[Federal Register Volume 60, Number 215 (Tuesday, November 7, 1995)]
[Notices]
[Pages 56192-56203]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 95-27508]




[[Page 56191]]

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Part II





Department of Education





_______________________________________________________________________



Office of Special Education and Rehabilitative Services; Proposed 
Priorities; Notice

  Federal Register / Vol. 60, No. 215 / Tuesday, November 7, 1995 / 
Notices  

[[Page 56192]]


DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Proposed 
Priorities

AGENCY: Department of Education.

ACTION: Notice of proposed priorities.

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

SUMMARY: The Secretary proposes priorities for eight programs 
administered by the Office of Special Education and Rehabilitative 
Services (OSERS) under the Individuals with Disabilities Education Act. 
The Secretary may use these priorities in Fiscal Year 1996 and 
subsequent years. The Secretary takes this action to focus Federal 
assistance on identified needs to improve outcomes for children with 
disabilities. The proposed priorities are intended to ensure wide and 
effective use of program funds.

DATES: Comments must be received on or before January 8, 1996 for the 
Research in Education of Individuals with Disabilities Program; 
February 5, 1996 for the Special Studies Program; and December 7, 1996 
for all remaining programs.

ADDRESSES: All comments concerning proposed priorities under the 
Research in Education of Individuals with Disabilities Program, the 
Special Studies Program, and Program for Children and Youth with 
Serious Emotional Disturbance, should be addressed to: Linda Glidewell, 
U.S. Department of Education, 600 Independence Avenue, S.W., Room 3524, 
Switzer Building, Washington, D.C. 20202-2641. All comments concerning 
proposed priorities under the Early Education Program for Children with 
Disabilities; the Educational Media Research, Production, Distribution, 
and Training Program; the Postsecondary Education Program for 
Individuals with Disabilities; the Program for Children with Severe 
Disabilities; and the Secondary and Transitional Services for Youth 
with Disabilities Program should be addressed to Joseph Clair, U.S. 
Department of Education, 600 Independence Avenue, S.W., Room 4622, 
Switzer Building, Washington D.C. 20202-2644.

FOR FURTHER INFORMATION CONTACT: The name, address, and telephone 
number of the person at the Department to contact for information on 
each specific proposed priority is listed under that priority.

SUPPLEMENTARY INFORMATION: This notice contains thirteen proposed 
priorities under eight programs authorized by the Individuals with 
Disabilities Education Act, as follows: Research in Education of 
Individuals with Disabilities Program (one proposed priority); Early 
Education Program for Children with Disabilities (four proposed 
priorities); Educational Media Research, Production, Distribution, and 
Training Program (one proposed priority); Postsecondary Education 
Program for Individuals with Disabilities (one proposed priority); 
Program for Children with Severe Disabilities (one proposed priority); 
Secondary and Transitional Services for Youth with Disabilities Program 
(two proposed priorities); Special Studies Program (two proposed 
priorities); and Program for Children and Youth with Serious Emotional 
Disturbance (one proposed priority). The purpose of each program is 
stated separately under the title of that program.
    These proposed priorities would support the National Education 
Goals by improving understanding of how to enable children and youth 
with disabilities to reach higher levels of academic achievement.
    The Secretary will announce the final priorities in a notice in the 
Federal Register. The final priorities will be determined by responses 
to this notice, available funds, and other considerations of the 
Department. Funding of particular projects depends on the availability 
of funds, the content of the final priorities, and the quality of the 
applications received. Further, priorities could be affected by 
enactment of legislation reauthorizing these programs. The publication 
of these proposed priorities does not preclude the Secretary from 
proposing additional priorities, nor does it limit the Secretary to 
funding only these priorities, subject to meeting applicable rulemaking 
requirements.

    Note: This notice of proposed priorities does not solicit 
applications. Notices inviting applications under these competitions 
will be published in the Federal Register concurrent with or 
following publication of the notices of final priorities.

Research in Education of Individuals With Disabilities Program

    Purpose of Program: To advance and improve the knowledge base and 
improve the practice of professionals, parents, and others providing 
early intervention, special education, and related services--including 
professionals in regular education environments--to provide children 
with disabilities effective instruction and enable these children to 
learn successfully.

Priority

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet the following priority. 
The Secretary proposes to fund under these competitions only 
applications that meet this absolute priority:
Proposed Absolute Priority--Initial Career Awards
    Background: There is need to enable individuals in the initial 
phases of their careers to initiate and develop promising lines of 
research that would improve early intervention services for infants and 
toddlers, and special education for children and youth with 
disabilities. Support for research activities among individuals in the 
initial phases of their careers is intended to develop the capacity of 
the special education research community. This priority would address 
the additional need to provide support for a broad range of field-
initiated research projects--focusing on the special education and 
related services for children and youth with disabilities and early 
intervention for infants and toddlers--consistent with the purpose of 
the program as described in 34 CFR 324.1.
    Priority: The Secretary proposes to establish an absolute priority 
for the purpose of awarding grants to eligible applicants for the 
support of individuals in the initial phases of their careers to 
initiate and develop promising lines of research consistent with the 
purposes of the program. For purposes of this priority, the initial 
phase of an individuals career is considered to be the first three 
years after completing a doctoral program and graduating (e.g., for 
fiscal year 1996 awards, projects may support individuals who completed 
a doctoral program and graduated no earlier than the 1991-92 academic 
year).
    Projects must--
    (a) Pursue a line of inquiry that reflects a programmatic strand of 
research emanating either from theory or a conceptual framework. The 
line of research must be evidenced by a series of related questions 
that establish directions for designing future studies extending beyond 
the support of this award. The project is not intended to represent all 
inquiry related to the particular theory or conceptual framework; 
rather, it is expected to initiate a new line or advance an existing 
one;
    (b) Include, in its design and conduct, sustained involvement with 
nationally recognized experts having substantive or methodological 
knowledge and 

[[Page 56193]]
expertise relevant to the proposed research. Experts do not have to be 
at the same institution or agency at which the project is located, but 
the interaction must be sufficient to develop the capacity of the 
researcher to effectively pursue the research into mid-career 
activities. At least 50 percent of the researcher's time must be 
devoted to the project;
    (c) Prepare its procedures, findings, and conclusions in a manner 
that informs other interested researchers and is useful for advancing 
professional practice or improving programs and services to infants, 
toddlers, children, and youth with disabilities and their families; and
    (d) Disseminate project procedures, findings, and conclusions to 
appropriate research institutes and technical assistance providers.
    A project must include in the budget funds to attend the two-day 
Research Project Directors' meeting to be held in Washington, D.C. each 
year of the project.
    For Further Information Contact: Doris Andres, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 3526, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8125. FAX: (202) 205-
8105. Internet: Doris__A[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8953.

Early Education Program for Children With Disabilities Program

    Purpose of Program: To support activities that are designed (a) to 
address the special needs of children with disabilities, birth through 
age eight, and their families; and (b) to assist State and local 
entities in expanding and improving programs and services for these 
children and their families.

