[Federal Register Volume 61, Number 88 (Monday, May 6, 1996)]
[Notices]
[Pages 20416-20418]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-11223]




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Part VI





Department of Education





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Office of Special Education and Rehabilitative Services; Special 
Studies Program; Notice

  Federal Register / Vol. 61, No. 88 / Monday, May 6, 1996 / Notices  
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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Special 
Studies Program

AGENCY: Department of Education.

ACTION: Notice of final priorities.

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SUMMARY: The Secretary announces final priorities for the Special 
Studies Program. 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 results for children 
with disabilities. These final priorities are intended to ensure wide 
and effective use of program funds.

EFFECTIVE DATE: These priorities take effect on July 5, 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: The Special Studies Program, authorized by 
section 618 of Part B of the Individuals with Disabilities Education 
Act (IDEA), as amended, supports studies to evaluate the impact of the 
Act, including efforts to provide a free appropriate public education 
to children and youth with disabilities, and early intervention 
services to infants and toddlers with disabilities. The results of 
these studies must be included in the annual report the Department is 
required to submit to the Congress.
    On November 7, 1995, the Secretary published a notice of proposed 
priorities for this program in the Federal Register (60 FR 56201-
56202).
    These 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 does not preclude the Secretary 
from proposing additional priorities, nor does it limit the Secretary 
to funding only these priorities, subject to meeting applicable 
rulemaking requirements. Funding of particular projects depends on the 
availability of funds, and the quality of the applications received. 
Further, FY 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 the Testing the 
Use of An Instrument to Measure Student Progress competition 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, six parties submitted comments. An analysis of the comments 
and of the changes in the proposed priorities follows. Technical and 
other minor changes--as well as suggested changes the Secretary is not 
legally authorized to make under the applicable statutory authority--
are not addressed.

Priority--Testing the Use of An Instrument to Measure Student Progress

    Comment: One commenter noted that the priority should evaluate the 
use of the PASS Instrument as it applies to students with disabilities 
at the different ages for which transition planning is required by the 
Individuals with Disabilities Education Act (IDEA). The commenter 
recommended that the appropriate age/age range defined by the term 
``transition'' assessed by the PASS Instrument should include students 
ages 14 to exit, not just students at the age of exit (about age 18).
    Discussion: The Secretary agrees with the commenter, but notes that 
the priority as written does not limit the evaluation of the PASS 
Instrument to any specific age. Rather, the priority allows projects to 
include a full range of ages as appropriate for transition planning 
under IDEA.
    Changes: None.

Priority--State-Federal Administrative Information Exchange

    Comment: One commenter indicated that importance should be given to 
the development of the information before better methods to exchange 
information are pursued.
    Discussion: The priority as written requires the project to 
identify, analyze, and synthesize information relative to emerging 
issues; and provides for the convening of experts, special education 
administrators, and others to review, plan, and provide leadership in 
recommending multi-level actions that respond to the emerging issues. 
The Secretary believes that the commenter's concern regarding the 
development of information is addressed in other priorities and that 
this priority serves an important purpose in developing methods to 
exchange existing information.
    Changes: None.
    Comment: Four commenters stressed the continuing need for an 
efficient information exchange between State educational agencies and 
the Office of Special Education Programs. These four commenters pointed 
to the fiscal benefits of using existing linkages and communication 
networks where they exist, rather than expending resources to create 
new infrastructure. These commenters also stressed the value of 
building on the knowledge and experience of an organization and staff 
that is presently providing services comparable to that envisioned 
under the priority. Three of the commenters specifically recommended 
that the applicants have extensive experience in special education and 
administration of the IDEA.
    Discussion: The Secretary agrees with the commenters that it is 
important to stress fiscal efficiency and responsibility. The Secretary 
also agrees that the utilization of experience and knowledge that exist 
among State Directors of Special Education and their own communication 
networks with school districts and service providers in their States 
should be stressed. The Department will not limit a potential award to 
an existing provider. However, the Department does evaluate 
applications on the basis of cost effectiveness, quality of personnel, 
soundness of the proposal, and how the plan of operation meets the 
purposes of the priority.
    Changes: The language of the priority has been revised to read as 
follows: ``The project must--* * *(2) Organize, synthesize, interpret, 
integrate, and facilitate dissemination of information needed for 
program improvement using already existing information resources and 
communication networks;''.
    Priority: 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 will fund under these competitions only 
applications that meet any one of these absolute priorities:

Absolute Priority 1--Testing the Use of An Instrument to Measure 
Student Progress

    Background: The Office of Special Education Programs funded the 
development and testing of the PASS (Performance Assessment for Self-
Sufficiency) system to respond to the needs of local, State, and 
Federal agencies for information on the post-school services required 
by students with disabilities as they make the transition to adult 
service delivery systems. The field test of PASS indicated that the 
system also had great potential for use in measuring student results. 
The findings from the field test on the utility of the PASS system

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indicate that PASS may be useful for a wide range of purposes 
including:
     Developing a systematic method of estimating the post-
school needs of exiting students with disabilities.
     Developing a transition planning tool that would be used 
to develop and monitor individualized education/transition plans (IEPs/
ITPs), to track student progress, and to be used for follow-up purposes 
after exiting school.
     Documenting results, identifying programs and curriculum 
needs, and evaluating programs.
     Improving interagency coordination and teamwork.
     Providing a common database for use at local, State and 
national levels.
    The results of the field test, however, lead the Office of Special 
Education Programs to conclude that deployment of the PASS at this time 
is premature and an investigation of the feasibility and utility of the 
PASS system as a tool for transition planning, and for measuring 
student results, should continue.
    The PASS System. The PASS system has two main components: The PASS 
Instrument, and the PASS Expert System. The PASS instrument obtains 
teachers' assessments of four major competency areas related to 
functional performance skills demanded by adult life. First, teachers 
complete the PASS instrument which provides ratings of students for a 
broad array of functional performance indicators in four general 
domains: Daily Living, Personal and Social Development, Employment, and 
Educational Performance. The specific skills and behaviors targeted on 
the PASS instrument are ones that are typically required for adult life 
and that have service implications. For example, very low performance 
ratings on several specific indicators--such as ``moves self about in 
immediate neighborhood'' (e.g., walking, bicycling), ``uses public 
transportation if available'' (e.g., bus, taxi), ``uses maps and bus 
schedules when appropriate'', etc.--suggest differing needs for 
assistance with mobility and transportation aspects of daily living. 
The PASS also provides information about the student's training, 
education, and employment, as well as major problem behaviors. No 
special assessment is required: teachers complete the PASS based on 
what they already know about the student from direct observation or 
input from colleagues who work with the student. The instrument was 
developed in collaboration with well-known transition experts, and 
involved considerable interaction with State and local administrators 
and practitioners in both special education and adult services. It has 
been produced in a machine-scanable format.
    The second component is the PASS expert system which is a micro-
computer-based program that converts the PASS data into projected 
service estimates for individuals and groups based on data from the 
PASS questionnaire. The prototype expert system, which incorporates the 
knowledge and expertise of more than 30 special education and adult 
services practitioners across the country, was field tested in over 100 
school districts in 10 States to test the feasibility of administrative 
procedures for collecting PASS data from schools and to guide 
refinement of the PASS instrument and expert system prototype.
    The American Institutes for Research (AIR) developed the 
rudimentary prototype PASS system and tested its administrative 
feasibility. AIR developed the following products, which are available 
from the Office of Special Education Programs: Evaluation of the 
Utility of the PASS System; Technical Documentation for the PASS Expert 
System; Technical Manual for the PASS Instrument; User Guide to the 
PASS Expert System; Report on the Administrative Feasibility of the 
PASS System; Technical Documentation for the PASS Expert System; 
Recommendations and Rationales for Revisions to the PASS Instrument and 
Instructions.
    Priority: The Secretary establishes an absolute priority for a 
project, through a cooperative agreement, to assist the Office of 
Special Education Programs in evaluating the feasibility and utility of 
the PASS system: (a) As a tool for transition planning, across all 
disability categories and levels of severity; and (b) as a tool for 
measuring student results, across all disability categories and levels 
of severity. Additionally, the project will validate the expert 
system's decision rules.
    The project must:
    (a) Develop the conceptual framework for the study;
    (b) Establish a stakeholder group that will advise the project on 
the study design;
    (c) Develop data collection methods and instruments;
    (d) Develop methods of data analysis;
    (e) Carry out a field test;
    (f) Provide guidance and support to States participating in the 
field test;
    (g) Analyze the results of the field test and prepare a final 
report on the findings of the study; and
    (h) Budget for two trips to Washington, D.C. each year. One trip to 
meet with the OSEP Project Officer and one trip to attend the annual 
Project Director's Meeting.
    For Further Information Contact: Susan Sanchez, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 3524, Switzer Building, 
Washington, D.C. 20202-2641. Telephone: (202) 205-8998. FAX: (202) 205-
8105. Individuals who use a telecommunications device for the deaf 
(TDD) may call the TDD number: (202) 205-8953. Internet: 
Susan__S[email protected]

