[Federal Register: August 29, 1996 (Volume 61, Number 169)]
[Notices]
[Page 45717-45724]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[[Page 45717]]
_______________________________________________________________________
Part V
Department of Education
_______________________________________________________________________
Inviting Applications for New Awards for Fiscal Year 1997; Notice
[[Page 45718]]
DEPARTMENT OF EDUCATION
Notice Inviting Applications for New Awards for Fiscal Year 1997
AGENCY: Department of Education.
SUMMARY: This notice provides closing dates and other information
regarding the transmittal of applications for fiscal year 1997
competitions under three programs authorized by the Individuals with
Disabilities Education Act. This notice supports the National Education
Goals by improving understanding of how to enable children and youth
with disabilities to reach higher levels of academic achievement.
Research in Education of Individuals With Disabilities Program [CFDA
No. 84.023]
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.
Eligible Applicants: State and local educational agencies;
institutions of higher education; and other public agencies and
nonprofit private organizations.
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
324.
Note: The regulations in 34 CFR Part 86 apply to institutions of
higher education only.
Priorities: Under 34 CFR 75.105(c)(3) and 34 CFR 324.10 the
Secretary gives an absolute preference to applications that meet the
following priorities. The Secretary funds under these competitions only
those applications that meet any one of these absolute priorities:
Note: If an applicant wishes to apply under more than one of
these absolute priorities, the applicant must submit a separate
application under each affected priority.
Absolute Priority 1--Student-Initiated Research Projects (84.023B)
This priority provides support for short-term (up to 12 months)
postsecondary student-initiated research projects focusing on special
education and related services for children and youth with disabilities
and early intervention services for infants and toddlers, consistent
with the purposes of the program, as described in 34 CFR 324.1.
Projects must--
(1) Develop research skills in postsecondary students; and
(2) Include a principal investigator who serves as a mentor to the
student-researcher while the project is carried out by the student.
A project must budget for a trip to Washington, DC for the annual
two-day Research Project Directors' meeting.
Project Period: Up to 12 months.
Maximum Award: In no case does the Secretary make an award greater
than $20,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 25 double-spaced, 8\1/2\ x 11'' pages (on one side only) with
one-inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
Absolute Priority 2--Field-Initiated Research Projects (84.023C)
This priority provides support for a wide range of field-initiated
research projects that support innovation, development, exchange, and
use of advancements in knowledge and practice designed to contribute to
the improvement of instruction and learning of infants, toddlers,
children, and youth with disabilities.
Invitational Priorities
Within Absolute Priority 2 the Secretary is particularly interested
in applications that meet one or more of the following invitational
priorities. However, under 34 CFR 75.105(c)(1) an application that
meets one or more of these invitational priorities does not receive
competitive or absolute preference over other applications:
(1) Short-term (i.e. up to 12 months) research projects that are
budgeted at $100,000 or less, and that are one or more of the
following: pilot studies, projects that employ new methodologies,
descriptive studies, projects to advance assessment, projects that
synthesize state-of-the-art research and practice, projects for
research dissemination and utilization, projects that analyze extant
data bases.
The Secretary encourages studies that use these approaches to
maximize the achievement of students with disabilities in core academic
subjects and foster the full participation of students with
disabilities in educational reform efforts related to the Goals 2000:
Educate America Act.
(2) Projects that implement and examine a model or models for using
research knowledge to improve educational practice and results for
children with disabilities, and that include methodologies with the
capacity to judge the effectiveness of the model or models as
implemented in practice settings.
(3) Projects that study the delivery of coordinated services from
providers such as health, social service, and mental health agencies.
(4) Projects that study non-categorical approaches to establishing
eligibility for special education.
(5) Projects that study and develop instructionally relevant
assessment practices that can also be used to establish student
eligibility for special education.
Project Period: The majority of projects will be funded for up to
36 months. Only in exceptional circumstances--such as research
questions that require repeated measurement, longitudinal design--will
projects be funded for more than 36 months or up to a maximum of 60
months.
