencies needed by leadership personnel to
understand and work with culturally and linguistically diverse
populations; and
(2) Infusing those competencies into early intervention, special
education and related services training programs.
(b) Include coursework reflecting current research and pedagogy
on--
(1) Participation and achievement in the general education
curriculum and improved outcomes for children with disabilities; or
(2) The provision of coordinated services in natural environments
to improve outcomes for infants and toddlers with disabilities and
their families.
(c) Demonstrate how research-based curriculum and pedagogy are
incorporated into training requirements and reflected in all relevant
coursework for the proposed training program.
(d) Offer integrated training and practice opportunities that will
enhance the collaborative skills of all personnel who share
responsibility for providing effective services to children with
disabilities.
(e) Provide clear, defensible research-based methods for evaluating
the extent to which graduates of the training program are prepared to
provide high quality services that result in improved outcomes for
children with disabilities. Communicate the results of this evaluation
process to OSEP in required annual performance reports and the final
performance report;
(f) Describe, if appropriate, how the proposed training program is
aligned with State learning standards for children; and
(g) Include, in the application Appendix, all course syllabi that
are relevant to the training program proposed. Course syllabi must
clearly reflect the incorporation of research-based curriculum and
pedagogy as required under paragraph (c) of this section of the
priority.
To be considered for an award, an applicant must satisfy the
following requirements contained in section 673(f)-(i) of IDEA and 34
CFR part 304--
(a) Demonstrate, with letters from one or more States that the
project proposes to serve, that each State needs personnel in the area
or areas in which the applicant proposes to provide preparation, as
identified in the State's comprehensive systems of personnel
development under Parts B and C of IDEA;
(b) Demonstrate that it has engaged in a cooperative effort with
one or more State educational agencies or, if appropriate, lead
agencies for providing early intervention services, to plan, carry out,
and monitor the project;
(c) Meet State and professionally recognized standards for the
preparation of leadership personnel in special education, related
services, or early intervention fields;
(d) Ensure that individuals who receive financial assistance under
the proposed project will meet the service obligation requirements, or
repay all or part of the cost of that assistance, in accordance with
section 673(h)(2) of IDEA and the regulations in 34 CFR part 304.
Applicants must describe how they will inform scholarship recipients of
this service obligation requirement; and
(e) As authorized under section 673(i) of IDEA and Sec. 304.20 of
the regulations, use at least 65 percent of the total requested budget
for student scholarships.
Competitive Preferences
Within this absolute priority, we will give the following
competitive preference points under section 673(g)(3)(B) of IDEA and 34
CFR 75.105(c)(2)(i) to applicant institutions that are otherwise
eligible for funding under this priority:
Up to ten (10) points based on the extent to which institutions of
higher education successfully recruit and prepare individuals with
disabilities and individuals from groups that are underrepresented in
the profession for which they are preparing individuals.
Therefore, for purposes of these competitive preferences,
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 these competitive preferences could earn
a maximum total of 110 points.
Project Period: Up to 48 months.
Absolute Priority 3--Preparation of Personnel in Minority Institutions
(84.325E)
This priority supports awards to IHEs with minority student
enrollments of at least 25 percent, including Historically Black
Colleges and Universities, for the purpose of preparing personnel to
work with children with disabilities.
This priority supports projects that provide preservice preparation
of special educators, early intervention personnel, and related
services personnel at the associate, baccalaureate, master's,
specialist, doctoral, or post-doctoral level.
A preservice program is a program that leads toward a degree,
certification, professional license or endorsement (or its equivalent),
and may include the preparation of currently employed personnel who are
seeking additional degrees, certifications, endorsements, or licenses.
Applicants may propose to prepare one or more of the following
types of personnel:
(a) Special educators, including early childhood, speech and
language, adapted physical education, and assistive technology, and
paraprofessional personnel who work with children with disabilities;
(b) Related services personnel who provide developmental,
corrective, and other support services (such as psychological,
occupational or physical and recreational therapy) to children with
disabilities. Comprehensive programs and specialty components within a
broader discipline that are designed to prepare personnel for work with
children with disabilities, may be supported. For the purpose of this
priority, eligible related services providers do not include
physicians; or
(c) Early intervention personnel who serve children birth through
age 2 (until the third birthday) and their families. Early intervention
personnel include persons who train, or serve as consultants to,
service providers and service coordinators.