Priorities

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet any one of the following 
priorities. The Secretary proposes to fund under these competitions 
only applications that meet any one of these absolute priorities:
Proposed Absolute Priority 1--National Early Childhood Technical 
Assistance Center
    Background: This proposed priority would support a national early 
childhood technical assistance center that will provide technical 
assistance to all States, outlying areas and the Bureau of Indian 
Affairs, in order to (1) assist each entity in implementing 
comprehensive and quality early intervention services under Part H for 
children ages birth through two and their families, and educational and 
related services for young children with disabilities (ages three 
through five) including minority children and children with limited 
English proficiency, and (2) help entities respond to needs identified 
through their self-assessment and State monitoring activities. The 
center will also provide technical assistance to early childhood 
projects funded by the Office of Special Education Programs (OSEP) 
under the IDEA. Utilizing State technical assistance systems, national 
organizations and their State divisions, other technical assistance and 
clearinghouse projects, the center will provide mechanisms to link 
professionals who are involved in producing new knowledge and products 
with program administrators and service providers.
    Priority: The Secretary proposes to establish an absolute priority 
to support a national early childhood technical assistance center. The 
center must:
    (a) Provide technical assistance to all States, outlying areas, and 
the Bureau of Indian Affairs as they implement early intervention 
services under Part H, and educational and related services for young 
children with disabilities. At a minimum, the center must (1) conduct 
annual needs assessments; (2) develop technical assistance agreements 
for each entity; (3) provide technical assistance, training, and on-
going consultation based on the technical assistance agreements; (4) 
conduct annual meetings for Part H clients and for Section 619 clients; 
and (5) assist States in coordinating early intervention services and 
preschool services with IDEA school-age programs.
    (b) Provide technical assistance to all early childhood projects 
funded by OSEP. At a minimum, the center must (1) conduct annual needs 
assessments; (2) develop technical assistance agreements for each 
project; (3) provide technical assistance, training, and on-going 
consultation based on the technical assistance agreements; and (4) 
conduct an annual meeting for directors of early childhood 
discretionary projects funded by OSEP;
    (c) Establish an advisory group of persons with complementary 
expertise in the content and provision of technical assistance, e.g., 
State issues, project issues, family issues, parenting, evaluation, and 
needs of underrepresented children and families; to advise the center 
on its technical assistance activities;
    (d) Link entities and OSEP-funded early childhood projects with 
national experts knowledgeable about best practice for young children 
with disabilities and their families, including children and families 
from cultural and linguistic minority groups;
    (e) Develop informational exchanges between the center and State 
technical assistance systems; and among States with technical 
assistance systems;
    (f) Develop an information system, current in content and 
technological accessibility, that contains data and materials to meet 
the technical assistance needs of the center's clients;
    (g) Conduct at least two national forums that identify persistent 
problems, propose solutions, and respond to emerging issues and trends 
in early intervention and preschool;
    (h) Facilitate exchanges of information among federal and State 
programs regarding funding and policy practices and implications for 
young children with disabilities and their families;
    (i) Provide logistical and technical support to the Federal 
Interagency Coordinating Council;
    (j) Compile and disseminate information about (1) early childhood 
projects funded by OSERS, (2) effective practices for early 
intervention and preschool programs, (3) major State activities related 
to implementing Section 619--Preschool Grants Program, (4) major State 
activities related to implementing the Infant and Toddler Program--Part 
H program, and (5) successful linkage activities and practices;
    (k) Coordinate with other technical assistance networks to sponsor 
a forum that addresses model practices for national and State technical 
assistance provision;
    (l) Evaluate the impact of the center's technical assistance system 
and its components relative to (1) the assessed needs of States, 
jurisdictions and early childhood projects; and (2) the national needs 
of young children with disabilities and their families.
    The Secretary anticipates funding one cooperative agreement for a 
project period of up to 60 months subject to the requirements of 34 CFR 
75.253(a) for continuation awards. In determining whether to continue 
the center for the fourth and fifth years of the project period, in 
addition to applying the requirements of 34 CFR 75.253(a), the 
Secretary will consider the recommendation of a review team consisting 
of three experts selected by the Secretary. The services of the review 
team, including a two-day visit to the center, are to be performed 
during the 

[[Page 56194]]
last half of the center's second year and must be included in that 
year's evaluation required under 34 CFR 75.590. Funds to cover the 
costs of the review team must be included in the center's budget for 
year two. These costs are estimated to be approximately $4000.
    The Secretary particularly encourages applicants for this 
cooperative agreement to incorporate technologically innovative 
approaches in all aspects of center activities, to improve their 
efficiency and impact.
    Selection Criteria for Evaluating Applications. The Secretary 
proposes to use the following criteria to evaluate an application under 
the national early childhood technical assistance center competition. 
The maximum score for all the criteria is 100 points.
    (a) Plan of operation. (10 points)
    (1) The Secretary reviews each application to determine the quality 
of the plan of operation for the project.
    (2) The Secretary considers--
    (i) The extent to which the management plan will ensure proper and 
efficient administration of the project;
    (ii) The quality of the activities proposed to accomplish the goals 
and objectives;
    (iii) The adequacy of proposed timelines for accomplishing those 
activities; and
    (iv) Effectiveness in the ways in which the applicant plans to use 
the resources and personnel to accomplish the goals and objectives.
    (3) How the applicant will ensure that project participants who are 
otherwise eligible to participate are selected without regard to race, 
color, national origin, gender, age, or disability.
    (b) Quality of key personnel. (15 points)
    (1) The Secretary reviews each application to determine the 
qualifications of the key personnel the applicant plans to use.
    (2) The Assistant Secretary considers--
    (i) The qualifications of the project director and project 
coordinator (if one is used);
    (ii) The qualifications of each of the other key project personnel;
    (iii) The time that each person referred to in paragraphs (b)(2)(i) 
and (ii) of this section will commit to the project; and
    (iv) How the applicant will ensure that personnel are selected for 
employment without regard to race, color, national origin, gender, age, 
or disability.
    (3) To determine personnel qualifications under (b)(2)(i) and (ii) 
of this section, the Secretary considers--
    (i) Experience and training in fields related to the objectives of 
the project; and
    (ii) Any other qualifications that pertain to the quality of the 
project.
    (c) Budget and cost effectiveness. (5 points)
    (1) The Secretary reviews each application to determine if the 
project has an adequate budget.
    (2) The Secretary considers the extent to which--
    (i) The budget for the project is adequate to support project 
activities; and
    (ii) Costs are reasonable in relation to the objectives of the 
project.
    (d) Evaluation plan. (10 points)
    (1) The Secretary reviews each application to determine the quality 
of the evaluation plan for the project.
    (2) The Secretary considers--
    (i) The extent to which the applicant's methods of evaluation are 
appropriate to the project; and
    (ii) To the degree possible, the extent to which the applicant's 
methods of evaluation are objective and produce data that are 
quantifiable.
    (e) Adequacy of resources. (10 points)
    (1) The Secretary reviews each application to determine adequacy of 
resources allocated to the project.
    (2) The Secretary considers the adequacy of the facilities and the 
equipment and supplies that the applicant plans to use.
    (f) Evidence of need. (10 points)
    (1) The Secretary reviews each application to assess whether the 
need for the proposed technical assistance has been adequately 
justified.
    (2) The Secretary determines the extent to which the application--
    (i) Describes the technical assistance needs to be addressed by the 
project;
    (ii) Describes how the applicant identified those needs;
    (iii) Describes how those needs will be met by the project; and
    (iv) Describes the benefits to be gained by meeting those needs.
    (g) Project design. (40 points)
    (1) The Secretary reviews each application to evaluate the quality 
of the proposed technical assistance project design.
    (2) The Secretary determines the extent to which--
    (i) The technical assistance objectives are designed to meet the 
identified needs and are clearly defined, measurable, and achievable;
    (ii) The content of the proposed technical assistance is 
appropriate for all clients.
    (3) The Secretary determines the extent to which each application 
provides for--
    (i) Use of current research findings and information on model 
practices in providing the technical assistance.
    (ii) Methods for linking all clients in need of technical 
assistance;
    (iii) Innovative procedures for disseminating information and 
imparting skills to all clients; and
    (iv) Innovative procedures for collaborating and coordinating with 
other entities that are involved with broader technical assistance 
efforts.
    For Further Information Contact: Peggy Cvach, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 4609, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-9807. FAX: (202) 205-
8971. Internet: Peggy__C[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
Proposed Absolute Priority 2--Model Demonstration Projects for Young 
Children With Disabilities
    Background: This priority supports projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
serving young children with disabilities (infants, toddlers, and 
children ages birth through eight) and their families, including 
minority children and children with limited English proficiency. 
Projects supported under this priority are expected to be major 
contributors of models or components of models for service providers 
and for outreach projects funded under the Individuals with 
Disabilities Education Act.
    The Secretary anticipates funding projects for a project period of 
up to 60 months. Projects supported for an initial three-year period 
may be eligible for an additional two years of funding to field test 
the viability of their models at other site locations. In determining 
whether to continue funding for the fourth and fifth years of the 
project period, the Secretary, in addition to applying the requirements 
of 34 CFR 75.253(a), considers the recommendation of a review team 
consisting of three experts selected by the Secretary. The services of 
the review team, including a two-day site visit, are to be performed 
during a project's third year and may be included in that year's annual 
evaluation. The three-plus-two-year funding period is expected to 
determine whether models yielding positive results at an original site 
can be successfully replicated at other locations.
    Priority: A model demonstration project must-- 

