[Federal Register Volume 61, Number 169 (Thursday, August 29, 1996)]
[Notices]
[Pages 45718-45724]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-21872]



[[Page 45717]]


_______________________________________________________________________

Part V





Department of Education





_______________________________________________________________________



Inviting Applications for New Awards for Fiscal Year 1997; Notice

  Federal Register / Vol. 61, No. 169 / Thursday, August 29, 1996 / 
Notices  

[[Page 45718]]



DEPARTMENT OF EDUCATION


Notice Inviting Applications for New Awards for Fiscal Year 1997

AGENCY: Department of Education.

SUMMARY: This notice provides closing dates and other information 
regarding the transmittal of applications for fiscal year 1997 
competitions under three programs authorized by the Individuals with 
Disabilities Education Act. This notice supports the National Education 
Goals by improving understanding of how to enable children and youth 
with disabilities to reach higher levels of academic achievement.

Research in Education of Individuals With Disabilities Program [CFDA 
No. 84.023]

    Purpose of Program: To advance and improve the knowledge base and 
improve the practice of professionals, parents, and others providing 
early intervention, special education, and related services--including 
professionals in regular education environments--to provide children 
with disabilities effective instruction and enable these children to 
learn successfully.
    Eligible Applicants: State and local educational agencies; 
institutions of higher education; and other public agencies and 
nonprofit private organizations.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75, 77, 80, 81, 
82, 85, and 86; and (b) the regulations for this program in 34 CFR Part 
324.

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

    Priorities: Under 34 CFR 75.105(c)(3) and 34 CFR 324.10 the 
Secretary gives an absolute preference to applications that meet the 
following priorities. The Secretary funds under these competitions only 
those applications that meet any one of these absolute priorities:

    Note: If an applicant wishes to apply under more than one of 
these absolute priorities, the applicant must submit a separate 
application under each affected priority.
Absolute Priority 1--Student-Initiated Research Projects (84.023B)
    This priority provides support for short-term (up to 12 months) 
postsecondary student-initiated research projects focusing on special 
education and related services for children and youth with disabilities 
and early intervention services for infants and toddlers, consistent 
with the purposes of the program, as described in 34 CFR 324.1.
    Projects must--
    (1) Develop research skills in postsecondary students; and
    (2) Include a principal investigator who serves as a mentor to the 
student-researcher while the project is carried out by the student.
    A project must budget for a trip to Washington, DC for the annual 
two-day Research Project Directors' meeting.
    Project Period: Up to 12 months.
    Maximum Award: In no case does the Secretary make an award greater 
than $20,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 25 double-spaced, 8\1/2\  x  11'' pages (on one side only) with 
one-inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.
Absolute Priority 2--Field-Initiated Research Projects (84.023C)
    This priority provides support for a wide range of field-initiated 
research projects that support innovation, development, exchange, and 
use of advancements in knowledge and practice designed to contribute to 
the improvement of instruction and learning of infants, toddlers, 
children, and youth with disabilities.

Invitational Priorities

    Within Absolute Priority 2 the Secretary is particularly interested 
in applications that meet one or more of the following invitational 
priorities. However, under 34 CFR 75.105(c)(1) an application that 
meets one or more of these invitational priorities does not receive 
competitive or absolute preference over other applications:
    (1) Short-term (i.e. up to 12 months) research projects that are 
budgeted at $100,000 or less, and that are one or more of the 
following: pilot studies, projects that employ new methodologies, 
descriptive studies, projects to advance assessment, projects that 
synthesize state-of-the-art research and practice, projects for 
research dissemination and utilization, projects that analyze extant 
data bases.
    The Secretary encourages studies that use these approaches to 
maximize the achievement of students with disabilities in core academic 
subjects and foster the full participation of students with 
disabilities in educational reform efforts related to the Goals 2000: 
Educate America Act.
    (2) Projects that implement and examine a model or models for using 
research knowledge to improve educational practice and results for 
children with disabilities, and that include methodologies with the 
capacity to judge the effectiveness of the model or models as 
implemented in practice settings.
    (3) Projects that study the delivery of coordinated services from 
providers such as health, social service, and mental health agencies.
    (4) Projects that study non-categorical approaches to establishing 
eligibility for special education.
    (5) Projects that study and develop instructionally relevant 
assessment practices that can also be used to establish student 
eligibility for special education.
    Project Period: The majority of projects will be funded for up to 
36 months. Only in exceptional circumstances--such as research 
questions that require repeated measurement, longitudinal design--will 
projects be funded for more than 36 months or up to a maximum of 60 
months.
    Maximum Award: In no case does the Secretary make an award greater 
than $180,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that

