[Federal Register: May 24, 2002 (Volume 67, Number 101)]
[Notices]
[Page 36583-36586]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24my02-59]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[CFDA No. 84.206A]
Office of Elementary and Secondary Education; Jacob K. Javits
Gifted and Talented Students Education Program; Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2002 and Establishing
Two Absolute Priorities
Purpose of Program: The purpose of the Javits program is to carry
out a coordinated program of scientifically based research,
demonstration projects, innovative strategies, and similar activities
designed to build and enhance the ability of elementary and secondary
schools nationwide to meet the special educational needs of gifted and
talented students.
Eligible Applicants: State educational agencies, local educational
agencies, institutions of higher education, other public agencies, and
other private agencies and organizations (including Indian tribes and
Indian organizations and Native Hawaiian organizations). Under the
first priority in this competition, all of these entities are eligible
to apply. Under the second priority, only State educational agencies in
collaboration with one or more local educational agencies are eligible
to apply.
Applications Available: May 24, 2002.
Deadline for Transmittal of Applications: July 8, 2002.
Deadline for Intergovernmental Review: June 24, 2002.
Available Funds: Priority 1--$5,100,000, Priority 2--$3,750,000.
Estimated Number of Awards: Priority 1--10, Priority 2--12.
Estimated Size of Awards: Priority 1--$400,000-$600,000, Priority
2--$200,000-$300,000.
Estimated Average Size of Awards: Priority 1--$500,000, Priority 2-
-$250,000.
(Note: These estimates are projections for the guidance of
potential applicants. The Department is not bound by any estimates
in this notice.)
Project Period: Up to 60 months for the first priority and up to 36
months for the second priority.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 85, 97, 98, and 99.
SUPPLEMENTARY INFORMATION: The Assistant Secretary for Elementary and
Secondary Education invites applications for new grant awards for FY
2002 for the Jacob K. Javits Gifted and Talented Students Education
program (Javits program). The Javits program has been rewritten in its
entirety by P.L. 107-110, the No Child Left Behind Act, and is now
located in Title V, Part D, Subpart 6 of the Elementary and Secondary
Education Act of 1965, as amended (ESEA), under which these grants are
authorized (20 U.S.C. 7253 et seq.). The Jacob K. Javits Gifted and
Talented Students Education Act of 2001 supports a coordinated program
of research, demonstration projects, and other activities to build and
enhance the ability of schools nationwide to serve gifted and talented
students.
The Assistant Secretary also announces two final absolute
priorities and final selection criteria to govern this competition and
the FY 2002 awards of these grants. In accordance with [sect] 5465(a)
and (b) of the statute, the Assistant Secretary intends to give
[[Page 36584]]
priority to projects designed to develop new information that improves
the capability of schools to plan, conduct, and improve programs to
identify and serve gifted and talented students and to projects that
identify and serve students from underrepresented groups, including
economically disadvantaged, limited English speaking, and disabled
students. The Secretary also will implement [sect] 5464(c) of the
statute, requiring funding of certain projects when appropriation
levels for the Javits program in a given year exceed the appropriation
in FY 2001.
Accordingly, the Assistant Secretary will make awards under the
following two absolute priorities to encourage activities that will
contribute to an understanding of the most effective ways to educate
gifted and talented students who are economically disadvantaged,
limited English proficient, or who have disabilities. These priorities
will help to target funds to high-needs populations within the general
program purpose of assisting States and local school districts to
better serve gifted and talented students.
The Assistant Secretary's first priority implements section 5465(a)
of the statute and focuses on projects that propose to develop,
conduct, scale up, and evaluate programs that identify and serve gifted
and talented students who are economically disadvantaged or limited
English proficient, or who have disabilities and who may not be
identified and served through traditional assessment methods. According
to a 2002 report by the National Research Council titled ``Minority
Students in Special and Gifted Education,'' these groups of students
remain significantly under-represented at the highest levels of
performance. Over the past decade, small-scale model projects and
intervention strategies have produced some evidence of effectiveness in
raising student achievement to high levels. The goal of this first
priority is to expand upon, field test, and evaluate research-based
interventions that have existing evidence of success in increasing the
proportion of economically disadvantaged, limited English proficient,
or disabled students performing at high levels of achievement. Based on
the experience of previous grant recipients, the Assistant Secretary
believes that these projects will be most successful if they are
carried out by applicants that can demonstrate an expertise in:
education research and program evaluation, one or more of the core
academic subject areas (English, reading or language arts, mathematics,
science, foreign languages, civics and government, economics, arts,
history, and geography), the needs of disadvantaged or other under-
represented students, and gifted and talented education. In order to
meet the absolute priority, projects must: (1) Build on successful
interventions and strategies that show evidence that they have
increased student achievement, (2) draw on expertise in research and
program evaluation, disciplinary knowledge in the core subject areas,
the needs of underrepresented groups, and gifted and talented
education, (3) expand upon the intervention as it is carried out in
multiple sites, and (4) propose a careful research and evaluation plan.
