[Federal Register Volume 60, Number 74 (Tuesday, April 18, 1995)]
[Notices]
[Pages 19466-19470]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 95-9511]
[[Page 19465]]
_______________________________________________________________________
Part II
Department of Education
_______________________________________________________________________
Secondary Education and Transitional Services for Youth With
Disabilities Program; Final Priority and Invitation to Apply for New
Awards; Notices
Federal Register / Vol. 60, No. 74 / Tuesday, April 18, 1995 /
Notices
[[Page 19466]]
DEPARTMENT OF EDUCATION
Secondary Education and Transitional Services for Youth With
Disabilities Program
AGENCY: Department of Education.
ACTION: Notice of final priority.
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SUMMARY: The Secretary of Education announces a final priority for an
award to provide technical assistance to improve the transition for
youth with disabilities from school to work and other postsecondary
settings. This priority is intended 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. The Secretary also announces selection criteria
that will be applied in evaluating applications submitted for this
competition.
EFFECTIVE DATE: This priority takes effect May 18, 1995.
FOR FURTHER INFORMATION CONTACT: Joseph Clair, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 4622, Switzer Building,
Washington, D.C. 20202-2644. Telephone: (202) 205-9503. Individuals who
use a telecommunications device for the deaf (TDD) may call the TDD
number at (202) 205-8169.
SUPPLEMENTARY INFORMATION: Over the last decade, four pieces of Federal
legislation have been enacted that affect 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 passage of the School-to-Work Opportunities Act of 1994 and the
Goals 2000: Educate America Act. 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.
The intent of the Goals 2000: Educate America Act, 20 U.S.C. 5801
et seq., is to provide resources to States and communities to help all
students achieve the high standards they will need to meet the
challenges of the 21st century. The law supports State and local
efforts to set challenging standards that will strengthen education in
their States and communities--teaching, curriculum, and assessments
aligned with higher standards.
Goals 2000 also establishes a National Skill Standards Board to
assist in the development of rigorous occupational standards that are
relevant to industry. This Board will have broad-based representation
from business, labor and education and will identify the specific
knowledge, skill, and ability levels needed to perform a given job in a
given industry. Standards endorsed by the board would be linked to the
highest international standards and would promote the transition to
high-performance jobs.
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 [[Page 19467]] 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.
The Department believes that people involved in providing
educational, related, and transitional services to individuals with
disabilities need better information, particularly in areas such as:
(1) meeting the transition requirements in Part B of the Individuals
with Disabilities Education Act, the Rehabilitation Act, and the
School-to-Work Opportunities Act; (2) helping students with
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 to help students with 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.
On December 2, 1994 the Secretary published a notice of proposed
priority for this program in the Federal Register (59 FR 62248).
Note: This notice of final priority does not solicit
applications. A notice inviting applications under this program is
published in a separate notice in this issue of the Federal
Register.
Analysis of Comments and Changes
The Department is in the process of reviewing its priorities to
focus them more closely on improving results for children, including
children with disabilities, and on eliminating prescriptive
requirements that are unnecessary to achieve program purposes and that
may limit the creative approaches in carrying out activities. This
priority has been reviewed by the Department with these considerations
in mind.
The statement of purpose for the priority has been revised to more
clearly reflect the goal of ensuring that young individuals with
disabilities acquire the skills and knowledge, have the experiences,
and receive the services and supports they need to achieve successful
postschool outcomes. Technical assistance activities described in the
``Purpose'' section have been broadened consistent with achieving this
goal, while specific targets for technical assistance are still
included in the ``Priority'' section. Numerous prescriptive
requirements detailing how activities are to be conducted have been
eliminated. These include requirements to field-test, revise, and
publicize user-friendly documentation of model practices; to document
proven and exemplary practices by collecting, analyzing, and reporting
a variety of descriptive and outcome data; and to provide information
in a number of narrowly defined specific areas.
In response to the Secretary's invitation in the notice of proposed
priority, twelve parties submitted comments. An analysis of the
comments follows.