[[Page 45719]]

proposes a budget exceeding this maximum amount. However, because of 
budgetary considerations contingent upon congressional action, the 
Secretary may change the maximum amount through a note accompanying the 
application package. Multi-year projects will be level funded unless 
there are changes in costs attributable to significant changes in 
activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 50 double-spaced, 8\1/2\ x 11'' pages (on one side only) with one-
inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.
Absolute Priority 3--Examining Alternatives for Results Assessment for 
Children with Disabilities (84.023F)
    The Secretary establishes an absolute priority for research 
projects that meet the requirements of paragraphs (a), (b), and (c) as 
follows:
    (a) Pursue systematic programs of applied research focusing on one 
or more issues related to assessment or results based accountability 
for students with disabilities, or both. These issues include, but are 
not limited to the following:
    (1) Testing accommodations and adaptations. When adaptations and 
accommodations are made to permit students with disabilities to 
participate in results assessments, how are the technical 
characteristics of the assessments affected? How can the results be 
interpreted? To what degree can these scores be aggregated with 
nonadapted assessments? What are the best methods for selecting 
appropriate accommodations and adaptations? How can testing 
accommodations be related to instructional accommodations?
    (2) Alternative assessments. If alternative assessments (such as 
performance assessments or portfolio assessments) are provided for 
students with disabilities, how can these assessments be compared with 
conventional assessments? What technical criteria can appropriately be 
applied to these assessments if used with students with disabilities?
    (3) Development of assessments. How can general educational 
assessments be developed to be more inclusive for students with 
disabilities? How can problematic items and item formats be identified? 
How can students with disabilities be adequately represented in test 
development and validation samples? What are the effects if tests 
developed for general populations are administered to students with 
disabilities?
    (4) Including students with disabilities in general assessments. 
How should decisions be made and documented to include students with 
disabilities in general educational assessments or alternative 
assessments? What factors influence these decisions?
    (5) System development. How can assessment and accountability 
systems be developed with the range and flexibility to accommodate 
diverse student populations? How can accountability and 
individualization both be maintained?
    (6) Basic concepts and principles. How can basic concepts and 
principles in assessment be revised to reflect new approaches to 
assessment and new roles and challenges in assessing children with 
disabilities?
    (b) Produce and disseminate information that can be applied in 
educational programs, as well as in subsequent research.
    (c) Coordinate their activities, as appropriate, with the Center to 
Support the Achievement of World Class Outcomes for Students with 
Disabilities and with other related projects funded under the Goals 
2000: Educate America Act.
    The budget for a project must provide for two trips annually to 
Washington, DC for (1) a two-day Research Project Directors' meeting; 
and (2) another meeting: to meet and collaborate with the project 
officer of the Office of Special Education Programs and the other 
projects funded under this priority, to share information, and to 
discuss findings and methods of dissemination.
    Project Period: Up to 36 months.
    Maximum Award: In no case does the Secretary make an award greater 
than $185,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package. Multi-year projects will be level funded unless there are 
changes in costs attributable to significant changes in activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 50 double-spaced, 8\1/2\  x  11'' pages (on one side only) with 
one-inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.