Projects funded under this absolute priority must--
(a) Use curricula and pedagogy that are shown to be effective as
demonstrated through scientifically based research in order to prepare
[[Page 78434]]
personnel equipped to improve outcomes for students with disabilities
and to foster access to and achievement in the general education
curriculum where appropriate;
(b) Demonstrate how research-based curriculum and pedagogy are
incorporated into training requirements and reflected in all relevant
coursework for the proposed training program.
(c) Offer integrated training and practice opportunities that will
enhance the collaborative skills of appropriate personnel who share
responsibility for providing effective services to children with
disabilities;
(d) Prepare personnel to address the specialized needs of children
with disabilities from diverse cultural and language backgrounds by--
(1) Determining the competencies needed for personnel to work
effectively with culturally and linguistically diverse populations; and
(2) Infusing those competencies into early intervention, special
education, and related services training programs;
(e) Develop or improve and implement mutually beneficial
partnerships between training programs and schools to promote
continuous improvement in preparation programs and in service delivery;
(f) If field-based training is provided, include field-based
training opportunities for students in schools and other diverse
settings including schools and settings in high poverty communities;
(g) Employ effective strategies for recruiting students from
culturally and linguistically diverse populations; and
(h) Provide student support systems (including tutors, mentors, and
other innovative practices) to enhance student retention and success in
the program.
(i) Provide clear, defensible research-based methods for evaluating
the extent to which graduates of the training program are prepared to
provide high quality services that result in improved outcomes for
children with disabilities. Communicate the results of this evaluation
process to OSEP in required annual performance reports and the final
performance report;
(j) Describe how the proposed training program is aligned with
State learning standards for children; and
(k) Include, in the application Appendix, all course syllabi that
are relevant to the training program proposed. Course syllabi must
clearly reflect the incorporation of research-based curriculum and
pedagogy as required under paragraph (b) of this section of the
priority
To be considered for an award, an applicant must satisfy the
following requirements contained in section 673(f)-(i) of IDEA and 34
CFR part 304--
(a) Demonstrate, with letters from one or more States that the
project proposes to serve, that each State needs personnel in the area
or areas in which the applicant proposes to provide preparation, as
identified in the State's comprehensive systems of personnel
development under Parts B and C of IDEA;
(b) Demonstrate that it has engaged in a cooperative effort with
one or more SEAs or, if appropriate, lead agencies for providing early
intervention services, to plan, carry out, and monitor the project;
(c) Provide letters from one or more States specifying that they
intend to accept successful completion of the proposed personnel
preparation program as meeting State personnel standards for serving
children with disabilities or serving infants and toddlers with
disabilities;
(d) Meet State and professionally recognized standards for the
preparation of special education, related services, or early
intervention personnel, if the purpose of the project is to assist
personnel in obtaining degrees;
(e) Ensure that individuals who receive financial assistance under
the proposed project will meet the service obligation requirements, or
repay all or part of the cost of that assistance, in accordance with
section 673(h)(1) of IDEA and the regulations in 34 CFR part 304.
Applicants must describe how they will inform scholarship recipients of
this service obligation requirement; and
(f) As authorized under section 673(i) of IDEA and Sec. 304.20 of
the regulations, use at least 55 percent of the total requested budget
for student scholarships or provide sufficient justification for any
designation less than 55 percent of the total requested budget for
student scholarships.
Sufficient justification for proposing less than 55 percent of the
budget for student support would include activities such as program
development, expansion of a program, or the addition of a new emphasis
area. Examples include the following:
[sbull] A project that is starting a new program may request up to
a year for program development and capacity building. In the initial
project year, no student support would be required. Instead, a project
could hire a new faculty member, or a consultant to assist in program
development.
[sbull] A project that is proposing to build capacity may hire a
field supervisor so that additional students can be trained.
[sbull] A project that is expanding or adding a new emphasis area
to the program may initially need additional faculty or other resources
such as expert consultants, additional training supplies or equipment
that would enhance the program.
Projects that are funded to develop, expand, or to add a new
emphasis area to special education or related services programs must
provide information on how these new areas will be maintained once
Federal funding ends.
Competitive Preferences
Within this absolute priority, we will give the following
competitive preference points under 34 CFR 75.105(c)(2)(i) to applicant
institutions that are otherwise eligible for funding under this
priority:
Up to ten (10) points to applicant institutions that have not
received a FY 2002 or FY 2003 award under the IDEA personnel
preparation program.
