[Federal Register Volume 61, Number 23 (Friday, February 2, 1996)]
[Notices]
[Pages 4168-4178]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-2199]




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Part VI





Department of Education





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Individuals With Disabilities Education Programs; Notices

  Federal Register / Vol. 61, No. 23 / Friday, February 2, 1996 / 
Notices  
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DEPARTMENT OF EDUCATION


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

AGENCY: Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Secretary announces final priorities for six 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 final priorities are intended to ensure wide and 
effective use of program funds.

EFFECTIVE DATE: These priorities take effect on March 4, 1996.

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

SUPPLEMENTARY INFORMATION: This notice contains ten priorities under 
six programs authorized by the Individuals with Disabilities Education 
Act, as follows: Early Education Program for Children with Disabilities 
(four priorities); Educational Media Research, Production, 
Distribution, and Training Program (one priority); Postsecondary 
Education Program for Individuals with Disabilities (one priority); 
Program for Children with Severe Disabilities (one priority); Secondary 
Education and Transitional Services for Youth with Disabilities Program 
(two priorities); and the Program for Children and Youth with Serious 
Emotional Disturbance (one priority). The purpose of each program is 
stated separately under the title of that program.
    On November 7, 1995, the Secretary published a notice of proposed 
priorities for these programs in the Federal Register (60 FR 56192-
56203).
    These final priorities 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 publication of these priorities neither precludes the Secretary 
from proposing additional priorities, nor does it limit the Secretary 
to funding only these priorities, subject to meeting applicable 
rulemaking requirements. Funding of particular projects depends on the 
availability of funds, and the quality of the applications received. 
Further, Fiscal Year 1996 priorities could be affected by enactment of 
legislation reauthorizing these programs.

    Note: This notice of final priorities does not solicit 
applications. A notice inviting applications under these 
competitions is published in a separate notice in this issue of the 
Federal Register.

Analysis of Comments and Changes

    In response to the Secretary's invitation in the notice of proposed 
priorities, ten comments were received across all of the proposed 
priorities. Analysis of the comments and of the changes in the proposed 
priorities follows. Suggested changes the Secretary is not legally 
authorized to make under the applicable statutory authority are not 
addressed.

Priority--Early Childhood Research Institutes

    Comment: One commenter submitted a suggestion regarding one of the 
three institutes proposed under this priority, the Institute on 
Culturally and Linguistically Competent Services. The commenter 
suggested that the word ``competent'' in the title of this priority be 
replaced by ``appropriate'' or ``sensitive.'' The commenter also 
suggested that the institute funded under this priority be required to 
work with similar initiatives funded by other offices in the U.S. 
Department of Education or by the U.S. Department of Health and Human 
Services.
    Discussion: The Secretary agrees with both suggestions. The word 
``appropriate'' is a less ambiguous term and its usage in the title 
would be consistent with language in the text of the priority. In 
addition to the requirement of coordination with other relevant efforts 
sponsored by the U.S. Department of Education such as clearinghouses, 
technical assistance providers, and research centers, requiring 
collaboration by all three institutes with relevant efforts sponsored 
by the U.S. Department of Health and Human Services would avoid 
duplication of efforts with initiatives funded by Federal agencies.
    Change: The word ``competent'' has been replaced by ``appropriate'' 
in the title of the priority. Language requiring each institutes to 
coordinate its activities with other relevant efforts supported by the 
U.S. Department of Health and Human Services has been added to the 
priority.

Priority--National Early Childhood Technical Assistance Center 
Technical Changes

    Under the background section, replace ``(2) help entities respond 
to needs identified through their self-assessment and State monitoring 
activities'' with ``(2) help entities respond to needs identified 
through their self-assessment and through Federal and State monitoring 
activities''.
    Also under the background section, replace the sentence ``The 
center will also provide technical assistance to early childhood 
projects funded by the Office of Special Education Program (OSEP) under 
the IDEA'' with ``The center will also provide technical assistance to 
early childhood model demonstration and outreach projects * * *''
    Under the priority section, replace ``(b) Provide technical 
assistance to all early childhood projects funded by OSEP'' with ``(b) 
Provide technical assistance to all early childhood model demonstration 
and outreach projects funded by OSEP''. Also replace ``(4) conduct an 
annual meeting for directors of early childhood discretionary projects 
funded by OSEP'' with ``(4) conduct an annual meeting for directors of 
early childhood research, model demonstration, and outreach projects 
funded by OSEP''.