[[Page 56195]]

    (a) Develop and implement programs that address a service problem 
or issue in the most natural or least restrictive environment;
    (b) Develop and implement programs with specific components or 
strategies that are based on theory, research, or evaluation data;
    (c) Produce detailed procedures and materials that enable others to 
replicate the model as implemented at the original site; and,
    (d) Evaluate the model at the original model development site and--
if approved for funding beyond the initial three years of the project 
period--at other sites to determine whether the model can be adopted by 
other sites and yield similar positive results. In its evaluation, a 
project must use multiple outcome measures to determine the 
effectiveness of the model and its components or strategies, including 
measures of multiple, functional child and family outcomes, other 
indicators of the effects of the model, and cost data associated with 
implementing the model.
    In determining whether to continue a project for the fourth and 
fifth years of the project period, in addition to considering factors 
in 34 CFR 75.253(a), the Secretary considers the following:
    (a) The degree to which the model developed by the project is, or 
would be by the end of year three, viable and replicable by other 
agencies, and provides state-of-the-art interventions.
    (b) The extent to which dissemination of the model would meet a 
significant or unique service need in other geographic locations.
    (c) Compelling, quantifiable evidence of the effectiveness of the 
model as implemented at the original development site.
    (d) Availability of funding for the model from sources other than 
discretionary grants under the Individuals with Disabilities Education 
Act to support the operation of the model at the original development 
site during years four and five.
    (e) Evidence of the commitment of other agencies not affiliated 
with the original project to adopt its model and participate in 
evaluation of the model during years four and five of the project 
period.
    (f) The extent to which the project has sound plans for aiding in 
replication and for evaluating its model at replication sites during 
years four and five of the project period.
    A project that applies for funding for the fourth and fifth years 
must set aside in its budget for the third year funds to cover costs 
associated with the services to be performed by the review team 
appointed by the Secretary to evaluate the project in the third year. 
These funds are estimated to be approximately $4,000.
    For Further Information Contact: Patricia Wright, U.S. Department 
of Education, 600 Independence Avenue, S.W., Room 4623, Switzer 
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9377. Fax: 
(202) 205-8971. Internet: Patricia__W[email protected]. Individuals who use 
a telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
Proposed Absolute Priority 3--Outreach Projects for Young Children With 
Disabilities
    Background: This priority supports projects that assist educational 
and other agencies in implementing proven models, components of models, 
and other exemplary practices, to improve services for young children 
with disabilities (infants, toddlers, and children ages birth through 
eight) and their families, including minority children and children 
with limited English proficiency. To accomplish this goal, State 
agencies and local service agencies need information about and 
assistance in accessing the range of available, successful practices, 
curricula, and products.
    The models, components of models, or exemplary practices selected 
for outreach need not have been developed through the Early Childhood 
Education Program under the Individuals with Disabilities Education Act 
(IDEA), or by the applicant.
    To increase the impact of outreach activities, projects are 
encouraged to select sites in multiple States. The Department of 
Education funds an Early Childhood Technical Assistance Center under 
IDEA to assist outreach projects in addressing the needs of States. 
This Center will help projects match their resources to identified 
States' needs for years two and three. Therefore, the plan of operation 
for projects planning to conduct outreach activities in multiple States 
should include plans concerning specific sites and activities for the 
initial year only.
    Priority: An outreach project must--
    (a) Disseminate information about and assist in replicating proven 
models, components of models, or exemplary practices that provide or 
improve services for young children with disabilities and their 
families in the most natural or least restrictive environment;
    (b) Coordinate its dissemination and replication activities with 
the lead agency for Part H of the IDEA for early intervention services 
or the State educational agency for special education, as well as with 
technical assistance, information, and personnel development networks 
within the State;
    (c) Involve families in the design, implementation, and evaluation 
of project activities;
    (d) Ensure interagency coordination if multiple agencies are 
involved in the provision of services;
    (e) Ensure that the model, components of models, or exemplary 
practices are consistent with Part B and Part H of IDEA, are state-of-
the-art, match the needs of the proposed sites, and have evaluation 
data supporting their effectiveness;
    (f) Include public awareness, product development and 
dissemination, training, and technical assistance activities, and 
written plans for site development;
    (g) Describe criteria for selecting implementation sites and, for 
potential users, the expected costs, needed personnel, staff training, 
equipment, and sequence of implementation activities; and
    (h) Evaluate the outreach activities to determine their 
effectiveness. The evaluation must include the types and numbers of 
sites where outreach activities are conducted, number of persons 
trained, types of follow-up activities, number of children and families 
served at the site where models were adopted or adapted, child progress 
and family satisfaction, and changes in the model or practice made by 
sites.
    For Further Information Contact: Lee Coleman, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 4615, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8166. FAX: (202) 205-
8971. Internet: Lee__C[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
Proposed Absolute Priority 4--Early Childhood Research Institutes
    Background: The purpose of this priority is to support three early 
childhood research institutes, each of which will carry out research, 
development, evaluation and dissemination activities to improve early 
intervention and preschool services for children with disabilities and 
their families. One award will be made in each of the following three 
areas:
    (1) Early Childhood Research Institute on Culturally and 
Linguistically Competent Services. This institute's program of research 
will focus on creating a resource bank of validated, 