Comment: One commenter recommended that the current State Systems
for Transition Services projects receive additional funding to provide
the types of activities proposed in this priority.
Discussion: The Secretary acknowledges that the activities and
relationships developed by the State Systems for Transition Services
projects are important to promote successful transition outcomes for
youth with disabilities, including their participation in programs
supported by school-to-work opportunities systems, at the State and
local levels. However, the Secretary believes that it is necessary that
one technical assistance project be supported to identify, disseminate,
and provide information on proven practices and approaches from a
national perspective that can successfully support and accommodate
students with disabilities, including those with severe disabilities,
in transition from school to employment and other postsecondary
environments.
Change: None.
Comment: One commenter proposed that a requirement be added that
the technical assistance project enter into an agreement with a parent
training and information center which has expertise in technical
assistance on transition.
Discussion: While the priority emphasizes the importance of
involving parents in many of the activities of the technical assistance
project, the Secretary believes that requiring the project to enter
into an agreement with a specific parent training and information
center or centers would be overly prescriptive. However, applicants may
propose such an activity in their application to address the
involvement of parents.
Change: None.
Comment: One commenter requested that the following points be
considered: (1) the establishment of guidelines for joint monitoring;
(2) the removal of any lead agency provisions; (3) the past success and
failure of applicants in providing nationwide technical assistance to
States; and (4) the establishment of linkages with one-stop career
centers.
Discussion: In relation to both joint monitoring and lead agency
provision, the Secretary stresses the importance of having a project
lead agency be responsible to a Federal lead agency although other
agencies will be involved in activities such as monitoring and
accountability.
The Secretary notes that the establishment of linkages or working
relationships with relevant agencies, such as one-stop career centers,
is an activity that both School-to-Work and OSERS transition grantees
are currently encouraged to address in the implementation of their
projects. This priority would allow technical assistance in developing
such linkages be available to these grantees.
Change: None. [[Page 19468]]
Comment: One commenter suggests that consistent with other school-
to-work grants, partnerships be eligible to apply for the technical
assistance project.
Discussion: Eligible applicants for the technical assistance
project include institutions of higher education (IHEs), state
educational agencies (SEAs), local educational agencies (LEAs), and
other public or private non-profit institutions or agencies. The
School-to-Work Opportunities Act defines ``local partnership'' as
meaning a local entity that is responsible for a local School-to-Work
Opportunities program. If a partnership fits within the definition of
eligible applicant for this priority, it may apply. However, the
recipient of the grant is expected to demonstrate the expertise
necessary for a national technical assistance project.
Change: None.
Comment: One commenter asked that the priority focus on the
following issues: (1) training students to have a meaningful role in
their own transition plans; (2) meeting the spirit of the law,
including how the various laws can work together rather than
separately; and (3) exploring the effectiveness of transition programs
which begin before the age of 16.
Discussion: All of these issues are currently being addressed in a
range of transition efforts supported by the Office of Special
Education and Rehabilitative Services (OSERS). The Secretary has
identified as one of the activities of the technical assistance project
to prepare information, including information on current projects, in
user friendly formats for dissemination to relevant audiences. In
addition, the technical assistance project must provide technical
assistance to these projects. These activities will produce material on
proven practices that address these issues.
Change: None.
Comment: One commenter suggested that vocational rehabilitation
agencies be included as eligible applicants.
Discussion: Vocational rehabilitation agencies are eligible to
submit applications under this priority.
Change: None.
Comment: One commenter recommended that the priority emphasize to a
greater extent (1) the development of relationships with the State
School-to-Work Implementation Projects and the State Systems for
Transition Services projects and (2) the need for creating a national
network of innovators and implementors.
Discussion: Language in the current priority does emphasize the
development of relationships with the State School-to-Work
Implementation projects and the State Systems for Transition Services
projects as well as creating a national network of innovators and
implementors through the dissemination of information on proven
practices and current projects, including funded research and model
demonstration projects. OSERS currently supports a separate Institute
to Evaluate and Provide Technical Assistance to States Implementing
Cooperative Projects to Improve Transition Services.
