[Federal Register Volume 59, Number 231 (Friday, December 2, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-29641]


[[Page Unknown]]

[Federal Register: December 2, 1994]


_______________________________________________________________________

Part VIII





Department of Education





_______________________________________________________________________




Secondary Education and Transitional Services for Youth With 
Disabilities Program; Notice
DEPARTMENT OF EDUCATION

 
Secondary Education and Transitional Services for Youth With 
Disabilities Program

AGENCY: Department of Education.

ACTION: Notice of proposed priority.

-----------------------------------------------------------------------

SUMMARY: The Secretary of Education proposes to establish an absolute 
priority for an award to provide technical assistance to improve the 
transition from school to work and other postsecondary settings, 
including assistance to State and local partnerships that are 
responsible for developing and implementing School-to-Work 
Opportunities systems. This proposed priority is intended to provide 
technical assistance to support students with disabilities, including 
those with severe disabilities, in a wide range of school to work 
experiences and promote their successful transition to a variety of 
postsecondary settings. The Secretary also proposes selection criteria 
that will be applied in evaluating applications submitted for this 
competition.

DATES: Comments must be received on or before January 3, 1995.

ADDRESSES: All comments concerning this proposed priority should be 
addressed to Joseph Clair, U.S. Department of Education, 600 
Independence Avenue, S.W., Switzer Building, Room 4622, Washington, 
D.C. Telephone: (202) 205-9503. (Internet address: Sec__T[email protected].).
    Individuals who use a telecommunications device for the deaf (TDD) 
may call the Federal Information Relay Service (FIRS) at 1-800-877-8339 
between 8:00 a.m. and 8:00 p.m., Eastern time, Monday through Friday.

SUPPLEMENTARY INFORMATION: Over the last decade, three pieces of 
Federal legislation have been enacted that impact on the transition of 
students with disabilities from school to postsecondary settings, 
including gainful employment. These include amendments to the 
Individuals with Disabilities Education Act (IDEA), and the 
Rehabilitation Act of 1973, and the School-to-Work Opportunities Act of 
1994. Each piece of legislation is described below.
    The Individuals with Disabilities Education Act, as amended, now 
requires that a statement of needed transition services be included in 
the individualized education program (IEP) of all eligible students 
beginning no later than age 16, and at a younger age if appropriate, 
and that the statement of required services be updated on an annual 
basis. 20 U.S.C. 1401(a)(20)(D). Transition services are defined as ``a 
coordinated set of activities for a student, designed within an 
outcome-oriented process, which promotes movement from school to post-
school activities * * * and shall include instruction, community 
experiences, the development of employment and other post-school adult 
living objectives, and, when appropriate, acquisition of daily living 
skills and functional vocational evaluation.'' 20 U.S.C. 1401(a)(19).
    The Rehabilitation Act now requires the State Vocational 
Rehabilitation programs to enter into formal interagency cooperative 
agreements with education officials responsible for the provision of a 
free appropriate public education to students with disabilities in 
order to facilitate the development and accomplishment of long term 
rehabilitation goals, intermediate rehabilitation objectives, and goals 
and objectives to enable students with disabilities to live 
independently before leaving the school setting. State vocational 
rehabilitation plans must address: (i) Provisions for determining State 
lead agencies and qualified personnel responsible for transition 
services; (ii) procedures for outreach to and identification of youth 
in need of such services; and (iii) a timeframe for evaluation and 
follow-up of youth who have received such services. 29 U.S.C. 
721(a)(24).
    In May of 1994, President Clinton signed into law the School-to-
Work Opportunities Act of 1994. This law, administered jointly by the 
Departments of Education and Labor, establishes a national framework 
within which all States can create statewide School-to-Work 
Opportunities systems. These systems will be designed to help youth 
acquire the knowledge, skills, abilities, and labor market information 
they need to make a smooth and effective transition from school to 
career-oriented work and to further education and training.
    Under the School-to-Work Opportunities Act of 1994, 20 U.S.C. 6101 
et seq., States and local partnerships are developing and implementing 
plans for school-to-work opportunities systems that will provide 
opportunities for all students, including those with disabilities, to 
prepare successfully for high-skill, high-wage jobs or further 
education and training. Any student who completes a School-to-Work 
Opportunities program of study will receive: (1) A high school diploma, 
(2) a certificate or diploma recognizing one or two years of 
postsecondary education, if appropriate, and (3) a portable, industry-
recognized skill certificate. While each State and locality will have 
broad latitude to design its own system, every system will have common 
core components:
     Work-based learning. Providing students with a planned 
program of job training and work experiences in a broad range of tasks 
in an occupational area, as well as workplace mentoring.
     School-based learning. Including a coherent multi-year 
sequence of instruction--typically including at least 2 years of 
secondary education and at least 1 or 2 years of postsecondary 
education--tied to occupational skills standards and challenging 
academic standards such as those established by States under Goals 
2000.
     Connecting activities. To ensure coordination of the work- 
and school-based learning components, such as providing technical 
assistance in designing work-based learning, matching students with 
employers' work-based learning opportunities, and collecting 
information on what happens to students after they complete the 
program.
    This award will be jointly funded in fiscal year 1995 under three 
statutory authorities:
    (1) The Secondary Education and Transitional Services for Youth 
with Disabilities Program authorized by section 626 of the Individuals 
with Disabilities Education Act;
    (2) Sections 202(b)(4) and (6) of the Rehabilitation Act of 1973; 
and
    (3) The Cooperative Demonstration Program authorized by section 
420A of the Carl D. Perkins Vocational and Applied Technology Education 
Act (the Perkins Act). In fiscal year 1996, the award will include 
funding from section 311(d) of the Rehabilitation Act of 1973. The 
Secretary has determined that this joint award is necessary because of 
the need to provide technical assistance to support students with 
disabilities in a wide range of school to work experiences and promote 
their successful transition to a variety of postsecondary settings 
including gainful employment.
    The funds provided under the Cooperative Demonstration Program must 
meet the cost-sharing requirement of section 420A(b)(2) of the Perkins 
Act implemented by 34 CFR 426.30. In the first year of the project, we 
anticipate providing $25,000 from the Cooperative Demonstration 
program. The funds provided under section 311(d) of the Rehabilitation 
Act of 1973 must be used only for youth with severe disabilities.
    In the application notice, we will inform potential applicants how 
much funding we estimate will come from each program for fiscal year 
1995. As noted above, we anticipate that the source and amount of 
funding will change in future years and will notify the grantee. If 
other sources of funding are added that would result in additional 
requirements in a future year, the Secretary will notify the grantee 
concerning those requirements.