[[Page 56196]]
culturally and linguistically appropriate materials and documented 
strategies (including child find and child instructional materials, 
personnel training manuals, family services materials) that can be used 
by service providers to work effectively with infants, toddlers, and 
preschool age children with disabilities and their families who have 
special needs because of their cultural or linguistic backgrounds. In 
addition to developing and field testing new materials and documented 
strategies to fill gaps, the institute will collect and catalog already 
existing materials, conduct reviews and field testing of selected 
materials, and broadly disseminate information about how to access 
materials collected or created by the institute.
    (2) Early Childhood Research Institute on Increasing Learning 
Opportunities for Children through Families. The purpose of this 
institute is to identify, develop and evaluate strategies that will 
increase the number and intensity of planned learning activities that 
parents, and other caregivers can implement in structured and 
unstructured settings for infants, toddlers, and preschool age children 
with disabilities to prepare these children to enter school ready to 
learn, including those who are members of racial minority groups and 
individuals with limited English proficiency. These strategies (such as 
incidental teaching, use of educational games and toys, technology 
applications, evening and weekend activities) must be designed in a way 
that will complement services that are specified on Individualized 
Family Service Plans and Individual Education Programs and promote 
further skill acquisition, generalization and child growth and 
development. The institute will conduct a series of investigations to 
determine the effects and costs of various strategies that are 
developed in each of the following areas of child development: 
cognitive development, communication development, physical development, 
and social and emotional development. The institute's dissemination 
efforts will include the preparation of manuals for professionals, 
parents, and other caregivers that describe (1) procedures to determine 
additional learning opportunities for individual children, and (2) how 
to implement the strategies in a variety of settings and in a manner 
that complements other early intervention and preschool services.
    (3) Early Childhood Research Institute on Program Performance 
Measures. The purpose of this institute is to develop, evaluate, and 
disseminate a program performance measurement system for early 
intervention, preschool, and primary-grade programs serving children 
with disabilities (birth through eight years) and their families. The 
performance measurement system will consist of child and family 
outcomes for different child ages within the early childhood age range 
as well as indicators and sources of data corresponding to each 
outcome. These child and family outcomes, indicators, and sources of 
data must be useful for tracking the progress of a broad range of 
children and families with different disabilities and characteristics 
and for measuring the impact and effectiveness of early childhood 
programs. For the performance measurement system to be useful at 
federal, State, and local levels, it will include child and family 
outcomes of a general nature (i.e., outcomes appropriate for tracking 
the progress of all young children with disabilities and their 
families, including those who are members of cultural, linguistic, or 
racial minority groups) as well as sets of more specific outcomes. Each 
of the sets of more specific outcomes should correspond with a 
particular subgroup of children and families (e.g., children who are 
visually-impaired; families with incomes below the poverty level) that 
have characteristics unique to that subgroup, and that are 
appropriately separated from other subgroups for more precise and 
relevant measurement purposes.
    In carrying out the developmental work, which will include 
consensus development activities based on input from a variety of 
professionals and parents, the institute will build upon other relevant 
efforts, including the work of the National Center on Educational 
Outcomes and the National Goals Panel on School Readiness. Once the 
initial developmental work is complete, the institute will conduct 
research activities to determine the feasibility, usefulness and 
appropriateness of the outcomes, indicators, and data sources in a 
variety of programs serving young children with disabilities and their 
families. The results of the research will include a system for 
measuring child and family attainment of outcomes, indicators of 
outcomes that are written in operational terms, and instruments and 
other data sources for each outcome. The measurement system must be 
designed in a manner that captures partial attainment or progress 
toward attainment of each outcome, and a method of using the results of 
the measurement system for program improvement.
    Priority: Each institute considered for funding under this priority 
must--
    (a) Conduct a program of research and development that addresses 
one of the issues identified above;
    (b) Identify specific strategies and procedures that will be 
investigated;
    (c) Carry out the research within a conceptual framework, based on 
previous research or theory, that provides a basis for the strategies 
and procedures to be studied, the research methods and instrumentation 
that will be used, and the specific target populations and settings 
that will be studied;
    (d) Collect, analyze, and report a variety of data, including (1) 
information on the settings, the service providers, the children and 
families targeted by the institute (e.g., age, disability, level of 
functioning and membership in a special population, if appropriate), 
(2) outcome data from multiple measures for the children and families 
who are the focus of the strategies and procedures; and (3) 
implementation data from the service providers, administrators and 
others involved in the research;
    (e) Conduct the research with a broad range of children with 
disabilities and their families who are receiving early intervention 
and preschool services in typical service delivery settings;
    (f) Conduct the research using methodological procedures that are 
designed to produce unambiguous findings regarding the effects of the 
strategies and procedures, as well as any findings on interaction 
effects between particular strategies and particular characteristics of 
participants or settings. These findings will be obtained through 
appropriate sample selection and adequate sample size to permit use of 
the findings in policy analyses;
    (g) Design research activities that lead to improved services for 
children with disabilities and their families;
    (h) Develop and field test products that can be used for training 
and technical assistance activities with policy makers, administrators, 
school board members, parents, and service providers that are likely to 
facilitate the implementation of the institute's findings and products 
in a variety of early intervention and preschool settings;
    (i) Coordinate the research activities with other relevant efforts 
sponsored by the U.S. Department of Education, including other research 
institutes, technical assistance entities, and information 
clearinghouses;
    (j) Provide training and research opportunities for a limited 
number of graduate students.
    The Secretary anticipates funding three cooperative agreements with 
a 

[[Page 56197]]
project period of up to 60 months subject to the requirements of 34 CFR 
75.253(a) for continuation awards. In determining whether to continue 
an institute for the fourth and fifth years of the project period, the 
Secretary, in addition to applying the requirements of 34 CFR 
75.253(a), will consider the following:
    (1) The recommendation of a review team consisting of three experts 
selected by the Secretary. The services of the review team, including a 
two-day visit to the Institute, are to be performed during the last 
half of the Institute's second year and must be included in that year's 
evaluation required under 34 CFR 75.590. In its budget for the second 
year, the Institute must set aside funds to cover the costs of the 
review team. These funds are estimated to be approximately $4,000; (2) 
the timeliness and effectiveness with which all requirements of the 
negotiated cooperative agreement have been or are being met by the 
Institute; and (3) the degree to which the Institute's research designs 
and methodological procedures demonstrate the potential for producing 
significant new knowledge and products.
    For Further Information Contact: Patricia Wright, U.S. Department 
of Education, 600 Independence Avenue, SW., Room 4623, Switzer 
Building, Washington, DC 20202-2641. Telephone: (202) 205-9377. FAX: 
(202) 205-8971. Internet: Patricia__W[email protected]. Individuals who use 
a telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR part 
309.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

Program Authority: 20 U.S.C. 1423.

Educational Media Research, Production, Distribution, and Training 
Program

    Purpose of Program: To promote the general welfare of deaf and hard 
of hearing individuals and individuals with visual impairments, and to 
promote the educational advancement of individuals with disabilities.

