[Federal Register: November 7, 1995 (Volume 60, Number 215)]
[Notices]
[Page 56191-56203]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[[Page 56191]]
_______________________________________________________________________
Part II
Department of Education
_______________________________________________________________________
Office of Special Education and Rehabilitative Services; Proposed
Priorities; Notice
[[Page 56192]]
DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Proposed
Priorities
AGENCY: Department of Education.
ACTION: Notice of proposed priorities.
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SUMMARY: The Secretary proposes priorities for eight programs
administered by the Office of Special Education and Rehabilitative
Services (OSERS) under the Individuals with Disabilities Education Act.
The Secretary may use these priorities in Fiscal Year 1996 and
subsequent years. The Secretary takes this action to focus Federal
assistance on identified needs to improve outcomes for children with
disabilities. The proposed priorities are intended to ensure wide and
effective use of program funds.
DATES: Comments must be received on or before January 8, 1996 for the
Research in Education of Individuals with Disabilities Program;
February 5, 1996 for the Special Studies Program; and December 7, 1996
for all remaining programs.
ADDRESSES: All comments concerning proposed priorities under the
Research in Education of Individuals with Disabilities Program, the
Special Studies Program, and Program for Children and Youth with
Serious Emotional Disturbance, should be addressed to: Linda Glidewell,
U.S. Department of Education, 600 Independence Avenue, S.W., Room 3524,
Switzer Building, Washington, D.C. 20202-2641. All comments concerning
proposed priorities under the Early Education Program for Children with
Disabilities; the Educational Media Research, Production, Distribution,
and Training Program; the Postsecondary Education Program for
Individuals with Disabilities; the Program for Children with Severe
Disabilities; and the Secondary and Transitional Services for Youth
with Disabilities Program should be addressed to Joseph Clair, U.S.
Department of Education, 600 Independence Avenue, S.W., Room 4622,
Switzer Building, Washington D.C. 20202-2644.
FOR FURTHER INFORMATION CONTACT: The name, address, and telephone
number of the person at the Department to contact for information on
each specific proposed priority is listed under that priority.
SUPPLEMENTARY INFORMATION: This notice contains thirteen proposed
priorities under eight programs authorized by the Individuals with
Disabilities Education Act, as follows: Research in Education of
Individuals with Disabilities Program (one proposed priority); Early
Education Program for Children with Disabilities (four proposed
priorities); Educational Media Research, Production, Distribution, and
Training Program (one proposed priority); Postsecondary Education
Program for Individuals with Disabilities (one proposed priority);
Program for Children with Severe Disabilities (one proposed priority);
Secondary and Transitional Services for Youth with Disabilities Program
(two proposed priorities); Special Studies Program (two proposed
priorities); and Program for Children and Youth with Serious Emotional
Disturbance (one proposed priority). The purpose of each program is
stated separately under the title of that program.
These proposed priorities would support the National Education
Goals by improving understanding of how to enable children and youth
with disabilities to reach higher levels of academic achievement.
The Secretary will announce the final priorities in a notice in the
Federal Register. The final priorities will be determined by responses
to this notice, available funds, and other considerations of the
Department. Funding of particular projects depends on the availability
of funds, the content of the final priorities, and the quality of the
applications received. Further, priorities could be affected by
enactment of legislation reauthorizing these programs. The publication
of these proposed priorities does not preclude the Secretary from
proposing additional priorities, nor does it limit the Secretary to
funding only these priorities, subject to meeting applicable rulemaking
requirements.
Note: This notice of proposed priorities does not solicit
applications. Notices inviting applications under these competitions
will be published in the Federal Register concurrent with or
following publication of the notices of final priorities.
Research in Education of Individuals With Disabilities Program
Purpose of Program: To advance and improve the knowledge base and
improve the practice of professionals, parents, and others providing
early intervention, special education, and related services--including
professionals in regular education environments--to provide children
with disabilities effective instruction and enable these children to
learn successfully.
Priority
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet the following priority.
The Secretary proposes to fund under these competitions only
applications that meet this absolute priority:
Proposed Absolute Priority--Initial Career Awards
Background: There is 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 for children and youth with
disabilities. Support for research activities among individuals in the
initial phases of their careers is intended to develop the capacity of
the special education research community. This priority would address
the additional need to provide support for a broad range of field-
initiated research projects--focusing on the special education and
related services for children and youth with disabilities and early
intervention for infants and toddlers--consistent with the purpose of
the program as described in 34 CFR 324.1.
Priority: The Secretary proposes to 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 individuals career is considered to be the first three
years after completing a doctoral program and graduating (e.g., for
fiscal year 1996 awards, projects may support individuals who completed
a doctoral program and graduated no earlier than the 1991-92 academic
year).
Projects must--
(a) Pursue a line of inquiry that reflects a programmatic strand of
research emanating either from theory or a conceptual framework. The
line of research must be evidenced by a series of related questions
that establish directions for designing future studies extending beyond
the support of this award. The project is not intended to represent all
inquiry related to the particular theory or conceptual framework;
rather, it is expected to initiate a new line or advance an existing
one;
(b) Include, in its design and conduct, sustained involvement with
nationally recognized experts having substantive or methodological
knowledge and
[[Page 56193]]
expertise relevant to the proposed research. Experts do not have to be
at the same institution or agency at which the project is located, but
the interaction must be sufficient to develop the capacity of the
researcher to effectively pursue the research into mid-career
activities. At least 50 percent of the researcher's time must be
devoted to the project;
(c) Prepare its 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, children, and youth with disabilities and their families; and
(d) Disseminate project procedures, findings, and conclusions to
appropriate research institutes and technical assistance providers.
A project must include in the budget funds to attend the two-day
Research Project Directors' meeting to be held in Washington, D.C. each
year of the project.
For Further Information Contact: Doris Andres, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 3526, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8125. FAX: (202) 205-
8105. Internet: Doris__Andres@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8953.
Early Education Program for Children With Disabilities Program
Purpose of Program: To support activities that are designed (a) to
address the special needs of children with disabilities, birth through
age eight, and their families; and (b) to assist State and local
entities in expanding and improving programs and services for these
children and their families.
Priorities
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet any one of the following
priorities. The Secretary proposes to fund under these competitions
only applications that meet any one of these absolute priorities:
Proposed Absolute Priority 1--National Early Childhood Technical
Assistance Center
Background: This proposed priority would support a national early
childhood technical assistance center that will provide technical
assistance to all States, outlying areas and the Bureau of Indian
Affairs, in order to (1) assist each entity in implementing
comprehensive and quality early intervention services under Part H for
children ages birth through two and their families, and educational and
related services for young children with disabilities (ages three
through five) including minority children and children with limited
English proficiency, and (2) help entities respond to needs identified
through their self-assessment and State monitoring activities. The
center will also provide technical assistance to early childhood
projects funded by the Office of Special Education Programs (OSEP)
under the IDEA. Utilizing State technical assistance systems, national
organizations and their State divisions, other technical assistance and
clearinghouse projects, the center will provide mechanisms to link
professionals who are involved in producing new knowledge and products
with program administrators and service providers.