In addition, we will give the following competitive preference
points under section 673(g)(3)(B) of IDEA and 34 CFR 75.105(c)(2)(i) to
applicant institutions that are otherwise eligible for funding under
this priority:
Up to ten (10) points based on the extent to which IHEs
successfully recruit and prepare individuals with disabilities and
individuals from groups that are underrepresented in the profession for
which they are preparing individuals.
Therefore, for purposes of these competitive preferences applicants
can be awarded up to a total of 20 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting all of these competitive preferences could earn a
maximum total of 120 points.
Project Period: Up to 48 months.
Absolute Priority 4--Improving the Preparation of Personnel To Serve
Children with High-Incidence Disabilities (84.325H)
Background
State agencies, university training programs, local schools, and
other community-based agencies and organizations confirm both the
importance and the difficulty of improving training programs for
personnel to serve children with high-incidence disabilities.
Localities nationwide are experiencing chronic shortages of such
personnel.
Priority
Consistent with section 673(e) of IDEA, the purpose of this
priority is to
[[Page 78435]]
develop or improve, and implement, programs that provide preservice
preparation for special and regular education teachers and related
services personnel in order to meet the diverse needs of children with
high incidence disabilities and to enhance the supply of well-trained
personnel to serve these children in areas of chronic shortage. For the
purpose of this priority, the term high-incidence disability includes
mild or moderate mental retardation, speech or language impairments,
emotional disturbance, or specific learning disabilities. Training of
early intervention personnel is addressed under the priority for the
preparation of personnel to serve children with low-incidence
disabilities (84.325A) and, therefore, is not included as part of this
priority.
A preservice program is a program that leads toward a degree,
certification, professional license or endorsement (or its equivalent),
and may include the preparation of currently employed personnel who are
seeking additional degrees, certifications, endorsements, or licenses.
Applicants may propose to prepare one or more of the following
types of personnel:
(a) Special educators, including early childhood, speech and
language, adapted physical education, assistive technology, and
paraprofessional personnel who work with children with high-incidence
disabilities.
(b) Related services personnel, who provide developmental,
corrective, and other support services (such as psychological,
occupational or physical and recreational therapy) to children with
high-incidence disabilities. For the purpose of this priority, eligible
related service providers do not include physicians. Comprehensive
programs and specialty components within a broader discipline that are
designed to prepare personnel to work with the high incidence
population may be supported.
Projects funded under this priority must--
(a) Use curricula and pedagogy that are shown to be effective, as
demonstrated through scientifically based research, in order to prepare
personnel equipped to improve outcomes for students with disabilities;
(b) Demonstrate how research-based curriculum and pedagogy are
incorporated into training requirements and reflected in all relevant
coursework for the proposed training program.
(c) Offer integrated training and practice opportunities that will
enhance the collaborative skills of personnel who share responsibility
for providing effective services to children with high-incidence
disabilities;
(d) Prepare personnel to work with culturally and linguistically
diverse populations by--
(1) Determining the competencies needed for personnel to work
effectively with students with high-incidence disabilities from
culturally and linguistically diverse backgrounds; and
(2) Infusing those competencies into special education or related
services training;
(e) Develop or improve and implement partnerships that are mutually
beneficial to grantees and LEAs in order to promote continuous
improvement of preparation programs; and
(f) Include field-based training opportunities for students in
diverse settings, including high poverty schools;
(g) Provide clear, defensible research-based methods for evaluating
the extent to which graduates of the training program are prepared to
provide high quality services that result in improved outcomes for
children with disabilities; Communicate the results of this evaluation
process to OSEP in annual performance reports and the final performance
report;
(h) Describe how the proposed training program is aligned with
State learning standards for children; and
(i) Include, in the application Appendix, all course syllabi that
are relevant to the training program proposed. Course syllabi must
clearly reflect the incorporation of research-based curriculum and
pedagogy as required under paragraph (b) of the requirements for
projects funded under this priority.