Change: Language has been added to the priority requiring the
technical assistance project to coordinate activities with other
technical assistance providers such as the Institute to Evaluate and
Provide Technical Assistance to States Implementing Cooperative
Projects to Improve Transition Services.
Comment: One commenter states that it should be clear that this
Technical Assistance Project is not responsible for monitoring or
evaluating either the State School-to-Work Implementation projects or
the State Systems for Transition Services projects.
Discussion: OSERS currently supports a project to provide technical
assistance to the State Systems for Transition Services projects to
improve their evaluation design. A purpose of this technical assistance
project is to assist the Departments of Education and Labor in
evaluating School-to-Work Opportunities Systems. Therefore, technical
assistance will be available to State School-to-Work Implementation
projects on incorporating students with disabilities into the
evaluation design of their school-to-work effort. However, this project
is not specifically responsible for monitoring or evaluating State
School-to-Work Implementation projects or State Systems for Transition
Services projects.
Change: None.
Comment: One commenter suggests that technical assistance which
develops or enhances state-level ``systemic reform'' would have more
benefits and long-term outcomes than providing technical assistance to
current staff. Consideration should also be given to the development of
incentives to encourage States to coordinate among multiple Federal
workforce education and training programs, specifically in regard to
serving youth with disabilities.
Discussion: The technical assistance project must provide technical
assistance, upon request, to States receiving School-to-Work
Opportunities Development Grants and provide technical assistance in
accordance with agreements developed with States receiving School-to-
Work Opportunities Implementation Grants as well as providing technical
assistance to relevant staff as their School-to-Work systems are
emerging.
The Secretary agrees that in order to ensure that transition
programs are successful, relevant employment training agencies must be
involved in the proposed activities. This would include coordinating
with State agencies which administer other Federal workforce education
and training programs, including programs supported under the Job
Training Partnership Act and the Perkins Act.
Change: Language has been added to the priority to indicate that,
in order to be effectively implemented, relevant employment training
agencies must be involved in the proposed project activities.
Comment: One commenter seeks clarification as to the extent to
which the documentation of project outcomes will align with those
outcomes specified in the eight National Education Goals contained in
Goals 2000: Educate America Act, in addition to those outlined in IDEA
and the School-to-Work Opportunities Act.
Discussion: The Goals 2000: Educate America Act contains several
initiatives which impact on the successful school-to-work transition of
all students. These initiatives include the establishment of high
academic and skill standards, and the creation of a National Skill
Standards Board.
Change: The Secretary agrees with the commenter, and the relevant
initiatives contained in this Act have been described under the
Supplementary Information section of the priority.
Comment: One commenter requested that the priority incorporate the
development of a core data base on the extent to which youth with
disabilities have access to, participate in, and benefit from the full
range of School-to-Work Opportunities systems. This data base could
also be used for program planning, program improvement, and policy
development at the local, State, and national level. Specific
activities should emphasize (1) the development of computer-based tools
and resources for data base planning and policy development and (2) the
provision of evaluation technical assistance in relation to performance
management systems.
Discussion: The priority currently requires that the technical
assistance project identify proven practices and information that is
useful in addressing the secondary education, transitional service, and
postsecondary education [[Page 19469]] needs of individuals with
disabilities, including individuals with severe disabilities. The
development of a core data base would be one means of meeting this
requirement and applicants can propose such an activity in their
application. However, the Secretary believes that requiring the
development of such a data base would be overly prescriptive.
The priority also requires that this information be disseminated to
all relevant audiences, including policy makers, administrators,
teachers, other service providers, parents and individuals with
disabilities, and that the technical assistance project will assist the
Departments of Education and Labor in evaluating School-to-Work
Opportunities systems. Therefore, the Secretary believes that
sufficient data will be available at the national, State, and local
levels which could be used for program planning, program improvement,
and policy development.