Maximum Award: In no case does the Secretary make an award greater
than $180,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that
[[Page 45719]]
proposes a budget exceeding this maximum amount. However, because of
budgetary considerations contingent upon congressional action, the
Secretary may change the maximum amount through a note accompanying the
application package. Multi-year projects will be level funded unless
there are changes in costs attributable to significant changes in
activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 50 double-spaced, 8\1/2\ x 11'' pages (on one side only) with one-
inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
Absolute Priority 3--Examining Alternatives for Results Assessment for
Children with Disabilities (84.023F)
The Secretary establishes an absolute priority for research
projects that meet the requirements of paragraphs (a), (b), and (c) as
follows:
(a) Pursue systematic programs of applied research focusing on one
or more issues related to assessment or results based accountability
for students with disabilities, or both. These issues include, but are
not limited to the following:
(1) Testing accommodations and adaptations. When adaptations and
accommodations are made to permit students with disabilities to
participate in results assessments, how are the technical
characteristics of the assessments affected? How can the results be
interpreted? To what degree can these scores be aggregated with
nonadapted assessments? What are the best methods for selecting
appropriate accommodations and adaptations? How can testing
accommodations be related to instructional accommodations?
(2) Alternative assessments. If alternative assessments (such as
performance assessments or portfolio assessments) are provided for
students with disabilities, how can these assessments be compared with
conventional assessments? What technical criteria can appropriately be
applied to these assessments if used with students with disabilities?
(3) Development of assessments. How can general educational
assessments be developed to be more inclusive for students with
disabilities? How can problematic items and item formats be identified?
How can students with disabilities be adequately represented in test
development and validation samples? What are the effects if tests
developed for general populations are administered to students with
disabilities?
(4) Including students with disabilities in general assessments.
How should decisions be made and documented to include students with
disabilities in general educational assessments or alternative
assessments? What factors influence these decisions?
(5) System development. How can assessment and accountability
systems be developed with the range and flexibility to accommodate
diverse student populations? How can accountability and
individualization both be maintained?
(6) Basic concepts and principles. How can basic concepts and
principles in assessment be revised to reflect new approaches to
assessment and new roles and challenges in assessing children with
disabilities?
(b) Produce and disseminate information that can be applied in
educational programs, as well as in subsequent research.
(c) Coordinate their activities, as appropriate, with the Center to
Support the Achievement of World Class Outcomes for Students with
Disabilities and with other related projects funded under the Goals
2000: Educate America Act.
The budget for a project must provide for two trips annually to
Washington, DC for (1) a two-day Research Project Directors' meeting;
and (2) another meeting: to meet and collaborate with the project
officer of the Office of Special Education Programs and the other
projects funded under this priority, to share information, and to
discuss findings and methods of dissemination.
Project Period: Up to 36 months.
Maximum Award: In no case does the Secretary make an award greater
than $185,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package. Multi-year projects will be level funded unless there are
changes in costs attributable to significant changes in activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 50 double-spaced, 8\1/2\ x 11'' pages (on one side only) with
one-inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
For Applications and General Information Contact: Claudette Carey, U.S.
Department of Education, 600 Independence Avenue, S.W., room 3525,
Switzer Building, Washington, D.C. 20202-2641. Telephone: (202) 205-
8106. FAX: (202) 205-8105. Internet: Claudette--Carey@ed.gov
Individuals who use a telecommunications device for the deaf (TDD)
may call the TDD number: (202) 205-8953.
For Technical Information Contact: For Student-Initiated Research
Projects
[[Page 45720]]
(84.023B): 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
For Field-Initiated Research Projects (84.023C): Tom V. Hanley,
U.S. Department of Education, 600 Independence Avenue, S.W., room 3526,
Switzer Building, Washington, D.C. 20202-2641. Telephone: (202) 205-
8110. FAX: (202) 205-8105. Internet: Tom__Hanley@ed.gov
For Examining Alternatives for Results Assessment for Children with
Disabilities (84.023F): David Malouf, U.S. Department of Education, 600
Independence Avenue, S.W., room 3521, Switzer Building, Washington,
D.C. 20202-2641. Telephone: (202) 205-8111. FAX: (202) 205-8105.
Internet: Dave__Malouf@ed.gov
Individuals who use a telecommunications device for the deaf (TDD)
may call the TDD number: (202) 205-8953.
Program Authority: 20 U.S.C. 1441-1443.
Research in Education of Individuals with Disabilities Program Application Notice for Fiscal Year 1997
--------------------------------------------------------------------------------------------------------------------------------------------------------
Deadline for Estimated
Applications Application Intergovern- average Estimated
CFDA No. and name available deadline mental re- Estimated range of awards size of No. of
date view awards awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.023B Student-initiated research 9/8/96 2/7/97 N/A $10,000-20,000 $15,000 13
projects.