Priority--Closed-Captioned Television Programs

    Comment: One commenter expressed general support for all of the 
activities proposed under this priority, but also suggested that the 
priority be extended to include funding for local television news 
programs. The commenter further suggested a priority for captioning 
more video and information productions for elementary and secondary 
education.
    Discussion: The Secretary agrees that the captioning of local 
television news programs is important. However, with the limited amount 
of Federal dollars, it is deemed advantageous to the larger population 
to spend them on national level programming.
    Captioned videos and informational productions for elementary and 
secondary education are funded through other activities under the 
Educational Media Research, Production, Distribution and Training 
Program. Also, education telecasts can be captioned under some of the 
Children's Programs.
    Changes: None.
    Comment: One commenter urged the Department to fund a minimum of 
four applications in order to continue to increase competition. 

[[Page 4169]]

    Discussion: In announcing proposed priorities, the Secretary does 
not establish numbers of awards or funding levels for projects. 
Information about the anticipated number of awards and about funding 
levels is provided in the notice inviting applications published 
separately in this issue of the Federal Register. In the notice of 
proposed priorities, however, the Secretary did indicate that a minimum 
of four awards would be made under this priority, at least one in each 
of the four areas of activity identified in the priority.
    Changes: None.
    Comment: One commenter suggested that if the Secretary required 
matching funding under the priority for National News and Public 
Information and for Movies, Mini-Series, and Specials, this policy 
should be consistent across the board for all of the captioning 
priorities.
    Discussion: While the Secretary requires matching funding for 
programs to be captioned under the priority for National News and 
Public Information and under Movies, Mini-Series, and Specials, and 
strongly encourages funding partnerships with the private sector for 
captioning of Syndicated Television Programming and Children's 
Programs, the Secretary believes that no funding match should be 
required at this time for these two priorities because experience has 
shown that private sector funding may not be as readily available for 
these types of programs.
    Changes: None.
    Comment: One commenter also indicated that networks which have had 
their programming captioned under previous awards for closed-captioning 
of national news and public information programs should be subject to a 
50 percent maximum use of Federal funds for captioning, but suggested 
that networks which have not had the benefit of Federal support for 
captioning should be subject to a lesser standard. For networks that 
have not had their national news and public information programming 
captioned, the commenter suggested a 25 percent non-Federal funding 
requirement in the first year and a 33 percent non-Federal funding 
requirement for subsequent years.
    Discussion: National news and public information programs that 
would be eligible for only limited Federal support for captioning are 
those that have been previously captioned, regardless of the network or 
the source of captioning funds. The Secretary has found that a program-
based approach to captioning has been effective in efficiently 
allocating resources to the areas with the greater demand for 
captioning. In addition, the Secretary recognizes the importance of, 
and encourages expanded private sector support for, all previously 
closed-captioned news programs, whether or not they have been 
previously captioned with Federal funds. However, the Secretary agrees 
with the commenter on the idea of a progressive shift to greater non-
Federal participation in the closed-captioning of national news and 
public information programming.
    Changes: The priority has been modified to indicate that funds 
provided under this competition for news and public information 
programs that have been previously captioned may be used to support no 
more than 60 percent of the captioning costs for year one of the 
project, 55 percent for year two, and 50 percent for year three.
    Comment: The commenter also suggested that no more than 50 percent 
of the awards should be given to nonprofit concerns.
    Discussion: Entities eligible to compete for awards are profit and 
non-profit public and private agencies, organizations, and 
institutions. Since awards are made on a competitive basis, according 
to selection criteria published in the Federal Register, these criteria 
ensure that grants are awarded to entities best able to meet the 
Secretary's priorities.
    Change: None.

Priority--Model Demonstration Projects To Improve the Delivery and 
Outcomes of Secondary Education Services for Individuals With 
Disabilities

    Comment: One commenter suggested that placement strategies should 
be emphasized in the priority.
    Discussion: The priority currently emphasizes the need for 
``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.'' Since such 
cooperative efforts must include placement strategies, the Secretary 
believes that such strategies are sufficiently emphasized.
    Change: None.

Priority--Model Demonstration Projects To Improve the Delivery and 
Outcomes of Secondary Education for Students With Disabilities