Priority: The Secretary proposes to establish an absolute priority
to support a national early childhood technical assistance center. The
center must:
(a) Provide technical assistance to all States, outlying areas, and
the Bureau of Indian Affairs as they implement early intervention
services under Part H, and educational and related services for young
children with disabilities. At a minimum, the center must (1) conduct
annual needs assessments; (2) develop technical assistance agreements
for each entity; (3) provide technical assistance, training, and on-
going consultation based on the technical assistance agreements; (4)
conduct annual meetings for Part H clients and for Section 619 clients;
and (5) assist States in coordinating early intervention services and
preschool services with IDEA school-age programs.
(b) Provide technical assistance to all early childhood projects
funded by OSEP. At a minimum, the center must (1) conduct annual needs
assessments; (2) develop technical assistance agreements for each
project; (3) provide technical assistance, training, and on-going
consultation based on the technical assistance agreements; and (4)
conduct an annual meeting for directors of early childhood
discretionary projects funded by OSEP;
(c) Establish an advisory group of persons with complementary
expertise in the content and provision of technical assistance, e.g.,
State issues, project issues, family issues, parenting, evaluation, and
needs of underrepresented children and families; to advise the center
on its technical assistance activities;
(d) Link entities and OSEP-funded early childhood projects with
national experts knowledgeable about best practice for young children
with disabilities and their families, including children and families
from cultural and linguistic minority groups;
(e) Develop informational exchanges between the center and State
technical assistance systems; and among States with technical
assistance systems;
(f) Develop an information system, current in content and
technological accessibility, that contains data and materials to meet
the technical assistance needs of the center's clients;
(g) Conduct at least two national forums that identify persistent
problems, propose solutions, and respond to emerging issues and trends
in early intervention and preschool;
(h) Facilitate exchanges of information among federal and State
programs regarding funding and policy practices and implications for
young children with disabilities and their families;
(i) Provide logistical and technical support to the Federal
Interagency Coordinating Council;
(j) Compile and disseminate information about (1) early childhood
projects funded by OSERS, (2) effective practices for early
intervention and preschool programs, (3) major State activities related
to implementing Section 619--Preschool Grants Program, (4) major State
activities related to implementing the Infant and Toddler Program--Part
H program, and (5) successful linkage activities and practices;
(k) Coordinate with other technical assistance networks to sponsor
a forum that addresses model practices for national and State technical
assistance provision;
(l) Evaluate the impact of the center's technical assistance system
and its components relative to (1) the assessed needs of States,
jurisdictions and early childhood projects; and (2) the national needs
of young children with disabilities and their families.
The Secretary anticipates funding one cooperative agreement for a
project period of up to 60 months subject to the requirements of 34 CFR
75.253(a) for continuation awards. In determining whether to continue
the center for the fourth and fifth years of the project period, in
addition to applying the requirements of 34 CFR 75.253(a), the
Secretary will consider the recommendation of a review team consisting
of three experts selected by the Secretary. The services of the review
team, including a two-day visit to the center, are to be performed
during the
[[Page 56194]]
last half of the center's second year and must be included in that
year's evaluation required under 34 CFR 75.590. Funds to cover the
costs of the review team must be included in the center's budget for
year two. These costs are estimated to be approximately $4000.
The Secretary particularly encourages applicants for this
cooperative agreement to incorporate technologically innovative
approaches in all aspects of center activities, to improve their
efficiency and impact.
Selection Criteria for Evaluating Applications. The Secretary
proposes to use the following criteria to evaluate an application under
the national early childhood technical assistance center competition.
The maximum score for all the criteria is 100 points.
(a) Plan of operation. (10 points)
(1) The Secretary reviews each application to determine the quality
of the plan of operation for the project.
(2) The Secretary considers--
(i) The extent to which the management plan will ensure proper and
efficient administration of the project;
(ii) The quality of the activities proposed to accomplish the goals
and objectives;
(iii) The adequacy of proposed timelines for accomplishing those
activities; and
(iv) Effectiveness in the ways in which the applicant plans to use
the resources and personnel to accomplish the goals and objectives.
(3) How the applicant will ensure that project participants who are
otherwise eligible to participate are selected without regard to race,
color, national origin, gender, age, or disability.
(b) Quality of key personnel. (15 points)
(1) The Secretary reviews each application to determine the
qualifications of the key personnel the applicant plans to use.
(2) The Assistant Secretary considers--
(i) The qualifications of the project director and project
coordinator (if one is used);
(ii) The qualifications of each of the other key project personnel;
(iii) The time that each person referred to in paragraphs (b)(2)(i)
and (ii) of this section will commit to the project; and
(iv) How the applicant will ensure that personnel are selected for
employment without regard to race, color, national origin, gender, age,
or disability.
(3) To determine personnel qualifications under (b)(2)(i) and (ii)
of this section, the Secretary considers--
(i) Experience and training in fields related to the objectives of
the project; and
(ii) Any other qualifications that pertain to the quality of the
project.
(c) Budget and cost effectiveness. (5 points)
(1) The Secretary reviews each application to determine if the
project has an adequate budget.
(2) The Secretary considers the extent to which--
(i) The budget for the project is adequate to support project
activities; and
(ii) Costs are reasonable in relation to the objectives of the
project.
(d) Evaluation plan. (10 points)
(1) The Secretary reviews each application to determine the quality
of the evaluation plan for the project.
(2) The Secretary considers--
(i) The extent to which the applicant's methods of evaluation are
appropriate to the project; and
(ii) To the degree possible, the extent to which the applicant's
methods of evaluation are objective and produce data that are
quantifiable.
(e) Adequacy of resources. (10 points)
(1) The Secretary reviews each application to determine adequacy of
resources allocated to the project.
(2) The Secretary considers the adequacy of the facilities and the
equipment and supplies that the applicant plans to use.
(f) Evidence of need. (10 points)
(1) The Secretary reviews each application to assess whether the
need for the proposed technical assistance has been adequately
justified.
(2) The Secretary determines the extent to which the application--
(i) Describes the technical assistance needs to be addressed by the
project;
(ii) Describes how the applicant identified those needs;
(iii) Describes how those needs will be met by the project; and
(iv) Describes the benefits to be gained by meeting those needs.
(g) Project design. (40 points)
(1) The Secretary reviews each application to evaluate the quality
of the proposed technical assistance project design.
(2) The Secretary determines the extent to which--
(i) The technical assistance objectives are designed to meet the
identified needs and are clearly defined, measurable, and achievable;
(ii) The content of the proposed technical assistance is
appropriate for all clients.
(3) The Secretary determines the extent to which each application
provides for--
(i) Use of current research findings and information on model
practices in providing the technical assistance.
(ii) Methods for linking all clients in need of technical
assistance;
(iii) Innovative procedures for disseminating information and
imparting skills to all clients; and
(iv) Innovative procedures for collaborating and coordinating with
other entities that are involved with broader technical assistance
efforts.