Priority

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet the following priority. 
The Secretary proposes to fund under this competition only applications 
that meet this absolute priority:
Proposed Absolute Priority--Closed-Captioned Television Programs
    Background: This priority supports cooperative agreements to 
provide closed-captioning of television programs in a variety of areas: 
(1) National news and public information programs; (2) movies, mini-
series, special programs, and other programs broadcast during prime-
time; (3) children's programs; and (4) syndicated television programs.
    National News and Public Information. This activity will continue 
and expand closed-captioned national news, public information programs, 
and emergency programming, so that persons with hearing impairments can 
have access to up-to-date national morning, evening, and weekend news, 
as well as information concerning current events and other significant 
public information. In making awards the Secretary will consider the 
extent to which programs on each major national commercial and public 
broadcast network continue to be captioned. For news and public 
information programs that have previously been captioned, funds 
provided under this category may be used to support no more than one-
half of the captioning costs. Funds provided under this category also 
may be used to support the captioning of emergency programming.
    Movies, Mini-Series, and Special Programs. This activity will 
continue and expand the closed-captioning of movies, mini-series, and 
special programs available on major national broadcast networks or 
basic cable networks. In making awards the Secretary will consider the 
extent to which prime-time movies and other programs on each major 
national commercial broadcast network continue to be closed-captioned. 
Funds provided under this category may be used to support no more than 
one-half of the captioning costs for movies, mini-series, and special 
programs.
    Children's Programs. This activity will provide closed-captioning 
of children's programs shown on national commercial and public 
broadcast networks, as well as syndicated and basic cable programs 
shown nationally, so that children who are deaf or hard of hearing will 
have access to popular children's programs. In making awards the 
Secretary will consider the extent to which children's programs on each 
major national commercial and public broadcast network, syndicated, and 
basic cable children's programs continue to be captioned.
    Syndicated Television Programming. This activity will provide 
closed-captioning of syndicated television programs, thereby making a 
variety of programs available at different times, depending on local 
distribution. Syndicated programming includes both evergreen 
programming (popular previously-broadcast programs or series), and new 
programs distributed for showing on individual stations. In making 
awards, the Secretary considers the anticipated shelf-life and the 
range of distribution of the captioned programs possible without 
further costs to the project beyond the initial captioning costs, as 
well as the extent to which programs currently captioned may continue 
to be captioned.
    Priority: Under this competition, the Secretary intends to make one 
or more awards in each of the four areas of activity identified above. 
Each application may address only one of the areas of activity.
    Projects must--
    (a) Include procedures and criteria for selecting programs for 
captioning that take into account the preference of consumers for 
particular programs, the diversity of programming available, and the 
contribution of programs to the general educational, and cultural 
experiences of individuals with hearing impairments;
    (b) Provide a flexible plan to assure closed-captioning of 
television programs without interruption, while accommodating last-
minute program substitutions and new programs;
    (c) Identify the total number of hours and the projected cost per 
hour for each of the programs to be captioned;
    (d) Identify for each proposed program to be captioned the source 
of private or other public support and the projected dollar amount of 
that support;
    (e) Identify the methods of captioning to be used for each 
program--indicating whether captioning is provided in real-time, live 
display, offline, or reformatted--and the projected cost per hour for 
each method used;
    (f) For national news and public information, provide and maintain 
back-up systems that will ensure successful, timely captioning service, 
despite national or regional emergency situations;
    (g) Demonstrate the willingness of each major network or providers 
of syndicated programs included in the project to permit captioning of 
their programs;
    (h) Implement procedures for monitoring the extent to which full 
and accurate captioning is provided and use this information to make 
refinements in captioning operations; and 

[[Page 56198]]

    (i) Identify the anticipated shelf-life, and the range of 
distribution of the programs captioned without further costs to the 
project beyond the initial captioning costs. (Syndicated programs 
only).
    For Further Information Contact: Ernest Hairston, U.S. Department 
of Education, 600 Independence Avenue, S.W., Room 4629, Switzer 
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9172. FAX: 
(202) 205-8971. Internet: Ernest__H[email protected]. Individuals who use 
a telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR 
parts 330, 331, and 332.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

Program Authority: 20 U.S.C. 1451, 1452.

Postsecondary Education Programs for Individuals With Disabilities 
Program

    Purpose of Program: To provide assistance for the development, 
operation, and dissemination of specially designed model programs of 
postsecondary, vocational, technical, continuing, or adult education 
for individuals with disabilities.

Priority

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet the following priority. 
The Secretary proposes to fund under this competition only applications 
that meet this absolute priority:
Proposed Absolute Priority--Model Demonstration Projects to Improve the 
Delivery and Outcomes of Postsecondary Education for Individuals With 
Disabilities
    Background: This priority supports projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
serving the needs of students with disabilities in postsecondary 
settings. Projects supported under this priority are expected to be 
major contributors of models or components of models for service 
providers in the field and for outreach projects funded under the 
Individuals With Disabilities Education Act.
    Although institutions of higher education have implemented measures 
to accommodate students with disabilities since the 1970's, 
longitudinal and follow-up studies of students exiting from secondary 
schools consistently show that proportionately fewer students with 
disabilities receive any type of postsecondary education than students 
without disabilities. Further, those students with disabilities who do 
attend postsecondary institutions are significantly less likely to 
complete their studies or to be employed following their postsecondary 
experience. To change these outcomes, a number of specific barriers 
must be addressed, including the following:
    Improving student potential for successful postsecondary 
experiences. Some students with disabilities and their families may be 
unaware of the range of available postsecondary opportunities. Other 
students may be aware of these options but may not be prepared to 
benefit from postsecondary education. To increase the number of 
students with disabilities entering and successfully completing 
postsecondary education, there is a need to develop strategies for 
outreach activities to inform secondary special education teachers and 
counselors in secondary schools about the range of postsecondary 
opportunities available and how to work with students and families to 
understand and access these opportunities. Further, there is a need to 
develop or adapt programs such as Upward Bound and Talent Search that 
assist potential candidates to access postsecondary education.
    Accommodating diverse learning styles in a range of academic 
settings. As the number and range of students with disabilities 
entering postsecondary institutions increase, there will be a 
continuing need for an institution's administration to accommodate or 
modify instructional strategies and classroom environments to promote 
improved participation and performance for these students. Thus, 
postsecondary institutions will have to work with individual faculty 
members and staff to implement the accommodations needed by particular 
students. This is likely to require institutional strategies (1) to 
understand state-of-the-art practice in accommodating the full range of 
students with disabilities in traditional and emerging learning 
environments, and (2) to provide training on an on-going, as well as 
student-specific, basis to faculty or staff.
    Transferring of student accommodations to the employment setting. 
Students with disabilities who require classroom accommodations and 
adaptations to improve academic performance may require similar types 
of accommodations or adaptations on the job. In addition, specific jobs 
or professions may need additional accommodations or adaptations to 
successfully employ particular students with disabilities. Thus, there 
is a need to develop strategies for helping students, placement 
specialists, and employers determine the accommodations or adaptations 
that would be required for professions or employment settings of 
interest to the student, and for transferring or arranging for those 
accommodations. This is likely to require cooperative efforts among 
representatives of the services responsible for successful vocational 
placements for people with disabilities.
    These collaborative efforts must include extensive involvement of 
representatives from an institution's program that provides support 
services to students with disabilities, the institution's career 
placement office, the State vocational rehabilitation (VR) agency (for 
VR-sponsored students), and business and industry.
    Priority: A model demonstration project must--
    (a) Develop and implement programs that address at least one of the 
three specific service issues described in the background of this 
proposed priority;
    (b) Develop and implement programs with specific components or 
strategies that are based on theory, research, or evaluation data;
    (c) Produce detailed procedures and materials that enable others to 
replicate the model as implemented in the original site; and,
    (d) Evaluate the model by using multiple outcome measures to 
determine the effectiveness of the model and its components or 
strategies, including measures of multiple, functional student 
outcomes, other indicators of the effects of the model, and cost data 
associated with implementing the model.
    For Further Information Contact: Michael Ward, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 4624, Switzer B 
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-8163. FAX: 
(202) 205-8971. Internet: Michael__W[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR part 
338.


[[Page 56199]]

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

Program Authority: 20 U.S.C. 1424a.

Program for Children With Severe Disabilities

    Purpose of Program: To provide Federal assistance to address the 
special needs of infants, toddlers, children, and youth with severe 
disabilities--including children with deaf-blindness--and their 
families.