The Assistant Secretary establishes this first priority after
having reviewed the relevant research base and the evaluations of
previously funded projects, holding discussions with project directors,
and consulting with experts in the field.
The Assistant Secretary's second absolute priority implements the
``Special Rule'' in [sect] 5464(c) of the authorizing legislation that
requires any funds available in a fiscal year that exceed the amount
that was available in FY 2001 to be awarded to State educational
agencies or local educational agencies, or both, to carry out such
activities as: research and development on gifted and talented
education and how it may be used to improve the education of all
students, program evaluations and information collection activities,
model projects and innovative strategies, technical assistance and
information dissemination, distance learning opportunities, and
professional development. Because the FY 2001 appropriation was $7.5
million and the FY 2002 appropriation is $11.25 million, $3.75 million
is therefore available in FY 2002 for these purposes. To ensure the
most effective use of funds for the above-stated purposes, under this
second priority the Assistant Secretary will only fund projects
submitted by State educational agencies that propose to collaborate
with one or more local educational agencies to carry out a coordinated
set of activities to build statewide capacity to serve gifted and
talented students.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Secretary generally offers interested parties
the opportunity to comment on proposed regulations. However, to make
timely awards in FY 2002, the Secretary has decided to issue these
final priorities without first publishing them as proposals for public
comment. These priorities will apply to the FY 2002 grant competition
only. The Secretary takes this action under section 437(d)(1) of the
General Education Provisions Act.
Absolute Priorities: Under 34 CFR 75.105(c)(3) and the Jacob K.
Javits Gifted and Talented Students Education Act, the Assistant
Secretary gives absolute priority to applications that meet one of the
following priorities and funds only applications that meet one of the
absolute priorities. Each application must address one of these two
priorities. Applicants cannot address both priorities in the same
application. Applicants eligible to apply under both priorities must
submit separate applications to address each of the priorities and the
applications will be reviewed separately.
Absolute Priority 1--Javits Demonstration Programs: Under this
absolute priority, applicants must propose projects to plan, implement,
scale up, and evaluate models designed to close the achievement gap for
students in underrepresented groups, including economically
disadvantaged, limited English proficient, or disabled students,
performing at the highest levels.
To meet this priority each project must include all of the
following:
(1) Evidence from one or more scientifically based research and
evaluation studies indicating the efficacy of the proposed approach in
raising achievement of underrepresented groups to high levels of
achievement in one or more core subject areas.
(2) Evidence that the applicant has significant expertise in
research and program evaluation, knowledge in one or more core academic
subject areas, experience working with underrepresented groups, and
knowledge about gifted and talented education.
(3) A sound plan for implementing the model in multiple settings.
(4) A research and evaluation plan that will yield both formative
and summative information on the effectiveness of the model, including
student achievement data.
Absolute Priority 2--Javits State Capacity-Building Grants: Under
this absolute priority, State educational agencies (SEAs), in
collaboration with one or more local educational agencies (LEAs), must
propose projects to improve services to gifted and talented students
and develop the capacity of the States and LEAs to serve these students
more effectively. Under this priority, applications must propose to
carry out one or more of the following activities:
[[Page 36585]]
(1) Conducting scientifically based research on methods and
techniques for identifying and teaching gifted and talented students
and for using gifted and talented programs and methods for serving all
students, and conducting program evaluations, surveys, and the
collection, analysis, and development of information needed to
accomplish the proposed project.
(2) Conducting professional development (including fellowships) for
personnel (including leadership personnel) involved in the education of
gifted and talented students.
(3) Establishing and operating model projects and exemplary
programs for serving gifted and talented students, including innovative
methods for identifying and educating students who may not be served by
traditional gifted and talented programs (such as summer programs,
mentoring programs, service learning programs, and cooperative programs
involving business, industry, and education).
(4) Implementing innovative strategies, such as cooperative
learning, peer tutoring, and service learning.
(5) Providing programs of technical assistance and information
dissemination, including assistance and information with respect to how
gifted and talented programs and methods, where appropriate, may be
adapted for use by all students.
(6) Making materials and services available through State regional
educational service centers, institutions of higher education, or other
entities.
(7) Providing challenging, high-level course work, disseminated
through technologies (including distance learning), for individual
students or groups of students in schools and local educational
agencies that would not otherwise have the resources to provide such
course work.
Other Requirements
The Assistant Secretary directs the applicants' attention to the
requirements in section 5464(a)(2) of the statute, stating that each
applicant requesting support under the Javits program must describe
how:
(1) The proposed gifted and talented services, materials, and
methods can be adapted, if appropriate, for use by all students, and
(2) The proposed programs can be evaluated.
Definitions: The definitions contained in the Jacob K. Javits
Gifted and Talented Students Education Act of 2001, at Title IX, Part A
of the ESEA, apply to the Javits program and this competition. In
particular, the Assistant Secretary directs applicants' attention to
the following definition:
Core Academic Subjects. The term ``core academic subjects'' means
English, reading or language arts, mathematics, science, foreign
languages, civics and government, economics, arts, history, and
geography. (20 U.S.C. 7801(11)).