Proposed Priority: Accessing School-to-Work and Postsecondary 
Environments--A Technical Assistance Effort

Purpose

    The purpose of this technical assistance project is to improve the 
skills and knowledge-base of (1) staff delivering transitional services 
and (2) School-to-Work Opportunities grantees to assist individuals 
with disabilities, including those with severe disabilities, to become 
integrated into appropriate transition programs and School-to-Work 
Opportunities systems established at State and local levels. The 
proposed project must provide technical assistance to all Office of 
Special Education and Rehabilitative Services (OSERS) transition and 
postsecondary education projects as well as to States funded under the 
School-to-Work Opportunities Act to ensure that they provide personnel 
with the necessary training to accommodate and support students with 
disabilities, including those with severe disabilities, in the 
transition to a variety of postsecondary settings. The project must 
also disseminate information to other interested parties.
    Project activities must include the development of effective 
practice information on:
    (1) Promoting compliance with transition requirements mandated by 
Part B of the Individuals with Disabilities Education Act, the 
Rehabilitation Act, and the School-to-Work Opportunities Act;
    (2) Helping students with disabilities, including those with severe 
disabilities, access transition programs including those supported by 
developing School-to-Work Opportunities systems;
    (3) Overcoming administrative, attitudinal, and programmatic 
barriers that limit the planning and implementation of effective 
practices for students with disabilities in transitional programs, such 
as those that school personnel can use to encourage and facilitate 
extensive student/parent involvement;
    (4) Working with statewide School-to-Work Opportunities systems, in 
collaboration with activities initiated by the State Systems for 
Transition Services projects, to help students with disabilities, 
including those with severe disabilities, acquire the academic and 
occupational skills, abilities, and labor market information they need 
to make a smooth and effective transition from school to career-
oriented work or to further education or training;
    (5) Building on and enriching current promising programs such as 
tech-prep education, career academies, school-to-apprenticeship, youth 
apprenticeship, cooperative education, adult education, adult services, 
and business-education compacts;
    (6) Facilitating the representation of disability interests in the 
formation of partnerships among secondary and postsecondary educational 
institutions, private and public employers, labor organizations, 
government, community groups, parents, and other key groups; and
    (7) Ensuring that students with disabilities, including those with 
severe disabilities, are provided an integrated array of learning 
experiences in the classroom and at the worksite, including appropriate 
modification of curriculum, instructional techniques, equipment, and 
the work environment.
    The Secretary anticipates funding one cooperative agreement with a 
project period of up to 60 months subject to the requirements of 34 CFR 
75.253(a) for continuation awards. In making the initial award, the 
Secretary will consider the extent to which applicants provide evidence 
that States receiving School-to-Work Opportunities grants are likely to 
participate in the training and other technical assistance activities 
provided by the Technical Assistance Project.
    The Technical Assistance Project must demonstrate collaborative 
relationships among other established and relevant school-to-work and 
transitional efforts, including entities that will be involved with the 
broader technical assistance efforts of the school-to-work 
opportunities initiative and entities which have assisted in the 
development of statewide School-to-Work Opportunities systems. 
Procedures to promote the involvement of students, parents, relevant 
employment training agencies and other providers of adult services, and 
members of underrepresented populations, such as minorities, women, and 
disadvantaged persons, in the proposed project must be clearly 
delineated.
    In determining whether to continue this technical assistance 
project for the third, fourth, and fifth years, the Secretary, in 
addition to applying the requirements of 34 CFR 75.253(a), will 
consider the recommendation of a review team consisting of three 
experts selected by the Secretary. The review, including a two-day 
visit to the project, is to be performed during the third quarter of 
the second year and must be included in the year's evaluation required 
under 34 CFR 75.590. Funds to cover costs associated with the services 
to be performed by the review team are estimated to be approximately 
$4,000.