For Further Information Contact: Peggy Cvach, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4609, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-9807. FAX: (202) 205-
8971. Internet: Peggy__Cvach@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Proposed Absolute Priority 2--Model Demonstration Projects for Young
Children With Disabilities
Background: This priority supports projects that develop,
implement, evaluate, and disseminate new or improved approaches for
serving young children with disabilities (infants, toddlers, and
children ages birth through eight) and their families, including
minority children and children with limited English proficiency.
Projects supported under this priority are expected to be major
contributors of models or components of models for service providers
and for outreach projects funded under the Individuals with
Disabilities Education Act.
The Secretary anticipates funding projects for a project period of
up to 60 months. Projects supported for an initial three-year period
may be eligible for an additional two years of funding to field test
the viability of their models at other site locations. In determining
whether to continue funding for the fourth and fifth years of the
project period, the Secretary, in addition to applying the requirements
of 34 CFR 75.253(a), considers the recommendation of a review team
consisting of three experts selected by the Secretary. The services of
the review team, including a two-day site visit, are to be performed
during a project's third year and may be included in that year's annual
evaluation. The three-plus-two-year funding period is expected to
determine whether models yielding positive results at an original site
can be successfully replicated at other locations.
Priority: A model demonstration project must--
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(a) Develop and implement programs that address a service problem
or issue in the most natural or least restrictive environment;
(b) Develop and implement programs with specific components or
strategies that are based on theory, research, or evaluation data;
(c) Produce detailed procedures and materials that enable others to
replicate the model as implemented at the original site; and,
(d) Evaluate the model at the original model development site and--
if approved for funding beyond the initial three years of the project
period--at other sites to determine whether the model can be adopted by
other sites and yield similar positive results. In its evaluation, a
project must use multiple outcome measures to determine the
effectiveness of the model and its components or strategies, including
measures of multiple, functional child and family outcomes, other
indicators of the effects of the model, and cost data associated with
implementing the model.
In determining whether to continue a project for the fourth and
fifth years of the project period, in addition to considering factors
in 34 CFR 75.253(a), the Secretary considers the following:
(a) The degree to which the model developed by the project is, or
would be by the end of year three, viable and replicable by other
agencies, and provides state-of-the-art interventions.
(b) The extent to which dissemination of the model would meet a
significant or unique service need in other geographic locations.
(c) Compelling, quantifiable evidence of the effectiveness of the
model as implemented at the original development site.
(d) Availability of funding for the model from sources other than
discretionary grants under the Individuals with Disabilities Education
Act to support the operation of the model at the original development
site during years four and five.
(e) Evidence of the commitment of other agencies not affiliated
with the original project to adopt its model and participate in
evaluation of the model during years four and five of the project
period.
(f) The extent to which the project has sound plans for aiding in
replication and for evaluating its model at replication sites during
years four and five of the project period.
A project that applies for funding for the fourth and fifth years
must set aside in its budget for the third year funds to cover costs
associated with the services to be performed by the review team
appointed by the Secretary to evaluate the project in the third year.
These funds are estimated to be approximately $4,000.
For Further Information Contact: Patricia Wright, U.S. Department
of Education, 600 Independence Avenue, S.W., Room 4623, Switzer
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9377. Fax:
(202) 205-8971. Internet: Patricia__Wright@ed.gov. Individuals who use
a telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Proposed Absolute Priority 3--Outreach Projects for Young Children With
Disabilities
Background: This priority supports projects that assist educational
and other agencies in implementing proven models, components of models,
and other exemplary practices, to improve services for young children
with disabilities (infants, toddlers, and children ages birth through
eight) and their families, including minority children and children
with limited English proficiency. To accomplish this goal, State
agencies and local service agencies need information about and
assistance in accessing the range of available, successful practices,
curricula, and products.
The models, components of models, or exemplary practices selected
for outreach need not have been developed through the Early Childhood
Education Program under the Individuals with Disabilities Education Act
(IDEA), or by the applicant.
To increase the impact of outreach activities, projects are
encouraged to select sites in multiple States. The Department of
Education funds an Early Childhood Technical Assistance Center under
IDEA to assist outreach projects in addressing the needs of States.
This Center will help projects match their resources to identified
States' needs for years two and three. Therefore, the plan of operation
for projects planning to conduct outreach activities in multiple States
should include plans concerning specific sites and activities for the
initial year only.
Priority: An outreach project must--
(a) Disseminate information about and assist in replicating proven
models, components of models, or exemplary practices that provide or
improve services for young children with disabilities and their
families in the most natural or least restrictive environment;
(b) Coordinate its dissemination and replication activities with
the lead agency for Part H of the IDEA for early intervention services
or the State educational agency for special education, as well as with
technical assistance, information, and personnel development networks
within the State;
(c) Involve families in the design, implementation, and evaluation
of project activities;
(d) Ensure interagency coordination if multiple agencies are
involved in the provision of services;
(e) Ensure that the model, components of models, or exemplary
practices are consistent with Part B and Part H of IDEA, are state-of-
the-art, match the needs of the proposed sites, and have evaluation
data supporting their effectiveness;
(f) Include public awareness, product development and
dissemination, training, and technical assistance activities, and
written plans for site development;
(g) Describe criteria for selecting implementation sites and, for
potential users, the expected costs, needed personnel, staff training,
equipment, and sequence of implementation activities; and
(h) Evaluate the outreach activities to determine their
effectiveness. The evaluation must include the types and numbers of
sites where outreach activities are conducted, number of persons
trained, types of follow-up activities, number of children and families
served at the site where models were adopted or adapted, child progress
and family satisfaction, and changes in the model or practice made by
sites.
For Further Information Contact: Lee Coleman, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4615, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8166. FAX: (202) 205-
8971. Internet: Lee__Coleman@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Proposed Absolute Priority 4--Early Childhood Research Institutes
Background: The purpose of this priority is to support three early
childhood research institutes, each of which will carry out research,
development, evaluation and dissemination activities to improve early
intervention and preschool services for children with disabilities and
their families. One award will be made in each of the following three
areas:
(1) Early Childhood Research Institute on Culturally and
Linguistically Competent Services. This institute's program of research
will focus on creating a resource bank of validated,
[[Page 56196]]
culturally and linguistically appropriate materials and documented
strategies (including child find and child instructional materials,
personnel training manuals, family services materials) that can be used
by service providers to work effectively with infants, toddlers, and
preschool age children with disabilities and their families who have
special needs because of their cultural or linguistic backgrounds. In
addition to developing and field testing new materials and documented
strategies to fill gaps, the institute will collect and catalog already
existing materials, conduct reviews and field testing of selected
materials, and broadly disseminate information about how to access
materials collected or created by the institute.