Absolute Priority 2--State-Federal Administrative Information Exchange

    Background: Information for decisionmaking and policy development 
to ensure appropriate and effective education and early intervention 
for all infants, toddlers, children and youth with disabilities is 
critically important. State and Federal decisionmakers responsible for 
the implementation of the Individuals with Disabilities Education Act 
(IDEA) must have access to valid statistics, research findings, and 
policy options, as well as current information on trends in the 
providing of special education and related services.
    The Office of Special Education Programs (OSEP) within the U. S. 
Department of Education has the responsibility for Federal 
administration of IDEA. State education agencies (SEAs), or other 
designated State agencies under Part H of IDEA, oversee the 
administration of IDEA at State and local levels. This project will 
facilitate the access and analysis of administrative and policy 
information to and from the States and other jurisdictions, and will 
ensure the flow of communication between the Federal Government and 
administrators of IDEA at State and local levels.
    Priority: The Secretary establishes a priority to facilitate 
communication between the U.S. Department of Education and State and 
local administrators of IDEA, and to synthesize national program 
information that will improve the management, administration, delivery, 
and effectiveness of programs and services provided under IDEA. The 
cooperative agreement funded under this priority will provide the 
Department with a mechanism and resources for analyzing policies and 
emerging issues that are of significant national concern.
    The project must--
    (1) Identify national and State program improvement information 
that is needed to obtain better results in education and provide early 
intervention services for infants,

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toddlers, children, and youth with disabilities;
    (2) Organize, synthesize, interpret, integrate, and facilitate 
dissemination of information needed for program improvement using 
already existing information resources and communication networks;
    (3) Analyze emerging policy or program issues regarding the 
administration of special education, early intervention, and related 
services at the Federal, State and local levels; and
    (4) Facilitate the use of information at Federal, State and local 
levels for program improvement for infants, toddlers, children, and 
youth with disabilities.
    The project must organize, coordinate, and maintain a data base of 
laws, policies, and regulations that govern special education within 
the States and other jurisdictions; communicate, on a regular basis, 
with State educational agencies to identify emerging policy issues; 
obtain, analyze and synthesize information relative to the emerging 
issues; and convene experts, special education administrators, and 
others to review, plan, and provide leadership in recommending multi-
level actions that respond to the emerging issues. The project must 
communicate regularly with the Office of Special Education Programs to 
ensure the continuing flow and development of information that may be 
required at the Federal level to facilitate the improvement and 
efficiency of administration of IDEA by the U.S. Department of 
Education.
    Upon request of the OSEP project officer, the project should meet 
with other funded projects of OSEP for purposes of cross-project 
collaboration and information exchange. The project must also budget 
for two trips annually to Washington, D.C. for: (1) A two-day Research 
Project Directors' meeting; and (2) another meeting to meet and 
collaborate with the OSEP project officer.
    For Further Information Contact: Jane C. Williams, U.S. Department 
of Education, 600 Independence Avenue S.W., Room 3529, Switzer 
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9039. FAX: 
(202) 205-8105. Individuals who use a telecommunications device for the 
deaf (TDD) may call the TDD number: (202) 205-8125. Internet: Jane__ 
W[email protected] Applicable Program Regulations: 34 CFR part 327.


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

    Dated: April 26, 1996.
Howard R. Moses,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
(Catalog of Federal Domestic Assistance Number 84.159, Special 
Studies Program)

[FR Doc. 96-11223 Filed 5-3-96; 8:45 am]
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