Priority

    The Technical Assistance Project considered for funding under this 
priority must--
    (1) Identify proven models, components of models, or exemplary 
practices and approaches that can successfully support and accommodate 
students with disabilities, including those with severe disabilities, 
in transition from school to employment and other postsecondary 
environments, including information from model demonstration transition 
projects supported by all programs in OSERS and those projects 
supported with funds received under the School-to-Work Opportunities 
grants;
    (2) Document proven and exemplary transition practices and 
approaches for students with disabilities by collecting, analyzing, and 
reporting a variety of descriptive and outcome data, including (a) 
specific information on the educational settings, the students targeted 
by the practices and approaches (e.g., age, disability, level of 
functioning and membership in a special population, if appropriate), 
(b) outcome data for the students who are the focus of these practices 
and approaches; and (c) outcome data for the teachers, administrators, 
and other service providers involved in the effort;
    (3) Prepare, field-test, revise, and publicize user-friendly 
documentation of model practices;
    (4) Disseminate information on effective practices to all relevant 
audiences, including project directors, policy makers, administrators, 
personnel from educational agencies, community leaders, parents, 
service providers, grantees under the School-to-Work Opportunities Act, 
and other interested parties;
    (5) Coordinate a network among relevant OSERS transitional efforts, 
specifically research and model demonstration projects, technical 
assistance entities, and clearinghouses. Coordination activities must 
include (a) the analysis of research and model demonstration project 
designs through progress and final reports describing the interventions 
and the synthesis of findings across competitions to identify effective 
practices, (b) the provision of logistical support for an annual 
project directors' meeting for all OSERS-sponsored transition and 
postsecondary projects, and (c) the development of an annual directory 
of these projects;
    (6) Maintain a comprehensive library on transition/school-to-work 
best practices for students with disabilities, including those with 
severe disabilities, and integrate this information into an on-line 
electronic bulletin board/data base. Users must be able to locally 
access this bulletin board/data base and download selected information 
free of charge;
    (7) Provide technical assistance, upon request, to States receiving 
School-to-Work Opportunities Development Grants. If requests for 
assistance exceed the project's ability to respond, project staff and 
the Federal project officer will develop a priority list of those in 
need of assistance.
    (8) Enter into agreements with States receiving School-to-Work 
Opportunities Implementation Grants to develop technical assistance 
plans that address the needs of students with disabilities, including 
those with severe disabilities. These plans must be based on the 
grantees' identified needs for the purposes of establishing School-to-
Work Opportunities systems in collaboration with activities initiated 
by the State Systems for Transition Services projects. This assistance 
must include, but need not be limited to, providing information on 
successful practices in training, teacher instruction, adaptation of 
materials, curriculum development, recruitment, and evaluation;
    (9) Provide technical assistance, training, and on-going 
consultation based on agreements developed in paragraph (8) to 
personnel involved with or supported under the technical assistance 
efforts of the Federal School-to-Work Opportunities Initiative. These 
efforts may take on many different forms, such as the participation in 
national meetings, one-on-one State visits, regional sessions, and 
visits to successful School-to-Work Opportunities systems. The training 
and consultation must include the use of materials and strategies for 
accessing, recruiting, accommodating, and supporting students with 
disabilities, including those with severe disabilities, in the State 
School-to-Work Opportunities systems developed under the Act;
    (10) Assist the Departments of Education and Labor in evaluating 
the extent to which students with disabilities have access to, 
participate in, and benefit from the range of School-to-Work 
Opportunities Systems through the analysis of data from State and local 
implementation. This effort must be coordinated with the evaluation 
activities carried out under the Act;
    (11) In years 2 and 4 of the grant, conduct a national forum in 
Washington, DC that identifies persistent problems, proposes solutions, 
and responds to emerging issues and trends in providing students with 
disabilities with access to School-to-Work Opportunities systems. 
Invited participants must include, but not be limited to, Development 
and Implementation grantees under the School-to-Work Opportunities Act; 
and
    (12) Provide support for at least 10 graduate students annually to 
assist with the provision of technical assistance with an emphasis on 
recruiting students from traditionally underrepresented populations.