(2) Early Childhood Research Institute on Increasing Learning
Opportunities for Children through Families. The purpose of this
institute is to identify, develop and evaluate strategies that will
increase the number and intensity of planned learning activities that
parents, and other caregivers can implement in structured and
unstructured settings for infants, toddlers, and preschool age children
with disabilities to prepare these children to enter school ready to
learn, including those who are members of racial minority groups and
individuals with limited English proficiency. These strategies (such as
incidental teaching, use of educational games and toys, technology
applications, evening and weekend activities) must be designed in a way
that will complement services that are specified on Individualized
Family Service Plans and Individual Education Programs and promote
further skill acquisition, generalization and child growth and
development. The institute will conduct a series of investigations to
determine the effects and costs of various strategies that are
developed in each of the following areas of child development:
cognitive development, communication development, physical development,
and social and emotional development. The institute's dissemination
efforts will include the preparation of manuals for professionals,
parents, and other caregivers that describe (1) procedures to determine
additional learning opportunities for individual children, and (2) how
to implement the strategies in a variety of settings and in a manner
that complements other early intervention and preschool services.
(3) Early Childhood Research Institute on Program Performance
Measures. The purpose of this institute is to develop, evaluate, and
disseminate a program performance measurement system for early
intervention, preschool, and primary-grade programs serving children
with disabilities (birth through eight years) and their families. The
performance measurement system will consist of child and family
outcomes for different child ages within the early childhood age range
as well as indicators and sources of data corresponding to each
outcome. These child and family outcomes, indicators, and sources of
data must be useful for tracking the progress of a broad range of
children and families with different disabilities and characteristics
and for measuring the impact and effectiveness of early childhood
programs. For the performance measurement system to be useful at
federal, State, and local levels, it will include child and family
outcomes of a general nature (i.e., outcomes appropriate for tracking
the progress of all young children with disabilities and their
families, including those who are members of cultural, linguistic, or
racial minority groups) as well as sets of more specific outcomes. Each
of the sets of more specific outcomes should correspond with a
particular subgroup of children and families (e.g., children who are
visually-impaired; families with incomes below the poverty level) that
have characteristics unique to that subgroup, and that are
appropriately separated from other subgroups for more precise and
relevant measurement purposes.
In carrying out the developmental work, which will include
consensus development activities based on input from a variety of
professionals and parents, the institute will build upon other relevant
efforts, including the work of the National Center on Educational
Outcomes and the National Goals Panel on School Readiness. Once the
initial developmental work is complete, the institute will conduct
research activities to determine the feasibility, usefulness and
appropriateness of the outcomes, indicators, and data sources in a
variety of programs serving young children with disabilities and their
families. The results of the research will include a system for
measuring child and family attainment of outcomes, indicators of
outcomes that are written in operational terms, and instruments and
other data sources for each outcome. The measurement system must be
designed in a manner that captures partial attainment or progress
toward attainment of each outcome, and a method of using the results of
the measurement system for program improvement.
Priority: Each institute considered for funding under this priority
must--
(a) Conduct a program of research and development that addresses
one of the issues identified above;
(b) Identify specific strategies and procedures that will be
investigated;
(c) Carry out the research within a conceptual framework, based on
previous research or theory, that provides a basis for the strategies
and procedures to be studied, the research methods and instrumentation
that will be used, and the specific target populations and settings
that will be studied;
(d) Collect, analyze, and report a variety of data, including (1)
information on the settings, the service providers, the children and
families targeted by the institute (e.g., age, disability, level of
functioning and membership in a special population, if appropriate),
(2) outcome data from multiple measures for the children and families
who are the focus of the strategies and procedures; and (3)
implementation data from the service providers, administrators and
others involved in the research;
(e) Conduct the research with a broad range of children with
disabilities and their families who are receiving early intervention
and preschool services in typical service delivery settings;
(f) Conduct the research using methodological procedures that are
designed to produce unambiguous findings regarding the effects of the
strategies and procedures, as well as any findings on interaction
effects between particular strategies and particular characteristics of
participants or settings. These findings will be obtained through
appropriate sample selection and adequate sample size to permit use of
the findings in policy analyses;
(g) Design research activities that lead to improved services for
children with disabilities and their families;
(h) Develop and field test products that can be used for training
and technical assistance activities with policy makers, administrators,
school board members, parents, and service providers that are likely to
facilitate the implementation of the institute's findings and products
in a variety of early intervention and preschool settings;
(i) Coordinate the research activities with other relevant efforts
sponsored by the U.S. Department of Education, including other research
institutes, technical assistance entities, and information
clearinghouses;
(j) Provide training and research opportunities for a limited
number of graduate students.
The Secretary anticipates funding three cooperative agreements with
a
[[Page 56197]]
project period of up to 60 months subject to the requirements of 34 CFR
75.253(a) for continuation awards. In determining whether to continue
an institute for the fourth and fifth years of the project period, the
Secretary, in addition to applying the requirements of 34 CFR
75.253(a), will consider the following:
(1) The recommendation of a review team consisting of three experts
selected by the Secretary. The services of the review team, including a
two-day visit to the Institute, are to be performed during the last
half of the Institute's second year and must be included in that year's
evaluation required under 34 CFR 75.590. In its budget for the second
year, the Institute must set aside funds to cover the costs of the
review team. These funds are estimated to be approximately $4,000; (2)
the timeliness and effectiveness with which all requirements of the
negotiated cooperative agreement have been or are being met by the
Institute; and (3) the degree to which the Institute's research designs
and methodological procedures demonstrate the potential for producing
significant new knowledge and products.
For Further Information Contact: Patricia Wright, U.S. Department
of Education, 600 Independence Avenue, SW., Room 4623, Switzer
Building, Washington, DC 20202-2641. Telephone: (202) 205-9377. FAX:
(202) 205-8971. Internet: Patricia__Wright@ed.gov. Individuals who use
a telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR part
309.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1423.
Educational Media Research, Production, Distribution, and Training
Program
Purpose of Program: To promote the general welfare of deaf and hard
of hearing individuals and individuals with visual impairments, and to
promote the educational advancement of individuals with disabilities.
Priority
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet the following priority.
The Secretary proposes to fund under this competition only applications
that meet this absolute priority:
Proposed Absolute Priority--Closed-Captioned Television Programs
Background: This priority supports cooperative agreements to
provide closed-captioning of television programs in a variety of areas:
(1) National news and public information programs; (2) movies, mini-
series, special programs, and other programs broadcast during prime-
time; (3) children's programs; and (4) syndicated television programs.
National News and Public Information. This activity will continue
and expand closed-captioned national news, public information programs,
and emergency programming, so that persons with hearing impairments can
have access to up-to-date national morning, evening, and weekend news,
as well as information concerning current events and other significant
public information. In making awards the Secretary will consider the
extent to which programs on each major national commercial and public
broadcast network continue to be captioned. For news and public
information programs that have previously been captioned, funds
provided under this category may be used to support no more than one-
half of the captioning costs. Funds provided under this category also
may be used to support the captioning of emergency programming.
Movies, Mini-Series, and Special Programs. This activity will
continue and expand the closed-captioning of movies, mini-series, and
special programs available on major national broadcast networks or
basic cable networks. In making awards the Secretary will consider the
extent to which prime-time movies and other programs on each major
national commercial broadcast network continue to be closed-captioned.
Funds provided under this category may be used to support no more than
one-half of the captioning costs for movies, mini-series, and special
programs.