84.023C Field-initiated research projects. 9/8/96 11/25/96 N/A 70,000-180,000 125,000 20
84.023F Examining alternatives for results 9/8/96 12/6/96 N/A 175,000-185,000 180,000 5
assessment for children with disabilities.
--------------------------------------------------------------------------------------------------------------------------------------------------------
Training Personnel for the Education of Individuals With Disabilities--
Grants for Personnel Training And Parent Training and Information
Centers [CFDA No. 84.029]
Purpose of Program: (a) The purpose of Grants for Personnel
Training is to increase the quantity and improve the quality of
personnel available to serve infants, toddlers, children, and youth
with disabilities. (b) The purpose of Parent Training and Information
Centers is to enable parents to work more fully and effectively with
professionals in meeting the needs of infants, toddlers, children, and
youth with disabilities.
Eligible Applicants: Under Absolute Priority 1 (Preparation of
Special Education, Related Services, and Early Intervention Personnel
to Serve Infants, Toddlers, Children, and Youth with Low-Incidence
Disabilities), Absolute Priority 2 (Preparation of Leadership
Personnel), and Absolute Priority 3 (Minority Institutions):
Institutions of higher education and appropriate nonprofit agencies.
Under Absolute Priority 4 (Parent Training and Information
Centers): parent organizations, as defined in 34 CFR 316.5(c).
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 76, 77, 79,
80, 81, 82, 85, and 86; and (b) The regulations for these programs in
34 CFR parts 316 and 318.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Priorities: Under 34 CFR 75.105(b)(2) and (c)(3), 34 CFR 316, and
34 CFR 318, the Secretary gives an absolute preference to applications
that meet the following priorities. The Secretary funds under these
competitions only those applications that meet any one of these
absolute priorities:
(Note: If an applicant wishes to apply under more than one of
these absolute priorities, the applicant must submit a separate
application under each appropriate priority.)
Absolute Priority 1--Preparation of Special Education, Related
Services, and Early Intervention Personnel to Serve Infants, Toddlers,
Children, and Youth with Low-Incidence Disabilities (84.029A)
Background: The national demand for educational, related services,
and early intervention personnel to serve infants, toddlers, children
and youth with low-incidence disabilities exceeds available supply.
However, because of the small number of these personnel needed in each
State, institutions of higher education and individual States are
reluctant to support the needed professional development programs. Of
the programs that are available, not all are producing graduates with
the prerequisite skills needed to meet the needs of the low-incidence
disability population. Federal support is required to ensure an
adequate supply of personnel to serve children with low-incidence
disabilities and to improve the quality of appropriate training
programs so that graduates possess necessary prerequisite skills.
Priority: The Secretary establishes an absolute priority to support
projects that increase the number and quality of personnel to serve
children with low-incidence disabilities. This priority supports
projects that provide preservice preparation of special educators,
early intervention personnel, and related services personnel at the
associate, baccalaureate, master's, or specialist level.
The term ``low-incidence disability'' means a visual or hearing
impairment, or simultaneous visual and hearing impairments (including
deaf-blindness), significant mental retardation, or an impairment such
as severe and multiple disabilities, severe orthopedic disabilities,
autism, and traumatic brain injury, for which a small number of highly
skilled and knowledgeable personnel are needed.
Applicants may propose to prepare one or more of the following
types of personnel:
(1) Special educators including early childhood, speech and
language, adapted physical education, and assistive technology
personnel;
(2) Related services personnel who provide developmental,
corrective, and other supportive services that assist children with
low-incidence disabilities to benefit from special education. Both
comprehensive programs and specialty components within a broader
discipline that prepares personnel for work with the low-incidence
population may be supported; or,
(3) Early intervention personnel who serve children birth through
age 2 with disabilities and their families. Early intervention
personnel include persons prepared to provide training for, or be
consultants to, service providers and case managers.
The Secretary particularly encourages projects that address the
needs of more than one State, provide multi-disciplinary training, and
include collaboration among several institutions and between training
institutions and public schools. In addition, projects that foster
successful coordination between
[[Page 45721]]
special education and regular education professional development
programs to meet the needs of children with low-incidence disabilities
in inclusive settings are encouraged.