Selection Criteria: The Assistant Secretary uses the following
selection criteria to evaluate applications for new grants under this
competition. Each of the two absolute priorities in this competition
has separate selection criteria tailored to the specific requirements
of the priority. These selection criteria are drawn from EDGAR [sect]
75.210. In both sets of selection criteria, the maximum score for all
of these criteria is 100 points. The maximum score for each criterion
is indicated in parentheses.
Selection Criteria for Priority 1 (Javits Demonstration Programs)
(1) Significance. (15 points)
In determining the significance of the proposed project, the
following factors are considered:
(i) The potential contribution of the proposed project to the
development and advancement of theory, knowledge, and practices in the
field of study.
(ii) The potential for generalizing from the findings or results of
the proposed project.
(2) Quality of the project design. (20 points)
In determining the quality of the project design of the proposed
project, the following factors are considered:
(i) The extent to which the proposed activities constitute a
coherent, sustained program of research and development in the field,
including, as appropriate, a substantial addition to an ongoing line of
inquiry.
(ii) The extent to which the proposed project represents an
exceptional approach to the priority established for the competition.
(iii) The quality of the methodology to be employed in the proposed
project.
(3) Quality of project services. (20 points)
In determining the quality of the services to be provided by the
proposed project, the quality and sufficiency of strategies for
ensuring equal access and treatment for eligible project participants
who are members of groups that have traditionally been underrepresented
based on race, color, national origin, gender, age, or disability is
considered. In addition, the following factors are considered:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services.
(ii) The likelihood that the services to be provided will lead to
improvements in the achievement of students as measured against
rigorous academic standards.
(iii) The extent to which the services to be provided by the
proposed project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services.
(4) Quality of project personnel. (10 points)
In determining the quality of project personnel, the extent to
which the applicant encourages applications for employment from persons
who are members of groups that have traditionally been underrepresented
based on race, color, national origin, gender, age, or disability is
considered. In addition, the following factors are considered:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(5) Adequacy of resources. (10 points)
In determining the adequacy of resources for the proposed project,
the following factors are considered:
(i) The adequacy of support, including facilities, equipment,
supplies and other resources, from the applicant organization or the
lead applicant organization.
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project.
(6) Quality of project evaluation (25 points)
In determining the quality of the project evaluation, the following
factors are considered:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings.
Section Criteria for Priority 2 (Javits State Capacity--Building
Grants)
(1) Need for the project. (15 points)
In determining the need for the project, the extent to which
specific gaps or weaknesses in services, infrastructure, or
opportunities have been identified and will be addressed by the
proposed project, including the nature and magnitude of those gaps or
weaknesses, is considered.
[[Page 36586]]
(2) Quality of the project design. (20 points)
In determining the quality of the design of the proposed project,
the following factors are considered:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs.
(iii) The extent to which the proposed project represents an
exceptional approach to the priority established for the competition.
(3) Quality of project services. (15 points) In determining the
quality of the services to be provided by the proposed project, the
quality and sufficiency of strategies for ensuring equal access and
treatment for eligible project participants who are members of groups
that have traditionally been underrepresented based on race, color,
national origin, gender, age, or disability is considered. In addition,
the following factors are considered:
(i) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice.
(ii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
(4) Quality of project personnel. (10 points)
In determining the quality of the project personnel, the extent to
which the applicant encourages applications for employment from persons
who are members of groups that have traditionally been underrepresented
based on race, color, national origin, gender, age, or disability, is
considered. In addition, the following factors are considered:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of the key project personnel.
(5) Adequacy of resources. (10 points)
The adequacy of resources for the proposed project is considered.
(6) Quality of the management plan. (10 points)
In determining the quality of the management plan for the proposed
project, the following factors are considered:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The adequacy of the procedures for ensuring feedback and
continuous improvement in the operation of the proposed project.
(7) Quality of the project evaluation. (20 points) In determining
the quality of the evaluation, the following factors are considered:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings.
FOR APPLICATIONS AND FURTHER INFORMATION CONTACT: Emily McAdams, U.S.
Department of Education, Room 5W252, 400 Maryland Ave., SW.,
Washington, DC 20202. Telephone: (202) 260-8753 or the following email
or Internet address: emily.mcadams@ed.gov
If you use a telecommunications devise 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, or an
application package in an alternative format (e.g., Braille, large
print, audiotape, or computer diskette) on request to the contact
person listed. However, the Department is not able to reproduce in an
alternative format the standard forms included in the application
package.
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: www.ed.gov/legislation/FedRegister
To use PDF you must have the Adobe Acrobat Reader, which is
available free at this site. If you have questions about using PDF,
call the U.S. Government Printing Office (GPO) toll free, at 1-888-293-
6498; or in the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://
www.access.gpo.gov/nara/index.html
Program Authority: 20 U.S.C. 7253 et seq.
Dated: May 21, 2002.
Susan B. Neuman,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 02-13160 Filed 5-23-02; 8:45 am]
BILLING CODE 4000-01-P