For Applications and General Information Contact: Claudette Carey, U.S. 
Department of Education, 600 Independence Avenue, S.W., room 3525, 
Switzer Building, Washington, D.C. 20202-2641. Telephone: (202) 205-
8106. FAX: (202) 205-8105. Internet: Claudette--C[email protected]
    Individuals who use a telecommunications device for the deaf (TDD) 
may call the TDD number: (202) 205-8953.

For Technical Information Contact: For Student-Initiated Research 
Projects

[[Page 45720]]

(84.023B): Susan Sanchez, U.S. Department of Education, 600 
Independence Avenue, S.W., room 3524, Switzer Building, Washington, 
D.C. 20202-2641. Telephone: (202) 205-8998. FAX: (202) 205-8105. 
Internet: Susan__S[email protected]
    For Field-Initiated Research Projects (84.023C): Tom V. Hanley, 
U.S. Department of Education, 600 Independence Avenue, S.W., room 3526, 
Switzer Building, Washington, D.C. 20202-2641. Telephone: (202) 205-
8110. FAX: (202) 205-8105. Internet: Tom__H[email protected]
    For Examining Alternatives for Results Assessment for Children with 
Disabilities (84.023F): David Malouf, U.S. Department of Education, 600 
Independence Avenue, S.W., room 3521, Switzer Building, Washington, 
D.C. 20202-2641. Telephone: (202) 205-8111. FAX: (202) 205-8105. 
Internet: Dave__M[email protected]
    Individuals who use a telecommunications device for the deaf (TDD) 
may call the TDD number: (202) 205-8953.
    Program Authority: 20 U.S.C. 1441-1443.

                         Research in Education of Individuals with Disabilities Program Application Notice for Fiscal Year 1997                         
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                        Deadline for                                             Estimated              
                                             Applications  Application  Intergovern-                                              average     Estimated 
             CFDA No. and name                 available     deadline    mental re-           Estimated range of awards           size of       No. of  
                                                               date         view                                                   awards       awards  
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.023B  Student-initiated research                9/8/96       2/7/97           N/A  $10,000-20,000                                $15,000           13
 projects.                                                                                                                                              
84.023C  Field-initiated research projects.        9/8/96     11/25/96           N/A  70,000-180,000                                125,000           20
84.023F  Examining alternatives for results        9/8/96      12/6/96           N/A  175,000-185,000                               180,000            5
 assessment for children with disabilities.                                                                                                             
--------------------------------------------------------------------------------------------------------------------------------------------------------

Training Personnel for the Education of Individuals With Disabilities--
Grants for Personnel Training And Parent Training and Information 
Centers [CFDA No. 84.029]

    Purpose of Program: (a) The purpose of Grants for Personnel 
Training is to increase the quantity and improve the quality of 
personnel available to serve infants, toddlers, children, and youth 
with disabilities. (b) The purpose of Parent Training and Information 
Centers is to enable parents to work more fully and effectively with 
professionals in meeting the needs of infants, toddlers, children, and 
youth with disabilities.
    Eligible Applicants: Under Absolute Priority 1 (Preparation of 
Special Education, Related Services, and Early Intervention Personnel 
to Serve Infants, Toddlers, Children, and Youth with Low-Incidence 
Disabilities), Absolute Priority 2 (Preparation of Leadership 
Personnel), and Absolute Priority 3 (Minority Institutions): 
Institutions of higher education and appropriate nonprofit agencies.
    Under Absolute Priority 4 (Parent Training and Information 
Centers): parent organizations, as defined in 34 CFR 316.5(c).
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 76, 77, 79, 
80, 81, 82, 85, and 86; and (b) The regulations for these programs in 
34 CFR parts 316 and 318.