Projects must:
(a) Show how their proposed activities address the demands for
trained personnel to serve children with low-incidence disabilities in
the State or States whose needs the project is expected to meet. The
extent of the need for trained personnel in a particular State must be
supported by the State's Comprehensive System of Personnel Development
(CSPD), or the CSPD supplemented by other additional relevant sources
which the applicant demonstrates to be reliable and accurate.
(b) Prepare personnel to address the specialized needs of children
with low-incidence disabilities from different cultural and language
backgrounds;
(c) Incorporate best practices in the design of the program and the
curricula;
(d) Incorporate curricula that focus on improving results for
children with low-incidence disabilities;
(e) Promote high expectations for students with low-incidence
disabilities and foster access to the general curriculum in the regular
classroom, wherever appropriate; and
(f) Develop linkages with Education Department technical assistance
providers to communicate information on program models used and program
effectiveness.
Under this absolute priority, the Secretary plans to award
approximately:
* 55 percent of the available funds for projects that
support careers in special education, including early childhood
educators;
* 30 percent of the available funds for projects that
support careers in related services; and
* 15 percent of the available funds for projects that
support careers in early intervention.
Project Period: Up to 36 months.
Maximum Award: In no case does the Secretary make an award greater
than $400,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package. Multi-year projects will be level funded unless there are
changes in costs attributable to significant changes in activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 40 double-spaced, 8 1/2 x 11'' pages (on one side only) with
one-inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
Absolute Priority 2--Preparation of Leadership Personnel (84.029D).
This priority supports projects that are designed to provide
preservice professional preparation of leadership personnel in special
education, related services, and early intervention. Leadership
training is considered to be preparation in--
(a) Supervision and administration at the advanced graduate,
doctoral, and post-doctoral levels;
(b) Research; and
(c) Personnel preparation at the doctoral and post-doctoral levels
(34 CFR 318.11(a)(4)).
Invitational Priorities
Within Absolute Priority 1 the Secretary is particularly interested
in applications that meet one or more of the following invitational
priorities. However, under 34 CFR 75.105(c)(1) an application that
meets one or more of these invitational priorities does not receive
competitive or absolute preference over other applications:
(a) Projects designed to foster successful coordination between
special education and regular education teachers, administrators,
related services personnel, infant intervention specialists, and
parents.
(b) Projects that coordinate their professional development
programs for regular and special education personnel.
(c) Projects that include recruitment of leadership personnel from
groups that are underrepresented in educational leadership positions.
Project Period: Up to 48 months.
Maximum Award: In no case does the Secretary make an award greater
than $225,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package. Multi-year projects will be level funded unless there are
changes in costs attributable to significant changes in activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 40 double-spaced, 8\1/2\ x 11'' pages (on one side only) with
one-inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
Absolute Priority 3--Minority Institutions (84.029E).
This priority supports awards to Historically Black Colleges and
Universities and other institutions of higher education whose minority
student enrollment is at least 25 percent. Awards may provide training
of personnel in all areas noted in 34 CFR
[[Page 45722]]
318.10(a) (1) and (2), and must be designed to increase the
capabilities of the institution in appropriate training areas (34 CFR
318.11(a)(16)).
Project Period: Up to 48 months.
Maximum Award: In no case does the Secretary make an award greater
than $200,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package. Multi-year projects will be level funded unless there are
changes in costs attributable to significant changes in activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 40 double-spaced, 81/2 x 11'' pages (on one side only) with one-
inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
Absolute Priority 4--Parent Training and Information Centers (84.029M)
The purpose of this priority is to support Parent Training and
Information Centers that assist parents to--
(1) Better understand the nature and needs of the disabling
conditions of their children with disabilities;
(2) Provide follow-up support for the educational programs of their
children with disabilities;
(3) Communicate more effectively with special and regular
educators, administrators, related services personnel, and other
relevant professionals;
(4) Participate fully in educational decision making processes,
including the development of the individualized education program, for
a child with a disability;
(5) Obtain information about the range of options, programs,
services, and resources available at the national, State, and local
levels to children with disabilities and their families; and
(6) Understand the provisions for educating children with
disabilities under the Individuals with Disabilities Education Act.
In order to assure that awards for parent centers serve parents of
minority children with disabilities representative to the proportion of
the minority population in the areas being served, applicants for
awards shall identify with specificity the special efforts that will be
undertaken to involve those parents, including efforts to work with
community-based and cultural organizations and the specification of
supplementary aids, services, and supports that will be made available.
Applicants shall also specify budgetary items earmarked to accomplish
these efforts.