Children's Programs. This activity will provide closed-captioning
of children's programs shown on national commercial and public
broadcast networks, as well as syndicated and basic cable programs
shown nationally, so that children who are deaf or hard of hearing will
have access to popular children's programs. In making awards the
Secretary will consider the extent to which children's programs on each
major national commercial and public broadcast network, syndicated, and
basic cable children's programs continue to be captioned.
Syndicated Television Programming. This activity will provide
closed-captioning of syndicated television programs, thereby making a
variety of programs available at different times, depending on local
distribution. Syndicated programming includes both evergreen
programming (popular previously-broadcast programs or series), and new
programs distributed for showing on individual stations. In making
awards, the Secretary considers the anticipated shelf-life and the
range of distribution of the captioned programs possible without
further costs to the project beyond the initial captioning costs, as
well as the extent to which programs currently captioned may continue
to be captioned.
Priority: Under this competition, the Secretary intends to make one
or more awards in each of the four areas of activity identified above.
Each application may address only one of the areas of activity.
Projects must--
(a) Include procedures and criteria for selecting programs for
captioning that take into account the preference of consumers for
particular programs, the diversity of programming available, and the
contribution of programs to the general educational, and cultural
experiences of individuals with hearing impairments;
(b) Provide a flexible plan to assure closed-captioning of
television programs without interruption, while accommodating last-
minute program substitutions and new programs;
(c) Identify the total number of hours and the projected cost per
hour for each of the programs to be captioned;
(d) Identify for each proposed program to be captioned the source
of private or other public support and the projected dollar amount of
that support;
(e) Identify the methods of captioning to be used for each
program--indicating whether captioning is provided in real-time, live
display, offline, or reformatted--and the projected cost per hour for
each method used;
(f) For national news and public information, provide and maintain
back-up systems that will ensure successful, timely captioning service,
despite national or regional emergency situations;
(g) Demonstrate the willingness of each major network or providers
of syndicated programs included in the project to permit captioning of
their programs;
(h) Implement procedures for monitoring the extent to which full
and accurate captioning is provided and use this information to make
refinements in captioning operations; and
[[Page 56198]]
(i) Identify the anticipated shelf-life, and the range of
distribution of the programs captioned without further costs to the
project beyond the initial captioning costs. (Syndicated programs
only).
For Further Information Contact: Ernest Hairston, U.S. Department
of Education, 600 Independence Avenue, S.W., Room 4629, Switzer
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9172. FAX:
(202) 205-8971. Internet: Ernest__Hairston@ed.gov. Individuals who use
a telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR
parts 330, 331, and 332.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1451, 1452.
Postsecondary Education Programs for Individuals With Disabilities
Program
Purpose of Program: To provide assistance for the development,
operation, and dissemination of specially designed model programs of
postsecondary, vocational, technical, continuing, or adult education
for individuals with disabilities.
Priority
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet the following priority.
The Secretary proposes to fund under this competition only applications
that meet this absolute priority:
Proposed Absolute Priority--Model Demonstration Projects to Improve the
Delivery and Outcomes of Postsecondary Education for Individuals With
Disabilities
Background: This priority supports projects that develop,
implement, evaluate, and disseminate new or improved approaches for
serving the needs of students with disabilities in postsecondary
settings. Projects supported under this priority are expected to be
major contributors of models or components of models for service
providers in the field and for outreach projects funded under the
Individuals With Disabilities Education Act.
Although institutions of higher education have implemented measures
to accommodate students with disabilities since the 1970's,
longitudinal and follow-up studies of students exiting from secondary
schools consistently show that proportionately fewer students with
disabilities receive any type of postsecondary education than students
without disabilities. Further, those students with disabilities who do
attend postsecondary institutions are significantly less likely to
complete their studies or to be employed following their postsecondary
experience. To change these outcomes, a number of specific barriers
must be addressed, including the following:
Improving student potential for successful postsecondary
experiences. Some students with disabilities and their families may be
unaware of the range of available postsecondary opportunities. Other
students may be aware of these options but may not be prepared to
benefit from postsecondary education. To increase the number of
students with disabilities entering and successfully completing
postsecondary education, there is a need to develop strategies for
outreach activities to inform secondary special education teachers and
counselors in secondary schools about the range of postsecondary
opportunities available and how to work with students and families to
understand and access these opportunities. Further, there is a need to
develop or adapt programs such as Upward Bound and Talent Search that
assist potential candidates to access postsecondary education.
Accommodating diverse learning styles in a range of academic
settings. As the number and range of students with disabilities
entering postsecondary institutions increase, there will be a
continuing need for an institution's administration to accommodate or
modify instructional strategies and classroom environments to promote
improved participation and performance for these students. Thus,
postsecondary institutions will have to work with individual faculty
members and staff to implement the accommodations needed by particular
students. This is likely to require institutional strategies (1) to
understand state-of-the-art practice in accommodating the full range of
students with disabilities in traditional and emerging learning
environments, and (2) to provide training on an on-going, as well as
student-specific, basis to faculty or staff.
Transferring of student accommodations to the employment setting.
Students with disabilities who require classroom accommodations and
adaptations to improve academic performance may require similar types
of accommodations or adaptations on the job. In addition, specific jobs
or professions may need additional accommodations or adaptations to
successfully employ particular students with disabilities. Thus, there
is a need to develop strategies for helping students, placement
specialists, and employers determine the accommodations or adaptations
that would be required for professions or employment settings of
interest to the student, and for transferring or arranging for those
accommodations. This is likely to require cooperative efforts among
representatives of the services responsible for successful vocational
placements for people with disabilities.
These collaborative efforts must include extensive involvement of
representatives from an institution's program that provides support
services to students with disabilities, the institution's career
placement office, the State vocational rehabilitation (VR) agency (for
VR-sponsored students), and business and industry.
Priority: A model demonstration project must--
(a) Develop and implement programs that address at least one of the
three specific service issues described in the background of this
proposed priority;
(b) Develop and implement programs with specific components or
strategies that are based on theory, research, or evaluation data;
(c) Produce detailed procedures and materials that enable others to
replicate the model as implemented in the original site; and,
(d) Evaluate the model by using multiple outcome measures to
determine the effectiveness of the model and its components or
strategies, including measures of multiple, functional student
outcomes, other indicators of the effects of the model, and cost data
associated with implementing the model.
For Further Information Contact: Michael Ward, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4624, Switzer B
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-8163. FAX:
(202) 205-8971. Internet: Michael__Ward@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR part
338.
[[Page 56199]]
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1424a.
Program for Children With Severe Disabilities
Purpose of Program: To provide Federal assistance to address the
special needs of infants, toddlers, children, and youth with severe
disabilities--including children with deaf-blindness--and their
families.
Priority
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet the following priority.
The Secretary proposes to fund under this competition only applications
that meet this absolute priority:
Proposed Absolute Priority--Outreach Projects: Serving Children With
Severe Disabilities in General Education and Community Settings
Background: This priority supports projects that assist educational
and other agencies in implementing proven models, components of models,
and exemplary practices to improve services for children and youth with
severe disabilities and their families. State and local education
agencies are engaged in systemic educational reform efforts emphasizing
development of teaching and learning standards, student assessment,
mobilizing community and parental support, technology, and school to
work initiatives for all students. To support these efforts, State
agencies and local service agencies need information on successful
practices, curricula, and products that have proven effective in
including students with severe disabilities in social and academic
settings and activities.