Selection Criteria for Evaluating Applications

    Under the Accessing School-to-Work and Postsecondary Environments--
A Technical Assistance Effort competition, the Secretary proposes to 
use the following selection criteria. These criteria were taken from 34 
CFR 380.11 (a)-(e) and 380.13 (f) and (g).
    (a) Plan of Operation. (10 points) The Secretary reviews each 
application to determine the quality of the plan of operation for the 
project, including--
    (1) The extent to which the plan of management is effective and 
ensures proper and efficient administration of the project; and
    (2) 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 handicapping condition.
    (b) Quality of key personnel. (15 points) (1) The Secretary reviews 
each application to determine the quality of key personnel the 
applicant plans to use on the project, including--
    (i) The qualifications of the project director (if one is to be 
used);
    (ii) The qualifications of each of the other key personnel to be 
used in the project;
    (iii) The time that each person referred to in paragraph (b)(1) (i) 
and (ii) of this section will commit to the project; and
    (iv) How the applicant, as part of its nondiscriminatory employment 
practices, will ensure that its personnel are selected for employment 
without regard to race, color, national origin, gender, age, or 
handicapping condition.
    (2) To determine personnel qualifications under paragraph (b)(1) 
(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) The Secretary reviews 
each application to determine the extent to which--
    (1) The budget is adequate to support the project; and
    (2) Costs are reasonable in relation to the objectives of the 
project.
    (d) Evaluation plan. (10 points) The Secretary reviews each 
application to determine the quality of the evaluation plan for the 
project, including the extent to which the applicant's methods of 
evaluation--
    (1) Are appropriate to the project; and
    (2) To the extent possible, are objective and produce data that are 
quantifiable.
    (e) Adequacy of resources. (10 points) The Secretary reviews each 
application to determine the adequacy of the resources that the 
applicant plans to devote to the project, including facilities, 
equipment, and supplies.
    (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 and 
instructional approach are appropriate for the project participants.
    (3) The Secretary determines the extent to which each application 
provides for--
    (i) A method for gaining the participation of prospective target 
populations in need of technical assistance;
    (ii) Innovative procedures for disseminating information and 
imparting skills to project participants; and
    (iii) Use of current research finding and information on model 
practices in providing the technical assistance.

Eligible Applicants

    Institutions of Higher Education (IHEs), State educational agencies 
(SEAs), Local educational agencies (LEAs), and other public or private 
non-profit institutions or agencies.

Invitation To Comment

    Interested persons are invited to submit comments and 
recommendations regarding this proposed priority. All comments 
submitted in response to this notice will be available for public 
inspection, during and after the comment period, 330 C Street S.W., 
Mary Switzer Building, Room 4622, Washington, D.C., between the hours 
of 8:00 a.m. and 3:30 p.m., Monday through Friday of each week except 
Federal holidays.

Applicable Program Regulations

    34 CFR Part 326 and 34 CFR Part 426.

    Program Authority: 20 U.S.C. 1425, 20 U.S.C. 2420a, 29 U.S.C. 
761a(b) (4) and (6), 29 U.S.C. 777a(d), and section 430(b) of the 
General Education Provisions Act (GEPA) as amended by sections 
212(b)(1) and 241 of the Improving America's Schools Act of 1994, 
Pub. L. 103-382, October 20, 1994.

(Catalog of Federal Domestic Assistance Number 84.158, Secondary 
Education and Transitional Services for Youth with Disabilities 
Program)

    Dated: November 28, 1994.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 94-29641 Filed 12-1-94; 8:45 am]
BILLING CODE 4000-01-P