Competitive Priorities
Within Absolute Priority 4, the Secretary, under 34 CFR
75.105(c)(2)(i), gives preference to applications that meet one or more
of the following competitive priorities:
(a) Providing parent training and information in one or more
Empowerment Zones or Enterprise Communities. The Secretary awards 5
points to an application that meets the competitive priority relating
to Empowerment Zones or Enterprise Communities published in the Federal
Register on November 7, 1994 (59 FR 55534). These points are in
addition to any points the application earns under the selection
criteria for the program.
A list of areas that have been selected as Empowerment Zones or
Enterprise Communities is included in an appendix to a notice published
in the Federal Register on December 6, 1995 (60 FR 62699).
(b) To assist the Secretary in ensuring that awards are distributed
geographically on a State or regional basis throughout all the States,
the Secretary awards 15 points to an application that provides parent
training and information in a State, or geographic area, that would be
unserved by an existing Parent Training and Information Center in FY
1997. These points are in addition to any points the application earns
under the selection criteria for the program and under competitive
preference (a).
(20 U.S.C. 1431(e))
Project Period: Up to 60 months.
Maximum Award: In no case does the Secretary make an award greater
than $400,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package. Multi-year projects will be level funded unless there are
changes in costs attributable to significant changes in activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 40 double-spaced, 8\1/2\ x 11'' pages (on one side only) with
one-inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
SUPPLEMENTARY INFORMATION: The selection criteria that are used to
evaluate applications under this priority award significant points
based on the extent to which a proposed project addresses the needs of
parents of minority infants, toddlers, children, and youth with
disabilities.
Also, a list of States or geographic areas that are currently
unfunded or
[[Page 45723]]
underserved is available from the contact person listed below.
FOR APPLICATIONS AND GENERAL INFORMATION CONTACT: Ernestine Jefferson,
U.S. Department of Education, 600 Independence Avenue S.W., room 3072,
Switzer Building, Washington, D.C. 20202-2651. Telephone: 205-8761.
FAX: (202) 205-9070. Internet: Ernestine__Jefferson@ed.gov.
Individuals who use a telecommunications device for the deaf (TDD)
may call the TDD number at (202) 260-7381.
FOR TECHNICAL INFORMATION CONTACT: For Preparation of Special
Education, Related Services, and Early Intervention Personnel to Serve
Infants, Toddlers, Children, and Youth with Low-Incidence Disabilities
(84.029A): Verna Hart, U.S. Department of Education, 600 Independence
Avenue, S.W., room 3519, Switzer Building, Washington, D.C. 20202-2641.
Telephone: (202) 205-5392. FAX: (202) 205-9070. Internet:
Verna__Hart@ed.gov.For Preparation of Leadership Personnel (84.029D):
Bob Gilmore, U.S. Department of Education, 600 Independence Avenue
S.W., room 3076, Switzer Building, Washington, D.C. 20202-2651.
Telephone: (202) 205-9080. FAX: (202) 205-9070. Internet:
Bob__Gilmore@ed.gov.
For Minority Institutions (84.029E): Victoria Mims, U.S. Department
of Education, 600 Independence Avenue S.W., room 3513, Switzer
Building, Washington, D.C. 20202-2651. Telephone: (202) 205-8687. FAX:
(202) 205-9070. Internet: Victoria__Mims@ed.gov.
For Parent Training and Information Centers (84.029M): Merri
Pearson, U.S. Department of Education, 600 Independence Avenue S.W.,
room 3518, Switzer Building, Washington, D.C. 20202-2651. Telephone:
(202) 205-9093. FAX: (202) 205-9070. Internet:
Merri__Pearson@ed.gov.Individuals who use a telecommunications device
for the deaf (TDD) may call the TDD number at (202) 260-7381.
Program Authority: 20 U.S.C. 1431.
Training Personnel for the Education of Individuals with Disabilities--Grants for Personnel Training and Parent Training and Information Centers--
Application Notice for Fiscal Year 1997
--------------------------------------------------------------------------------------------------------------------------------------------------------
Estimated
Applications Application Deadline for average Estimated
CFDA No. and name available deadline intergovernmental Estimated range of awards size of number of
date review awards awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.029A--Preparation of special 9/8/96 1/10/97 3/10/97 $200,000-400,000 $300,000 30
education, related services, and early
intervention personnel to serve
infants, toddlers, children, and youth
with low-incidence disabilities.