The models, components of models, or exemplary practices selected
for outreach activities need not have been developed through the
Program for Children with Severe Disabilities under the Individuals
with Disabilities Education Act, or by the applicant.
The practices to be implemented during the outreach activities may
focus on, but are not limited to, transition from school to adult life,
behavior management, coordination of services, or strategies that
facilitate the inclusion of children with severe disabilities into
their neighborhood schools and local communities. To increase their
visibility and to enhance the impact of outreach activities, projects
are encouraged to establish adoption sites in multiple States.
Priority: An outreach project must--
(a) Disseminate information about and assist in replicating proven
models, components of models, or exemplary practices that provide or
improve services for children with severe disabilities and their
families in general education and community settings;
(b) Coordinate its dissemination and replication activities with
the lead agency for Part H of the IDEA for early intervention services
or the State educational agency for special education, as well as
technical assistance, information, and personnel development networks
within the State;
(c) Involve children, as appropriate, and their families in the
design, implementation, and evaluation of project activities;
(d) Ensure interagency coordination if multiple agencies are
involved in the provision of services;
(e) Ensure that the models, components of models, or exemplary
practices are consistent with Parts B and H of the IDEA, are state-of-
the-art, match the needs of the proposed sites, and have evaluation
data supporting their effectiveness;
(f) Include public awareness, product development and
dissemination, training, and technical assistance activities, and
written plans for site development;
(g) Describe criteria for selecting implementation sites and, for
potential users, the expected costs, needed personnel, staff training,
equipment, and the sequence of implementation activities;
(h) Evaluate the outreach activities to determine their
effectiveness. The evaluation must include the types and numbers of
sites where outreach activities are conducted, number of persons
trained, types of follow-up activities, number of children and families
served at the site where models or practices were adopted or adapted,
child progress and family satisfaction, and changes in the model or
practices made by sites.
For Further Information Contact: Anne Smith, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4621, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8888. Fax: (202) 205-
8971. Internet: Anne__Smith@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR part
315.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1424.
Secondary Education and Transitional Services for Youth With
Disabilities Program
Purpose of Program: To (1) assist youth with disabilities in the
transition from secondary school to postsecondary environments, such as
competitive or supported employment, and (2) ensure that secondary
special education and transitional services result in competitive or
supported employment for youth with disabilities.
Priorities
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet any one of the following
priorities. The Secretary proposes to fund under these competitions
only applications that meet any one of these absolute priorities:
Proposed Absolute Priority 1--Outreach Projects for Services for Youth
With Disabilities
Background: This priority supports projects that assist educational
and other agencies in implementing proven models, components of models,
or other exemplary practices to improve secondary education and
transitional services for youth with disabilities in areas such as
continuing education, self-determination, vocational education and
training, supported competitive employment, leisure and recreation, and
independent living.
Data from the National Longitudinal Transition Study (NLTS)
indicated that secondary education students with disabilities averaged
70% of their time in regular education settings. The study also
suggests that 38% of students with disabilities drop out before their
completion, with repeated course failure a strong predictor of dropping
out. Many of these students were in regular education classes without
the help of academic support services (e.g., tutors, study skills and
test-taking preparation classes, learning labs). The provision of these
services and enrollment in vocational training courses had significant
``holding power'' for those students who had the potential for dropping
out. The NLTS also found that youth who belonged to school or community
groups did better in school, were less likely to drop out, and
experienced a higher probability of entering postsecondary education.
Thus, there is a critical need for secondary schools to accommodate or
modify
[[Page 56200]]
instructional strategies and classroom environments to promote improved
participation and performance of students with disabilities.
The Individuals with Disabilities Education Act (IDEA) requires
that a statement of needed transition services be included in the
individualized education program (IEP) for each student beginning no
later than age 16, and at a younger age, if determined appropriate, and
that the services be updated on an annual basis (20 U.S.C.
1401(A)(20)(D)). To effectively meet this requirement, State agencies
and local service agencies need information on successful practices,
curricula, and products.
The models, components of models, or exemplary practices selected
for outreach need not have been developed through the Secondary and
Transitional Services Program under the IDEA, or by the applicant. To
increase the impact of outreach activities, projects are encouraged to
select sites in multiple regions or States.
Priority: An outreach project must--
(a) Disseminate information about and assist in replicating proven
models, components of models, or exemplary practices that provide or
improve secondary and transitional services for students with
disabilities in community-based settings or the least restrictive
environment, as appropriate;
(b) Coordinate its dissemination and replication activities with
relevant State and local educational agencies, consumer organizations,
administrative entities established in the service delivery area under
the Job Training Partnership Act, and, if appropriate, other systems
for transitional services for youth with disabilities as well as with
technical assistance, information, and personnel development networks
within the State;
(c) Involve students and adults with disabilities in the design,
implementation, and evaluation of project activities;
(d) Ensure coordination with schools, vocational rehabilitation
agencies, adult service providers, and potential employers, if
appropriate;
(e) Ensure that the model, components of models, or exemplary
practices are consistent with Part B of the IDEA, are state-of-the-art,
match the needs of proposed sites, and have evaluation data supporting
their effectiveness;
(f) Include public awareness, product development and
dissemination, training, and technical assistance activities, and
written plans for site development;
(g) Describe criteria for selecting implementation sites and, for
potential users, the expected costs, needed personnel, staff training,
equipment, and the sequence of implementation activities;
(h) Evaluate the outreach activities to determine their
effectiveness. The evaluation must include the types and numbers of
sites where outreach activities are conducted, number of persons
trained, types of follow-up activities, number of youth and families
served at the site where models were adopted or adapted, youth progress
and satisfaction, and changes in the model or practice made by sites.
For Further Information Contact: Michael Ward, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4624, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8163. Fax: (202) 205-
8971. Internet: Michael__Ward@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Proposed Absolute Priority 2--Model Demonstration Projects to Improve
the Delivery and Outcomes of Secondary Education Services for Students
With Disabilities
Background: This priority supports projects that develop,
implement, evaluate, and disseminate new or improved approaches for
serving the needs of students with disabilities in secondary school
settings. Projects must coordinate their activities with State and
local partnerships developed under the School-to-Work Opportunities Act
to prepare all students for high-skill, high-wage jobs or further
education and training. In particular, the school-based learning
activities must be tied to occupational skills standards and
challenging academic standards. Projects supported under this priority
are expected to be major contributors of models or components of models
for secondary school services providers in the field and for outreach
projects funded under the Individuals with Disabilities Education Act.
Data from the National Longitudinal Transition Study (NLTS)
indicated that secondary education students with disabilities averaged
70% of their time in regular education settings. The study also
suggests that 38% of students with disabilities drop out before their
completion, with repeated course failure a strong predictor of dropping
out. Many of these students were in regular education classes without
the help of academic support services (e.g., tutors, study skills and
test-taking preparation classes, learning labs). The provision of these
services and enrollment in vocational training courses had significant
``holding power'' for those students who had the potential for dropping
out. The NLTS also found that youth who belonged to school or community
groups did better in school, were less likely to drop out, and
experienced a higher probability of entering postsecondary education.