Change: None.
Absolute Priority: Accessing School-to-Work, Secondary, and
Postsecondary Environments--A Technical Assistance and Dissemination
Effort
Purpose: The goal of this project is to help ensure that young
individuals with disabilities acquire the skills and knowledge, have
the experiences, and receive the services and supports they need to
achieve successful postschool outcomes, including gainful employment
and independent living. The project would do this by: (1) preparing and
disseminating information on how best to meet the secondary education,
transitional service, and postsecondary education needs of individuals
with disabilities, including individuals with severe disabilities, in
user-friendly formats to relevant audiences such as policy makers,
administrators, teachers, other service providers, parents, and
individuals with disabilities; and (2) making available technical
assistance to personnel responsible for providing transitional services
for individuals with disabilities, particularly personnel working on
planning and implementing School-to-Work Opportunities systems. A
critical focus of this project is assisting personnel responsible for
providing transitional services and School-to-Work Opportunities
grantees to develop the necessary skills and knowledge base to assist
individuals with disabilities, including those with severe
disabilities, to become integrated into appropriate transition programs
and School-to-Work Opportunities systems established by States. In
order to be effectively implemented, students, parents, relevant
employment training agencies and other providers of adult services, and
members of underrepresented populations, such as minorities, women, and
disadvantaged persons, must be involved in the proposed activities.
Technical assistance may be provided in a variety of ways including
training sessions, on-going consultation, participation in national
meetings, one-on-one State visits, and visits to successful School-to-
Work Opportunities systems.
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 technical assistance activities provided by the
Technical Assistance Project.
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 must:
(1) Identify proven practices and information that is useful in
addressing the secondary education, transitional service, and
postsecondary education needs of individuals with disabilities,
including individuals with severe disabilities.
(2) Prepare information, including information on proven practices
and current projects, in user-friendly formats for dissemination to
relevant audiences, including policy makers, administrators, teachers,
other service providers, parents, individuals with disabilities, and
others.
(3) Disseminate information to all relevant audiences directly and,
where possible, through using existing networks, systems, and
mechanisms such as INet, the National Library of Education, Office of
Special Education Programs' clearinghouses, the Office of Educational
Research and Improvement's 10 regional educational laboratories, parent
training and information centers, and State information networks.
(4) Provide technical assistance upon request to States receiving
School-to-Work Opportunities Development Grants.
(5) Provide technical assistance in accordance with agreements
developed with States receiving School-to-Work Opportunities
Implementation Grants.
(6) Provide technical assistance to Office of Special Education and
Rehabilitative Services projects in the areas of secondary education,
transitional services, and postsecondary education, including support
for meetings.
(7) Assist the Departments of Education and Labor in evaluating
School-to-Work Opportunities systems.
(8) In years two and four, conduct a national forum 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.
(9) Coordinate activities with other technical assistance providers
such as Federal technical assistance efforts related to the
implementation of the School-to-Work Opportunities Act and the
Institute to Evaluate and Provide Technical Assistance to States
Implementing Cooperative Projects to Improve Transition Services.
Selection Criteria for Evaluating Applications
Under the secondary education, transitional, and postsecondary
education technical assistance and information dissemination
competition, the Secretary uses 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-- [[Page 19470]]
(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 findings 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.
Intergovernmental Review
This program is subject to the requirements of Executive Order
12372 and the regulations in 34 CFR Part 79. The objective of the
Executive order is to foster an intergovernmental partnership and a
strengthened federalism by relying on processes developed by State and
local governments for coordination and review of proposed Federal
financial assistance.
In accordance with the order, this document is intended to provide
early notification of the Department's specific plans and actions for
this program.
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 20 U.S.C. 1231(b).
(Catalog of Federal Domestic Assistance Number 84.158, Secondary
Education and Transitional Services for Youth with Disabilities
Program)
Dated: April 13, 1995.
Howard R. Moses,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. 95-9511 Filed 4-17-95; 8:45 am]
BILLING CODE 4000-01-P