Priority

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet the following priority. 
The Secretary proposes to fund under this competition only applications 
that meet this absolute priority:
Proposed Absolute Priority--Outreach Projects: Serving Children With 
Severe Disabilities in General Education and Community Settings
    Background: This priority supports projects that assist educational 
and other agencies in implementing proven models, components of models, 
and exemplary practices to improve services for children and youth with 
severe disabilities and their families. State and local education 
agencies are engaged in systemic educational reform efforts emphasizing 
development of teaching and learning standards, student assessment, 
mobilizing community and parental support, technology, and school to 
work initiatives for all students. To support these efforts, State 
agencies and local service agencies need information on successful 
practices, curricula, and products that have proven effective in 
including students with severe disabilities in social and academic 
settings and activities.
    The models, components of models, or exemplary practices selected 
for outreach activities need not have been developed through the 
Program for Children with Severe Disabilities under the Individuals 
with Disabilities Education Act, or by the applicant.
    The practices to be implemented during the outreach activities may 
focus on, but are not limited to, transition from school to adult life, 
behavior management, coordination of services, or strategies that 
facilitate the inclusion of children with severe disabilities into 
their neighborhood schools and local communities. To increase their 
visibility and to enhance the impact of outreach activities, projects 
are encouraged to establish adoption sites in multiple States.
    Priority: An outreach project must--
    (a) Disseminate information about and assist in replicating proven 
models, components of models, or exemplary practices that provide or 
improve services for children with severe disabilities and their 
families in general education and community settings;
    (b) Coordinate its dissemination and replication activities with 
the lead agency for Part H of the IDEA for early intervention services 
or the State educational agency for special education, as well as 
technical assistance, information, and personnel development networks 
within the State;
    (c) Involve children, as appropriate, and their families in the 
design, implementation, and evaluation of project activities;
    (d) Ensure interagency coordination if multiple agencies are 
involved in the provision of services;
    (e) Ensure that the models, components of models, or exemplary 
practices are consistent with Parts B and H of the IDEA, are state-of-
the-art, match the needs of the proposed sites, and have evaluation 
data supporting their effectiveness;
    (f) Include public awareness, product development and 
dissemination, training, and technical assistance activities, and 
written plans for site development;
    (g) Describe criteria for selecting implementation sites and, for 
potential users, the expected costs, needed personnel, staff training, 
equipment, and the sequence of implementation activities;
    (h) Evaluate the outreach activities to determine their 
effectiveness. The evaluation must include the types and numbers of 
sites where outreach activities are conducted, number of persons 
trained, types of follow-up activities, number of children and families 
served at the site where models or practices were adopted or adapted, 
child progress and family satisfaction, and changes in the model or 
practices made by sites.
    For Further Information Contact: Anne Smith, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 4621, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8888. Fax: (202) 205-
8971. Internet: Anne__S[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR part 
315.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

Program Authority: 20 U.S.C. 1424.

Secondary Education and Transitional Services for Youth With 
Disabilities Program

    Purpose of Program: To (1) assist youth with disabilities in the 
transition from secondary school to postsecondary environments, such as 
competitive or supported employment, and (2) ensure that secondary 
special education and transitional services result in competitive or 
supported employment for youth with disabilities.

Priorities

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet any one of the following 
priorities. The Secretary proposes to fund under these competitions 
only applications that meet any one of these absolute priorities:
Proposed Absolute Priority 1--Outreach Projects for Services for Youth 
With Disabilities
    Background: This priority supports projects that assist educational 
and other agencies in implementing proven models, components of models, 
or other exemplary practices to improve secondary education and 
transitional services for youth with disabilities in areas such as 
continuing education, self-determination, vocational education and 
training, supported competitive employment, leisure and recreation, and 
independent living.
    Data from the National Longitudinal Transition Study (NLTS) 
indicated that secondary education students with disabilities averaged 
70% of their time in regular education settings. The study also 
suggests that 38% of students with disabilities drop out before their 
completion, with repeated course failure a strong predictor of dropping 
out. Many of these students were in regular education classes without 
the help of academic support services (e.g., tutors, study skills and 
test-taking preparation classes, learning labs). The provision of these 
services and enrollment in vocational training courses had significant 
``holding power'' for those students who had the potential for dropping 
out. The NLTS also found that youth who belonged to school or community 
groups did better in school, were less likely to drop out, and 
experienced a higher probability of entering postsecondary education. 
Thus, there is a critical need for secondary schools to accommodate or 
modify 

[[Page 56200]]
instructional strategies and classroom environments to promote improved 
participation and performance of students with disabilities.
    The Individuals with Disabilities Education Act (IDEA) requires 
that a statement of needed transition services be included in the 
individualized education program (IEP) for each student beginning no 
later than age 16, and at a younger age, if determined appropriate, and 
that the services be updated on an annual basis (20 U.S.C. 
1401(A)(20)(D)). To effectively meet this requirement, State agencies 
and local service agencies need information on successful practices, 
curricula, and products.
    The models, components of models, or exemplary practices selected 
for outreach need not have been developed through the Secondary and 
Transitional Services Program under the IDEA, or by the applicant. To 
increase the impact of outreach activities, projects are encouraged to 
select sites in multiple regions or States.
    Priority: An outreach project must--
    (a) Disseminate information about and assist in replicating proven 
models, components of models, or exemplary practices that provide or 
improve secondary and transitional services for students with 
disabilities in community-based settings or the least restrictive 
environment, as appropriate;
    (b) Coordinate its dissemination and replication activities with 
relevant State and local educational agencies, consumer organizations, 
administrative entities established in the service delivery area under 
the Job Training Partnership Act, and, if appropriate, other systems 
for transitional services for youth with disabilities as well as with 
technical assistance, information, and personnel development networks 
within the State;
    (c) Involve students and adults with disabilities in the design, 
implementation, and evaluation of project activities;
    (d) Ensure coordination with schools, vocational rehabilitation 
agencies, adult service providers, and potential employers, if 
appropriate;
    (e) Ensure that the model, components of models, or exemplary 
practices are consistent with Part B of the IDEA, are state-of-the-art, 
match the needs of proposed sites, and have evaluation data supporting 
their effectiveness;
    (f) Include public awareness, product development and 
dissemination, training, and technical assistance activities, and 
written plans for site development;
    (g) Describe criteria for selecting implementation sites and, for 
potential users, the expected costs, needed personnel, staff training, 
equipment, and the sequence of implementation activities;
    (h) Evaluate the outreach activities to determine their 
effectiveness. The evaluation must include the types and numbers of 
sites where outreach activities are conducted, number of persons 
trained, types of follow-up activities, number of youth and families 
served at the site where models were adopted or adapted, youth progress 
and satisfaction, and changes in the model or practice made by sites.
    For Further Information Contact: Michael Ward, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 4624, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8163. Fax: (202) 205-
8971. Internet: Michael__W[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
Proposed Absolute Priority 2--Model Demonstration Projects to Improve 
the Delivery and Outcomes of Secondary Education Services for Students 
With Disabilities
    Background: This priority supports projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
serving the needs of students with disabilities in secondary school 
settings. Projects must coordinate their activities with State and 
local partnerships developed under the School-to-Work Opportunities Act 
to prepare all students for high-skill, high-wage jobs or further 
education and training. In particular, the school-based learning 
activities must be tied to occupational skills standards and 
challenging academic standards. Projects supported under this priority 
are expected to be major contributors of models or components of models 
for secondary school services providers in the field and for outreach 
projects funded under the Individuals with Disabilities Education Act.
    Data from the National Longitudinal Transition Study (NLTS) 
indicated that secondary education students with disabilities averaged 
70% of their time in regular education settings. The study also 
suggests that 38% of students with disabilities drop out before their 
completion, with repeated course failure a strong predictor of dropping 
out. Many of these students were in regular education classes without 
the help of academic support services (e.g., tutors, study skills and 
test-taking preparation classes, learning labs). The provision of these 
services and enrollment in vocational training courses had significant 
``holding power'' for those students who had the potential for dropping 
out. The NLTS also found that youth who belonged to school or community 
groups did better in school, were less likely to drop out, and 
experienced a higher probability of entering postsecondary education. 
Thus, there is a critical need for secondary schools to accommodate or 
modify instructional strategies and classroom environments to promote 
improved participation and performance for students with disabilities.
    In order to meet the needs of students with disabilities in 
secondary settings, a number of service issues need to be addressed: 
(a) Providing counseling, tutoring, assistive technology and other 
support strategies to prevent course failure among students with 
disabilities; (b) restructuring academic and/or vocational course 
offerings (e.g., content, instructional procedures, and sequencing) to 
accommodate students with disabilities with diverse learning needs and 
styles; (c) revising academic courses in a manner that directly 
complements skills taught in vocational education programs and in other 
courses; and (d) developing extracurricular activities for students 
with disabilities that promote the retention and generalization of 
academic and vocational skills in a variety of settings.
    In order to implement the accommodations needed by particular 
students, it is important that strategies be developed in coordination 
with individual teachers and related services personnel. These linkages 
are likely to result from institutional strategies that (1) are based 
on an understanding of state-of-the-art practice in accommodating the 
full range of students with disabilities in traditional and emerging 
learning environments, and (2) provide training on an on-going, as well 
as student-specific, basis to teachers and other personnel.
    Priority: A model demonstration project must--
    (1) Develop and implement programs that address at least one of the 
specific service issues described in the background of this proposed 
priority;
    (2) Develop and implement programs with specific components or 
strategies that are based on theory, research, or evaluation data;
    (3) Produce detailed procedures and materials that would enable 
others to replicate the model as implemented in the original site; and, 