Thus, there is a critical need for secondary schools to accommodate or
modify instructional strategies and classroom environments to promote
improved participation and performance for students with disabilities.
In order to meet the needs of students with disabilities in
secondary settings, a number of service issues need to be addressed:
(a) Providing counseling, tutoring, assistive technology and other
support strategies to prevent course failure among students with
disabilities; (b) restructuring academic and/or vocational course
offerings (e.g., content, instructional procedures, and sequencing) to
accommodate students with disabilities with diverse learning needs and
styles; (c) revising academic courses in a manner that directly
complements skills taught in vocational education programs and in other
courses; and (d) developing extracurricular activities for students
with disabilities that promote the retention and generalization of
academic and vocational skills in a variety of settings.
In order to implement the accommodations needed by particular
students, it is important that strategies be developed in coordination
with individual teachers and related services personnel. These linkages
are likely to result from institutional strategies that (1) are based
on an understanding of state-of-the-art practice in accommodating the
full range of students with disabilities in traditional and emerging
learning environments, and (2) provide training on an on-going, as well
as student-specific, basis to teachers and other personnel.
Priority: A model demonstration project must--
(1) Develop and implement programs that address at least one of the
specific service issues described in the background of this proposed
priority;
(2) Develop and implement programs with specific components or
strategies that are based on theory, research, or evaluation data;
(3) Produce detailed procedures and materials that would enable
others to replicate the model as implemented in the original site; and,
[[Page 56201]]
(4) Evaluate the model by using multiple outcome measures to
determine the effectiveness of the model and its components or
strategies, including measures of multiple, functional student and
family outcomes, other indicators of the effects of the model, and cost
data associated with implementing the model.
For Further Information Contact: Michael Ward, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4624, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8163. Fax: (202) 205-
8971. Internet: Michael__Ward@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8169.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR part
326.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1425.
Special Studies Program
Purpose of Program: To support studies to evaluate the impact of
the Individuals with Disabilities Education Act (IDEA), including
efforts to provide a free appropriate public education to children and
youth with disabilities, and early intervention services to infants and
toddlers with disabilities.
Priorities
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet any one of the following
priorities. The Secretary proposes to fund under these competitions
only applications that meet any one of these absolute priorities:
Proposed Absolute Priority 1--Testing the Use of An Instrument to
Measure Student Progress
Background: The Office of Special Education Programs funded the
development and testing of the PASS (Performance Assessment for Self-
Sufficiency) system to respond to the needs of local, State, and
federal agencies for information on the post-school services required
by students with disabilities as they make the transition to adult
service delivery systems. The field test of PASS indicated that the
system also had great potential for use in measuring student outcomes.
The findings from the field test on the utility of the PASS system
indicate that PASS may be useful for a wide range of purposes
including:
* Developing a systematic method of estimating the post-
school needs of exiting students with disabilities.
* Developing a transition planning tool that would be used
to develop and monitor individualized education/transition plans (IEPs/
ITPs), to track student progress, and to be used for follow-up purposes
after exiting school.
* Documenting outcomes, identifying programs and curriculum
needs, and for evaluating programs.
* Improving interagency coordination and teamwork.
* Providing a common database for use at local, State and
national levels.
The results of the field test lead the Office of Special Education
Programs to conclude that deployment of the PASS at this time is
premature and an investigation of the feasibility and utility of the
PASS system as a tool for transition planning, and for measuring
student outcomes, is in order.
The PASS System. The PASS system has two main components: The PASS
Instrument, and the PASS Expert System. The PASS instrument obtains
teachers' assessments of four major competency areas related to
functional performance skills demanded by adult life. First, teachers
complete the PASS instrument which provides ratings of students for a
broad array of functional performance indicators in four general
domains: Daily Living, Personal and Social Development, Employment, and
Educational Performance. The specific skills and behaviors targeted on
the PASS instrument are ones that are typically required for adult life
and that have service implications. For example, very low performance
ratings on several specific indicators--such as ``moves self about in
immediate neighborhood (E.G., walking, bicycling), ``uses public
transportation if available (e.g., bus, taxi), ``uses maps and bus
schedules when appropriate'', etc.--suggest differing needs for
assistance with mobility and transportation aspects of daily living.
The PASS also provides information about the student's training,
education, and employment, as well as major problem behaviors. No
special assessment is required: teachers complete the PASS based on
what they already know about the student from direct observation or
input from colleagues who work with the student. The instrument was
developed in collaboration with well-known transition experts, and
involved considerable interaction with State and local administrators
and practitioners in both special education and adult services. It has
been produced in a machine-scanable format.
The second component is the PASS expert system which is a micro-
computer-based program that converts the PASS data into projected
service estimates for individuals and groups based on data from the
PASS questionnaire. The prototype expert system, which incorporates the
knowledge and expertise of more than 30 special education and adult
services practitioners across the country, was field tested in over 100
school districts in 10 States to test the feasibility of administrative
procedures for collecting PASS data from schools and to guide
refinement of the PASS instrument and expert system prototype.
The American Institutes for Research (AIR) developed the
rudimentary prototype PASS system and tested its administrative
feasibility. AIR developed the following deliverables, which are
available from the Office of Special Education Programs: Evaluation of
the Utility of the PASS System; Technical Documentation for the PASS
Expert System; Technical Manual for the PASS Instrument; USER Guide to
the PASS Expert System; Report on the Administrative Feasibility of the
PASS System; Technical Documentation for the PASS Expert System;
Recommendations and Rationales for Revisions to the PASS Instrument and
Instructions.
Priority: The Assistant Secretary proposes to establish an absolute
priority for a project, through a cooperative agreement, to assist the
Office of Special Education Programs in evaluating the feasibility and
utility of the PASS system: (a) As a tool for transition planning,
across all disability categories and levels of severity; and (b) as a
tool for measuring student outcomes, across all disability categories
and levels of severity. Additionally, the project will validate the
expert system's decision rules.
The project must:
(a) Develop the conceptual framework for the study;
(b) Establish a Stakeholder group that will advise the project on
the study design;
(c) Develop data collection methods and instruments;
(d) Develop methods of data analysis;
(e) Carryout a field test;
(f) Provide guidance and support to States participating in the
field test;
(g) Analyze the results of the field test and prepare a final
report on the findings of the study; and
(h) Budget for two trips to Washington, D.C. each year. One trip to
meet with the OSEP Project Officer and
[[Page 56202]]
one trip to attend the annual Project Director's Meeting.
For Further Information Contact: Susan Sanchez, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 3524, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8998. FAX: (202) 205-
8105. Internet: Susan__Sanchez@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-2641.
Proposed Absolute Priority 2--State-Federal Administrative Information
Exchange
Background: Information for decisionmaking and policy development
to ensure appropriate and effective education and early intervention
for all infants, toddlers, children and youth with disabilities is
critically important. State and Federal decision-makers responsible for
the implementation of the Individuals with Disabilities Education Act
(IDEA) must have access to valid statistics, research findings, and
policy options, as well as current information on trends in providing
of special education and related services.