An applicant must satisfy the following requirements contained in
section 673(f)-(i) of IDEA and 34 CFR part 304:
(a) Demonstrate, with letters from one or more States that the
project proposes to serve, that each State needs personnel in the area
or areas in which the applicant proposes to provide preparation, as
identified in the State's comprehensive systems of personnel
development under Part B of IDEA;
(b) Demonstrate that it has engaged in a cooperative effort with
one or more State educational agencies to plan, carry out, and monitor
the project;
(c) Provide letters from one or more States stating that they
intend to accept successful completion of the proposed personnel
preparation program as meeting State personnel standards for serving
children with disabilities;
(d) Meet State and professionally recognized standards for the
preparation of special education and related services personnel;
(e) Ensure that individuals who receive financial assistance under
the proposed project will meet the service obligation requirements, or
repay all or part of the cost of that assistance, in accordance with
section 673(h)(1) of IDEA and the regulations in 34 CFR part 304.
Applicants must describe how they will inform scholarship recipients of
this service obligation requirement; and
(f) As authorized under section 673(i) of IDEA and Sec. 304.20 of
the regulations, use at least 65 percent of the total requested budget
for student scholarships.
Competitive Preferences
Within this absolute priority we will give the following
competitive preference points under section 673(g)(3)(B) of IDEA and 34
CFR 75.105(c)(2)(i) to applications that are otherwise eligible for
funding under this priority.
Up to ten (10) points based on the extent to which IHEs
successfully recruit and prepare individuals with disabilities and
individuals from groups that are underrepresented in the profession for
which they are preparing individuals.
Therefore, for the purpose 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.
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.
This priority focuses on the use of technology.
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 this priority are included
in the application package for this competition.
[[Page 78436]]
Note: The regulations in 34 CFR part 86 apply to IHEs only.
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 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 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
developmentally appropriate activities for preschool children; and (3)
improving accountability and participation in educational reform. The
technology-based approach must be an innovative combination of a new
technology and additional materials and methodologies that enable the
technology to improve educational or early intervention results for
children with disabilities;
(b) Justify the approach on the basis of scientifically rigorous
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 in improving results for children with
disabilities.
(2) Phase 2--Research on Effectiveness: Projects funded under Phase
2 must select a promising technology-based approach that has been
developed and tested 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) of this priority.
(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.
Projects 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, tested,
researched, and evaluated 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 provide evidence of improved
results for children with disabilities and that can be used to guide
dissemination and utilization of the technology-based approach;
(d) In addition to the annual two-day Project Directors' meeting in
Washington, DC mentioned in the ``General Requirements'' section of
this notice, budget for another annual trip to Washington, DC to
collaborate with the Federal project officer and the other projects
funded under this priority, and to share information and discuss
findings and methods of dissemination; and
(e) Prepare products from the project in formats that are useful
for specific audiences as appropriate, including parents,
administrators, teachers, early intervention personnel, related
services personnel, researchers, and individuals with disabilities.
Within absolute priority 1, we intend to fund at least two projects
focusing on technology-based approaches for children with disabilities,
ages birth to 3.
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.
Special Education--Training and Information for Parents of Children
With Disabilities [CFDA Number 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) of IDEA, 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
decisionmaking responsibilities and authority of each.
According to section 683(c) of IDEA, local parent organizations are
parent organizations that must meet one of the following criteria--
[[Page 78437]]
(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 that community; and have a special
governing committee to administer the project, a majority of the
members of which are individuals from that 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, chosen from
the EDGAR general selection criteria in 34 CFR 75.210. The specific
selection criteria for this priority are included in the application
package for this competition.
Priority
Under 34 CFR 75.105(c)(3), we consider only applications that meet
the following priority:
Absolute Priority--Community Parent Resource Centers (84.328C)
Background
The purpose of this priority is to support local parent
organizations to operate community training and information centers
that will help ensure that underserved parents of children with
disabilities, including low-income parents, parents of children who are
English language learners, and parents with disabilities in a
community, have the training and information they need to enable them
to participate effectively in helping their children with disabilities
to--
(a) Meet established developmental goals and, to the maximum extent
possible, those challenging standards that have been established for
all children; and
(b) Be prepared to lead productive independent adult lives, to the
maximum extent possible.