    Comment: One commenter suggested that the phrase ``providing 
counseling'' in service issue (a) should be further qualified as 
``providing academic and rehabilitation counseling.''
    Discussion: Since the requirement for ``providing counseling'' is 
in the context of being one of the ``support strategies to prevent 
course failure among students with disabilities'', it would appear that 
the counseling focus already includes academic issues. In terms of 
providing rehabilitation counseling, all students who are participating 
in the project should be receiving special education and have 
individualized education programs (IEPs). The IEP requirements 
contained in the regulations implementing Part B of the Individuals 
with Disabilities Education Act (IDEA) emphasize the need for other 
public agencies (usually the rehabilitation agency) to participate in 
the development of the statement of transition services which must be 
included in the IEPs for all students 16 and older and who are 
receiving special education. Therefore, the Secretary believes that to 
qualify counseling as ``academic and rehabilitation'' would be 
redundant and would needlessly exclude other important types of 
counseling, such as career and personal counseling.
    Change: None.
    Comment: One commenter suggested that service issue (b) should 
include references to work-based learning and connecting services when 
addressing the restructuring of academic and/or vocational course 
offerings.
    Discussion: The Secretary agrees that such references should be 
made to emerging School-to-Work Opportunities Systems and other 
educational reform movements.
    Change: Work-based learning and connecting activities have been 
added to parenthetical information in the description of the service 
issue (b).
    Comment: One commenter suggested that service issue (c) should 
emphasize the relationship among academic courses, career awareness, 
and skills taught in vocational education programs.
    Discussion: The Secretary agrees that the additional emphasis on 
career awareness will improve the linkage between academic courses and 
vocational skills.
    Change: Service issue (c) has been changed to read ``revising 
academic courses in a manner that includes career awareness and 
directly complements skills taught in vocational education programs and 
in other courses.''

Early Education Program for Children With Disabilities Program

    Purpose of program: To support activities that are designed (a) to 
address 

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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 gives an absolute 
preference to applications that meet any one of the following 
priorities. The Secretary funds under these competitions only 
applications that meet any one of these absolute priorities:

Absolute Priority 1--National Early Childhood Technical Assistance 
Center

    Background: This 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 through Federal and State monitoring 
activities. The center will also provide technical assistance to early 
childhood model demonstration and outreach 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 establishes 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 model 
demonstration and outreach 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 research, model demonstration, and outreach 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 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 will 
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 

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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 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, SW., Room 4609, Switzer Building, 
Washington, DC 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.

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--
    (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 

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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, 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.

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 Education 
Program for Children with Disabilities 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.

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 Appropriate Services. This institute's program of 
research will focus on creating a resource bank of validated, 
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 care-givers 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 

[[Page 4173]]
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 care-givers that describe (a) procedures to 
determine additional learning opportunities for individual children, 
and (b) 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 and the U.S. Department 
of Health and Human Services, 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 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, 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 

[[Page 4174]]
    (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, 79, 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 
hearing-impaired 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 gives an absolute 
preference to applications that meet the following priority. The 
Secretary funds under this competition only applications that meet this 
absolute priority:

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 60 
percent of the captioning costs for the first year of the project, 55 
percent for the second year, and 50 percent for the third year. 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. 
For movies, mini-series, and special programs that have previously been 
captioned, funds provided under this category may be used to support no 
more than 60 percent of the captioning costs for the first year of the 
project, 55 percent for the second year, and 50 percent for the third 
year.
    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 
children's programs, 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, off-line, 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
    (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, 79, 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, 

[[Page 4175]]
    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 gives an absolute 
preference to applications that meet the following priority. The 
Secretary funds under this competition only applications that meet this 
absolute priority:

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, 79, 80, 
81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR 
Part 338.

    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 gives an absolute 
preference to applications that meet the following priority. The 
Secretary funds under this competition only applications that meet this 
absolute priority:

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 

[[Page 4176]]
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, 79, 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 gives an absolute 
preference to applications that meet any one of the following 
priorities. The Secretary funds under these competitions only 
applications that meet any one of these absolute priorities:

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 percent of their time in regular education settings. The study also 
suggests that 38 percent 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 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 

[[Page 4177]]
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.

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 percent of their time in regular education settings. The study also 
suggests that 38 percent 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, sequencing, and 
work-based learning and connecting activities) to accommodate students 
with disabilities with diverse learning needs and styles; (c) revising 
academic courses in a manner that includes career awareness and 
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 (a) 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 (b) 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,
    (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, 79, 80, 
81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR 
Part 326.

 
[[Page 4178]]

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

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

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 gives an absolute 
preference to applications that meet the following priority. The 
Secretary funds under this competition only applications that meet this 
absolute priority:

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 
improving results for younger students with SED, little attention is 
being directed toward their secondary-age counterparts. This priority 
is intended to address this critical need.
    Priority: The Secretary establishes an absolute priority for 
projects to develop, implement, test the efficacy of, and disseminate 
practices for improving academic, vocational, personal, social, and 
behavioral results for students with SED in regular high schools, 
including consideration of the most appropriate and least restrictive 
placements.
    Under this priority, projects must--
    (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, 79, 80, 
81, 82, 85, and 86; and (b) The regulations for this program in 34 CFR 
Part 328.

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

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

Intergovernmental Review

    All 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 
these programs.

    Dated: January 29, 1996.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
(Catalog of Federal Domestic Assistance Numbers: 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; and Program for Children and Youth 
with Serious Emotional Disturbance, 84.237)

[FR Doc. 96-2199 Filed 2-1-96; 8:45 am]
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