[[Page 56201]]

    (4) Evaluate the model by using multiple outcome measures to 
determine the effectiveness of the model and its components or 
strategies, including measures of multiple, functional student and 
family outcomes, other indicators of the effects of the model, and cost 
data associated with implementing the model.
    For Further Information Contact: Michael Ward, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 4624, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8163. Fax: (202) 205-
8971. Internet: Michael__W[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8169.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR part 
326.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

Program Authority: 20 U.S.C. 1425.

Special Studies Program

    Purpose of Program: To support studies to evaluate the impact of 
the Individuals with Disabilities Education Act (IDEA), including 
efforts to provide a free appropriate public education to children and 
youth with disabilities, and early intervention services to infants and 
toddlers with disabilities.

Priorities

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet any one of the following 
priorities. The Secretary proposes to fund under these competitions 
only applications that meet any one of these absolute priorities:
Proposed Absolute Priority 1--Testing the Use of An Instrument to 
Measure Student Progress
    Background: The Office of Special Education Programs funded the 
development and testing of the PASS (Performance Assessment for Self-
Sufficiency) system to respond to the needs of local, State, and 
federal agencies for information on the post-school services required 
by students with disabilities as they make the transition to adult 
service delivery systems. The field test of PASS indicated that the 
system also had great potential for use in measuring student outcomes. 
The findings from the field test on the utility of the PASS system 
indicate that PASS may be useful for a wide range of purposes 
including:
     Developing a systematic method of estimating the post-
school needs of exiting students with disabilities.
     Developing a transition planning tool that would be used 
to develop and monitor individualized education/transition plans (IEPs/
ITPs), to track student progress, and to be used for follow-up purposes 
after exiting school.
     Documenting outcomes, identifying programs and curriculum 
needs, and for evaluating programs.
     Improving interagency coordination and teamwork.
     Providing a common database for use at local, State and 
national levels.
    The results of the field test lead the Office of Special Education 
Programs to conclude that deployment of the PASS at this time is 
premature and an investigation of the feasibility and utility of the 
PASS system as a tool for transition planning, and for measuring 
student outcomes, is in order.
    The PASS System. The PASS system has two main components: The PASS 
Instrument, and the PASS Expert System. The PASS instrument obtains 
teachers' assessments of four major competency areas related to 
functional performance skills demanded by adult life. First, teachers 
complete the PASS instrument which provides ratings of students for a 
broad array of functional performance indicators in four general 
domains: Daily Living, Personal and Social Development, Employment, and 
Educational Performance. The specific skills and behaviors targeted on 
the PASS instrument are ones that are typically required for adult life 
and that have service implications. For example, very low performance 
ratings on several specific indicators--such as ``moves self about in 
immediate neighborhood (E.G., walking, bicycling), ``uses public 
transportation if available (e.g., bus, taxi), ``uses maps and bus 
schedules when appropriate'', etc.--suggest differing needs for 
assistance with mobility and transportation aspects of daily living. 
The PASS also provides information about the student's training, 
education, and employment, as well as major problem behaviors. No 
special assessment is required: teachers complete the PASS based on 
what they already know about the student from direct observation or 
input from colleagues who work with the student. The instrument was 
developed in collaboration with well-known transition experts, and 
involved considerable interaction with State and local administrators 
and practitioners in both special education and adult services. It has 
been produced in a machine-scanable format.
    The second component is the PASS expert system which is a micro-
computer-based program that converts the PASS data into projected 
service estimates for individuals and groups based on data from the 
PASS questionnaire. The prototype expert system, which incorporates the 
knowledge and expertise of more than 30 special education and adult 
services practitioners across the country, was field tested in over 100 
school districts in 10 States to test the feasibility of administrative 
procedures for collecting PASS data from schools and to guide 
refinement of the PASS instrument and expert system prototype.
    The American Institutes for Research (AIR) developed the 
rudimentary prototype PASS system and tested its administrative 
feasibility. AIR developed the following deliverables, which are 
available from the Office of Special Education Programs: Evaluation of 
the Utility of the PASS System; Technical Documentation for the PASS 
Expert System; Technical Manual for the PASS Instrument; USER Guide to 
the PASS Expert System; Report on the Administrative Feasibility of the 
PASS System; Technical Documentation for the PASS Expert System; 
Recommendations and Rationales for Revisions to the PASS Instrument and 
Instructions.
    Priority: The Assistant Secretary proposes to establish an absolute 
priority for a project, through a cooperative agreement, to assist the 
Office of Special Education Programs in evaluating the feasibility and 
utility of the PASS system: (a) As a tool for transition planning, 
across all disability categories and levels of severity; and (b) as a 
tool for measuring student outcomes, across all disability categories 
and levels of severity. Additionally, the project will validate the 
expert system's decision rules.
    The project must:
    (a) Develop the conceptual framework for the study;
    (b) Establish a Stakeholder group that will advise the project on 
the study design;
    (c) Develop data collection methods and instruments;
    (d) Develop methods of data analysis;
    (e) Carryout a field test;
    (f) Provide guidance and support to States participating in the 
field test;
    (g) Analyze the results of the field test and prepare a final 
report on the findings of the study; and
    (h) Budget for two trips to Washington, D.C. each year. One trip to 
meet with the OSEP Project Officer and 

