[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
_______________________________________________________________________
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.
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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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