84.029D--Preparation of leadership 9/8/96 12/2/96 2/3/97 175,000-225,000 200,000 14
personnel.
84.029E--Minority Institutions.......... 9/8/96 12/6/96 2/6/97 190,000-200,000 195,000 18
84.029M--Parent training and information 9/8/96 11/25/96 1/27/97 100,000-400,000 185,000 14
centers.
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PROGRAM FOR CHILDREN AND YOUTH WITH SERIOUS EMOTIONAL DISTURBANCE [CFDA
No. 84.237]
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.
Eligible Applicants: Institutions of higher education, State
educational agencies, local educational agencies, and other appropriate
public and nonprofit private institutions or agencies.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 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.
Priority: Under 34 CFR 75.105(c)(3), and 34 CFR 328, the Secretary
gives an absolute preference to applications that meet the following
priority. The Secretary funds under this competition only those
applications that meet this absolute priority:
Absolute Priority--Developing Effective Secondary School-Based
Practices for Youth with Serious Emotional Disturbance (84.237H)
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 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 establishes 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--
[[Page 45724]]
(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.
Project Period: Up to 48 months
Maximum Award: In no case does the Secretary make an award greater
than $168,000 for a single budget period of 12 months. The Secretary
rejects and does not consider an application that proposes a budget
exceeding this maximum amount. However, because of budgetary
considerations contingent upon congressional action, the Secretary may
change the maximum amount through a note accompanying the application
package. Multi-year projects will be level funded unless there are
changes in costs attributable to significant changes in activity level.
Page Limits: Part III of the application, the Application
Narrative, requires applicants to address the selection criteria that
will be used by reviewers in evaluating individual proposals. The
applicant must limit the Part III--Application Narrative, to no more
than 50 double-spaced, 8\1/2\ x 11'' pages (on one side only) with
one-inch margins. This page limitation applies to any charts and graphs
included in the application narrative. The application narrative page
limit does not apply to: Part I--the electronically scannable form;
Part II--the budget section (including the narrative budget
justification); and Part IV--the assurances and certifications. Also,
the one page abstract, resume(s), bibliography, or letters of support,
while considered part of the application, are not subject to the page
limitation. Applicants should note that reviewers are not required to
review any information provided in addition to the application
information listed above. If using a proportional computer font, use no
smaller than a 12-point font. If using a nonproportional computer font
or a typewriter, do not use more than 10 characters to the inch.
Proposal narratives that exceed this page limit, or narratives using a
smaller print size or spacing that makes the narrative exceed the
equivalent of this limit, will not be considered for funding.
FOR APPLICATIONS AND GENERAL INFORMATION CONTACT: Claudette Carey, U.S.
Department of Education, 600 Independence Avenue, S.W., room 3525,
Switzer Building, Washington, D.C. 20202-2641. Telephone: (202) 205-
9864. FAX: (202) 20508105. Internet: Claudette__Carey@ed.gov
Individuals who use a telecommunications device for the deaf (TDD)
may call the TDD number: (202) 205-8953.
FOR TECHNICAL 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.
Program Authority: 20 U.S.C. 1426.
Program for Children and Youth With Serious Emotional Disturbance--Application Notice for Fiscal Year 1987
--------------------------------------------------------------------------------------------------------------------------------------------------------
Estimated
Applications Application Deadline for average Estimated
CFDA No. and name available deadline intergovernmental Estimated range of awards size of No. of
date review awards awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.237H--Developing effective secondary 9/08/96 12/13/96 2/13/97 $166,000-168,000 $167,000 2
school-based practices for youth with
serious emotional disturbance.
--------------------------------------------------------------------------------------------------------------------------------------------------------
FOR ELECTRONIC ACCESS TO INFORMATION: Information about the
Department's funding opportunities, including copies of application
notices for discretionary grant competitions, can be viewed on the
Department's electronic bulletin board (ED Board), telephone (202) 260-
9950; on the Internet Gopher Server at GOPHER.ED.GOV (under
Announcements, Bulletins and Press Releases) or World Wide Web site (at
http://www.ed.gov/). However, the official application notice for a
discretionary grant competition is the notice published in the Federal
Register. Application packages will be available in alternative formats
upon request.
Dated: August 22, 1996.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 96-21872 Filed 8-28-96; 8:45 am]
BILLING CODE 4000-01-P