Priority
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, particularly underserved parents and parents
of children who may be inappropriately identified;
(b) Assist parents to understand the availability of, and how to
effectively use, procedural safeguards under section 615 of IDEA,
including encouraging the use, and explaining the benefits, of
alternative methods of dispute resolution, such as the mediation
process described in IDEA;
(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 decisionmaking processes including State and
local assessment, 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) Familiarize themselves with the provision of special education
and related services in the areas they serve to help ensure that
children with disabilities are receiving appropriate services;
(6) Understand the provisions of IDEA and the No Child Left Behind
Act of 2001 (NCLB) for the education of, and the provision of early
intervention services designed to improve results for, children with
disabilities; and
(7) Participate in school reform activities;
(d) Contract with the SEAs, 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 section
615(e)(2)(B) and (D) of IDEA;
(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 IDEA, 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 IDEA;
(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 Department on--
(1) The number of parents to whom it provided information and
training in the most recently concluded fiscal year, including
demographic information about those parents served, and additional
information regarding the unique needs and levels of service provided;
(2) The effectiveness of strategies used to reach and serve
parents, including underserved parents of children with disabilities,
by providing evidence of how those parents were served effectively.
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:
(a) 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.
(b) 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--
(1)(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.
(2) 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.
Therefore, for purposes of these competitive preferences,
applicants can be awarded up to a total of 25 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 125 points.
Project Period: Up to 36 months.
[[Page 78438]]
Individuals With Disabilities Education Act--Application Notice for Fiscal Year 2003
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Maximum
Applications Application Deadline for Estimated award Page Estimated
CFDA No. and name available deadline intergovernmental available (per Estimated range of awards Project period limit number of
date review funds year)* awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.324B Student-Initiated Research 12/24/02 03/07/03 05/06/03 $240,000 $20,000 $14,122-$20,000................ Up to 12 mos................... 25 12
Projects.
84.324C Field-Initiated Research 12/24/02 02/21/03 04/22/03 2,520,000 180,000 $177,318-$180,000.............. Up to 60 mos.**................ 50 14
Projects.
84.324M Model Demonstration Projects 12/24/02 03/14/03 05/13/03 2,450,000 175,000 $173,947-$175,000.............. Up to 48 mos................... 50 14
for Children with Disabilities.
84.324N Initial Career Awards....... 12/24/02 02/14/03 04/15/03 300,000 75,000 $72,170-$75,000................ Up to 36 mos................... 30 4
84.324R Outreach Projects for 12/24/02 03/28/03 05/27/03 2,450,000 175,000 $168,690-$175,000.............. Up to 36 mos................... 50 14
Children with Disabilities.
84.325A Preparation of Special 12/24/02 02/14/03 04/15/03 5,000,000 250,000 $150,000-$250,000.............. Up to 60 mos................... 50 20
Education, Related Services, and
Early Intervention Personnel to
Serve Infants, Toddlers, and
Children with Low-Incidence
Disabilities.
84.325D Preparation of Leadership 12/24/02 02/07/03 04/08/03 3,500,000 200,000 $171,969-$200,000.............. Up to 48 mos................... 50 18
Personnel.
84.325E Preparation of Personnel in 12/24/02 03/21/03 05/20/03 3,000,000 200,000 $186,234-$200,000.............. Up to 48 mos................... 50 15
Minority Institutions.
84.325H Improving the Preparation of 12/24/02 02/28/03 04/29/03 5,700,000 200,000 $163,848-$200,000.............. Up to 48 mos................... 50 28
Personnel to Serve Children with
High-Incidence Disabilities.
84.327A Steppingstones of Technology 12/24/02 02/07/03 04/08/03 2,900,000 ......... ............................... ............................... ......... 14
Innovation for Students with
Disabilities.
Phase 1 and 2................... ............ ........... ................. ......... 200,000 $196,946-$300,000.............. Up to 24 mos................... 50 .........
Phase 3......................... ............ ........... ................. ......... 300,000 ............................... Up to 36 mos................... 50 .........
84.328C Community Parent Resource 12/24/02 02/07/03 04/08/03 1,000,000 100,000 $99,000-$100,000............... Up to 36 mos................... 30 10
Centers.
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* We will reject any application that proposes a budget exceeding the maximum award (exclusive of any matching funds required in CFDA 84.324M and CFDA 84.324R) for a single budget period of 12
months.
** See PROJECT PERIOD section of priority for additional information.
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://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.ed.gov/pubs/edpubs.html.
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://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=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://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.access.gpo/nara/index.html
.
Program Authority: 20 U.S.C. 1405, 1461, 1471, 1472, 1473, 1481,
1482, and 1483.
Dated: December 17, 2002.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 02-32273 Filed 12-23-02; 8:45 am]
BILLING CODE 4000-01-P