[[Page 56202]]
one trip to attend the annual Project Director's Meeting.
    For Further Information Contact: Susan Sanchez, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 3524, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8998. FAX: (202) 205-
8105. Internet: Susan__S[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-2641.
Proposed Absolute Priority 2--State-Federal Administrative Information 
Exchange
    Background: Information for decisionmaking and policy development 
to ensure appropriate and effective education and early intervention 
for all infants, toddlers, children and youth with disabilities is 
critically important. State and Federal decision-makers responsible for 
the implementation of the Individuals with Disabilities Education Act 
(IDEA) must have access to valid statistics, research findings, and 
policy options, as well as current information on trends in providing 
of special education and related services.
    The Office of Special Education Programs (OSEP) within the U.S. 
Department of Education has the responsibility for Federal 
administration of the IDEA. State Education Agencies (SEAs), or other 
designated State agencies under Part H of the Act, oversee the 
administration of the Act at State and local levels. This project will 
facilitate the access and analysis of administrative and policy 
information to and from the States and help other jurisdictions, and to 
ensure the flow of communication between the Federal Government and 
administrators of IDEA at State and local levels.
    Priority: The Secretary proposes to establish a priority to 
facilitate communication between the U.S. Department of Education and 
State and local administrators of IDEA, and to synthesize national 
program information that will improve the management, administration, 
delivery and effectiveness of programs and services provided under the 
Act. The cooperative agreement funded under this priority will provide 
a mechanism and resources to the Department for analyzing policies and 
emerging issues that are of significant national concern.
    The project must--
    (1) Identify national and State program improvement information 
that is needed to obtain better results in education and providing 
early intervention services for infants, toddlers, children, and youth 
with disabilities;
    (2) Organize, synthesize, interpret, integrate, and facilitate 
dissemination of information needed for program improvement;
    (3) Analyze emerging policy or program issues regarding the 
administration of special education, early intervention, and related 
services at the Federal, State and local levels;
    (4) Facilitate the use of information at Federal, State and local 
levels for program improvement for infants, toddlers, children, and 
youth with disabilities.
    The project must organize, coordinate, and maintain a data base 
of laws, policies, and regulations that govern special education 
within the States and other jurisdictions; communicate, on a regular 
basis, with State educational agencies to identify emerging policy 
issues; obtain, analyze and synthesize information relative to the 
emerging issues; and convene experts, special education 
administrators, and others to review, plan, and provide leadership 
in recommending multi-level actions that respond to the emerging 
issues. The project must communicate regularly with the Office of 
Special Education Programs to ensure the continuing flow and 
development of information that may be required at the Federal level 
to facilitate the improvement and efficiency of administration of 
the IDEA by the U.S. Department of Education.
    Upon request of the OSEP project officer, the project should meet 
with other funded projects of OSEP for purposes of cross-project 
collaboration and information exchange. The project must also budget 
for two trips annually to Washington, D.C. for: (1) A two-day Research 
Project Directors' meeting; and (2) another meeting to meet and 
collaborate with the OSEP project officer.
    For Further Information Contact: Jane C. Williams, U.S. Department 
of Education, 600 Independence Avenue, S.W., Room 3529, Switzer 
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9039. FAX: 
(202) 205-8105. Internet: Jane__W[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8953.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR part 
327.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

    Program Authority: 20 U.S.C. 1418.

Program for Children and Youth With Serious Emotional Disturbance

    Purpose of Program: To support projects designed to improve special 
education and related services to children and youth with serious 
emotional disturbance. Types of projects that may be supported under 
the program include, but are not limited to, research, development, and 
demonstration projects. Funds may also be used to develop and 
demonstrate approaches to assist and prevent children with emotional 
and behavioral problems from developing serious emotional disturbance.

Priority

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet the following priority. 
The Secretary proposes to fund under these competitions only 
applications that meet this absolute priority:
Proposed Absolute Priority--Developing Effective Secondary School-Based 
Practices for Youth With Serious Emotional Disturbance
    Background: Recent nationwide research on secondary school 
experiences and post-school outcomes for students with disabilities 
finds that youth with serious emotional disturbance (SED) are at 
particularly high risk for school failure and for poor post-school 
outcomes. While the majority of secondary age students with SED attend 
regular high schools, most of these students receive special education 
and related services outside the regular classroom for a substantial 
part, or all, of their school day. SED students attending regular 
secondary schools tend, as a group: to display erratic school 
attendance patterns; to achieve low levels of academic success despite 
generally normal-and-above ability levels; to be minimally involved in 
the social milieu of their schools; and to drop out of school at 
alarming rates. Fifty percent drop out of school, most by the tenth 
grade.
    Poor adjustment and behavioral concerns are common during and 
beyond high school among these students. Data from the National 
Longitudinal Transition Study show that only one in ten students with 
serious emotional disturbance have behavior management plans. They tend 
to be under- or un-employed, are rarely involved in post-secondary 
education, and are at high risk for engaging in activities and 
behaviors outside the bounds of the law.
    While fairly substantial recent and current efforts are focusing on 


[[Page 56203]]
improving results for younger students with SED, little attention is 
being directed toward their secondary-age counterparts. This priority 
is intended to address this critical need.
    Priority: The Secretary proposes to establish an absolute priority 
for projects to develop, implement, test the efficacy of, and 
disseminate practices for improving academic, vocational, personal, 
social, and behavioral results for students with SED in regular high 
schools, including consideration of the most appropriate and least 
restrictive placements.
    Under this priority, projects must--
    (1) Develop practices with sound conceptual bases that are designed 
to improve critical academic, vocational, personal, social, and 
behavioral outcomes for SED students;
    (2) Apply rigorous research standards in testing the efficacy of 
practices developed;
    (3) Develop products that include clear, comprehensive descriptions 
of tested practices, test site contexts, and target student 
characteristics, and disseminate these products to appropriate research 
institutes, clearinghouses, and technical assistance providers.
    A project must budget for two trips annually to Washington, D.C. 
for: (1) A two-day Research Project Directors' meeting; and (2) another 
meeting to meet and collaborate with the OSEP project officer and with 
other relevant OSEP funded projects.
    For Further Information Contact: Helen Thornton, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 3520, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-5910. Fax: (202) 205-
8105. Internet: Helen__T[email protected]. Individuals who use a 
telecommunications device for the deaf (TDD) may call the TDD number: 
(202) 205-8953.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) The regulations for this program in 34 CFR part 
328.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

Program Authority: 20 U.S.C. 1423.

Intergovernmental Review

    Except for the Research in Education of Individuals with 
Disabilities Program (84.023) and the Special Studies Program (84.159), 
all other programs included in this notice are subject to the 
requirements of Executive Order 12372 and the regulations in 34 CFR 
Part 79. The objective of the Executive order is to foster an 
intergovernmental partnership and a strengthened federalism by relying 
on processes developed by State and local governments for coordination 
and review of proposed Federal financial assistance.
    In accordance with the order, this document is intended to provide 
early notification of the Department's specific plans and actions for 
this program.

Invitation to Comment

    Interested persons are invited to submit comments and 
recommendations regarding these proposed priorities.
    All comments submitted in response to this notice will be available 
for public inspection, during and after the comment period, in Room 
3524, 300 C Street, S.W., Washington, D.C., between the hours of 8:30 
a.m. and 4:00 p.m., Monday through Friday of each week except Federal 
holidays.

    Dated: September 14, 1995.
Howard R. Moses,
Acting Assistant for Special Education and Rehabilitative Services.

(Catalog of Federal Domestic Assistance Numbers: Research in 
Education of Individuals with Disabilities Program, 84.023; Early 
Education Program for Children with Disabilities, 84.024; Media 
Research, Production, Distribution, and Training Program, 84.026; 
Postsecondary Education Program for Individuals with Disabilities 
Program, 84.078; Program for Children with Severe Disabilities, 
84.086; Secondary Education and Transitional Services Program for 
Youth with Disabilities, 84.158; Special Studies Program, 84.159; 
and Program for Children and Youth with Serious Emotional 
Disturbance, 84.237)

[FR Doc. 95-27508 Filed 11-6-95; 8:45 am]
BILLING CODE 4000-01-P