The Office of Special Education Programs (OSEP) within the U.S.
Department of Education has the responsibility for Federal
administration of the IDEA. State Education Agencies (SEAs), or other
designated State agencies under Part H of the Act, oversee the
administration of the Act at State and local levels. This project will
facilitate the access and analysis of administrative and policy
information to and from the States and help other jurisdictions, and to
ensure the flow of communication between the Federal Government and
administrators of IDEA at State and local levels.
Priority: The Secretary proposes to establish a priority to
facilitate communication between the U.S. Department of Education and
State and local administrators of IDEA, and to synthesize national
program information that will improve the management, administration,
delivery and effectiveness of programs and services provided under the
Act. The cooperative agreement funded under this priority will provide
a mechanism and resources to the Department for analyzing policies and
emerging issues that are of significant national concern.
The project must--
(1) Identify national and State program improvement information
that is needed to obtain better results in education and providing
early intervention services for infants, toddlers, children, and youth
with disabilities;
(2) Organize, synthesize, interpret, integrate, and facilitate
dissemination of information needed for program improvement;
(3) Analyze emerging policy or program issues regarding the
administration of special education, early intervention, and related
services at the Federal, State and local levels;
(4) Facilitate the use of information at Federal, State and local
levels for program improvement for infants, toddlers, children, and
youth with disabilities.
The project must organize, coordinate, and maintain a data base
of laws, policies, and regulations that govern special education
within the States and other jurisdictions; communicate, on a regular
basis, with State educational agencies to identify emerging policy
issues; obtain, analyze and synthesize information relative to the
emerging issues; and convene experts, special education
administrators, and others to review, plan, and provide leadership
in recommending multi-level actions that respond to the emerging
issues. The project must communicate regularly with the Office of
Special Education Programs to ensure the continuing flow and
development of information that may be required at the Federal level
to facilitate the improvement and efficiency of administration of
the IDEA by the U.S. Department of Education.
Upon request of the OSEP project officer, the project should meet
with other funded projects of OSEP for purposes of cross-project
collaboration and information exchange. The project must also budget
for two trips annually to Washington, D.C. for: (1) A two-day Research
Project Directors' meeting; and (2) another meeting to meet and
collaborate with the OSEP project officer.
For Further Information Contact: Jane C. Williams, U.S. Department
of Education, 600 Independence Avenue, S.W., Room 3529, Switzer
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9039. FAX:
(202) 205-8105. Internet: Jane__Williams@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8953.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR part
327.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1418.
Program for Children and Youth With Serious Emotional Disturbance
Purpose of Program: To support projects designed to improve special
education and related services to children and youth with serious
emotional disturbance. Types of projects that may be supported under
the program include, but are not limited to, research, development, and
demonstration projects. Funds may also be used to develop and
demonstrate approaches to assist and prevent children with emotional
and behavioral problems from developing serious emotional disturbance.
Priority
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet the following priority.
The Secretary proposes to fund under these competitions only
applications that meet this absolute priority:
Proposed Absolute Priority--Developing Effective Secondary School-Based
Practices for Youth With Serious Emotional Disturbance
Background: Recent nationwide research on secondary school
experiences and post-school outcomes for students with disabilities
finds that youth with serious emotional disturbance (SED) are at
particularly high risk for school failure and for poor post-school
outcomes. While the majority of secondary age students with SED attend
regular high schools, most of these students receive special education
and related services outside the regular classroom for a substantial
part, or all, of their school day. SED students attending regular
secondary schools tend, as a group: to display erratic school
attendance patterns; to achieve low levels of academic success despite
generally normal-and-above ability levels; to be minimally involved in
the social milieu of their schools; and to drop out of school at
alarming rates. Fifty percent drop out of school, most by the tenth
grade.
Poor adjustment and behavioral concerns are common during and
beyond high school among these students. Data from the National
Longitudinal Transition Study show that only one in ten students with
serious emotional disturbance have behavior management plans. They tend
to be under- or un-employed, are rarely involved in post-secondary
education, and are at high risk for engaging in activities and
behaviors outside the bounds of the law.
While fairly substantial recent and current efforts are focusing on
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improving results for younger students with SED, little attention is
being directed toward their secondary-age counterparts. This priority
is intended to address this critical need.
Priority: The Secretary proposes to establish an absolute priority
for projects to develop, implement, test the efficacy of, and
disseminate practices for improving academic, vocational, personal,
social, and behavioral results for students with SED in regular high
schools, including consideration of the most appropriate and least
restrictive placements.
Under this priority, projects must--
(1) Develop practices with sound conceptual bases that are designed
to improve critical academic, vocational, personal, social, and
behavioral outcomes for SED students;
(2) Apply rigorous research standards in testing the efficacy of
practices developed;
(3) Develop products that include clear, comprehensive descriptions
of tested practices, test site contexts, and target student
characteristics, and disseminate these products to appropriate research
institutes, clearinghouses, and technical assistance providers.
A project must budget for two trips annually to Washington, D.C.
for: (1) A two-day Research Project Directors' meeting; and (2) another
meeting to meet and collaborate with the OSEP project officer and with
other relevant OSEP funded projects.
For Further Information Contact: Helen Thornton, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 3520, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-5910. Fax: (202) 205-
8105. Internet: Helen__Thornton@ed.gov. Individuals who use a
telecommunications device for the deaf (TDD) may call the TDD number:
(202) 205-8953.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, and 86; and (b) The regulations for this program in 34 CFR part
328.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Program Authority: 20 U.S.C. 1423.
Intergovernmental Review
Except for the Research in Education of Individuals with
Disabilities Program (84.023) and the Special Studies Program (84.159),
all other programs included in this notice 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, this document is intended to provide
early notification of the Department's specific plans and actions for
this program.
Invitation to Comment
Interested persons are invited to submit comments and
recommendations regarding these proposed priorities.
All comments submitted in response to this notice will be available
for public inspection, during and after the comment period, in Room
3524, 300 C Street, S.W., Washington, D.C., between the hours of 8:30
a.m. and 4:00 p.m., Monday through Friday of each week except Federal
holidays.
Dated: September 14, 1995.
Howard R. Moses,
Acting Assistant for Special Education and Rehabilitative Services.
(Catalog of Federal Domestic Assistance Numbers: Research in
Education of Individuals with Disabilities Program, 84.023; Early
Education Program for Children with Disabilities, 84.024; Media
Research, Production, Distribution, and Training Program, 84.026;
Postsecondary Education Program for Individuals with Disabilities
Program, 84.078; Program for Children with Severe Disabilities,
84.086; Secondary Education and Transitional Services Program for
Youth with Disabilities, 84.158; Special Studies Program, 84.159;
and Program for Children and Youth with Serious Emotional
Disturbance, 84.237)
[FR Doc. 95-27508 Filed 11-6-95; 8:45 am]
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