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

    Priorities: Under 34 CFR 75.105(b)(2) and (c)(3), 34 CFR 316, and 
34 CFR 318, the Secretary gives an absolute preference to applications 
that meet the following priorities. The Secretary funds under these 
competitions only those applications that meet any one of these 
absolute priorities:

    (Note: If an applicant wishes to apply under more than one of 
these absolute priorities, the applicant must submit a separate 
application under each appropriate priority.)
Absolute Priority 1--Preparation of Special Education, Related 
Services, and Early Intervention Personnel to Serve Infants, Toddlers, 
Children, and Youth with Low-Incidence Disabilities (84.029A)
    Background: The national demand for educational, related services, 
and early intervention personnel to serve infants, toddlers, children 
and youth with low-incidence disabilities exceeds available supply. 
However, because of the small number of these personnel needed in each 
State, institutions of higher education and individual States are 
reluctant to support the needed professional development programs. Of 
the programs that are available, not all are producing graduates with 
the prerequisite skills needed to meet the needs of the low-incidence 
disability population. Federal support is required to ensure an 
adequate supply of personnel to serve children with low-incidence 
disabilities and to improve the quality of appropriate training 
programs so that graduates possess necessary prerequisite skills.
    Priority: The Secretary establishes an absolute priority to support 
projects that increase the number and quality of personnel to serve 
children with low-incidence disabilities. This priority supports 
projects that provide preservice preparation of special educators, 
early intervention personnel, and related services personnel at the 
associate, baccalaureate, master's, or specialist level.
    The term ``low-incidence disability'' means a visual or hearing 
impairment, or simultaneous visual and hearing impairments (including 
deaf-blindness), significant mental retardation, or an impairment such 
as severe and multiple disabilities, severe orthopedic disabilities, 
autism, and traumatic brain injury, for which a small number of highly 
skilled and knowledgeable personnel are needed.
    Applicants may propose to prepare one or more of the following 
types of personnel:
    (1) Special educators including early childhood, speech and 
language, adapted physical education, and assistive technology 
personnel;
    (2) Related services personnel who provide developmental, 
corrective, and other supportive services that assist children with 
low-incidence disabilities to benefit from special education. Both 
comprehensive programs and specialty components within a broader 
discipline that prepares personnel for work with the low-incidence 
population may be supported; or,
    (3) Early intervention personnel who serve children birth through 
age 2 with disabilities and their families. Early intervention 
personnel include persons prepared to provide training for, or be 
consultants to, service providers and case managers.
    The Secretary particularly encourages projects that address the 
needs of more than one State, provide multi-disciplinary training, and 
include collaboration among several institutions and between training 
institutions and public schools. In addition, projects that foster 
successful coordination between

[[Page 45721]]

special education and regular education professional development 
programs to meet the needs of children with low-incidence disabilities 
in inclusive settings are encouraged.
    Projects must:
    (a) Show how their proposed activities address the demands for 
trained personnel to serve children with low-incidence disabilities in 
the State or States whose needs the project is expected to meet. The 
extent of the need for trained personnel in a particular State must be 
supported by the State's Comprehensive System of Personnel Development 
(CSPD), or the CSPD supplemented by other additional relevant sources 
which the applicant demonstrates to be reliable and accurate.
    (b) Prepare personnel to address the specialized needs of children 
with low-incidence disabilities from different cultural and language 
backgrounds;
    (c) Incorporate best practices in the design of the program and the 
curricula;
    (d) Incorporate curricula that focus on improving results for 
children with low-incidence disabilities;
    (e) Promote high expectations for students with low-incidence 
disabilities and foster access to the general curriculum in the regular 
classroom, wherever appropriate; and
    (f) Develop linkages with Education Department technical assistance 
providers to communicate information on program models used and program 
effectiveness.
    Under this absolute priority, the Secretary plans to award 
approximately:
      55 percent of the available funds for projects that 
support careers in special education, including early childhood 
educators;
      30 percent of the available funds for projects that 
support careers in related services; and
      15 percent of the available funds for projects that 
support careers in early intervention.
    Project Period: Up to 36 months.
    Maximum Award: In no case does the Secretary make an award greater 
than $400,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package. Multi-year projects will be level funded unless there are 
changes in costs attributable to significant changes in activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 40 double-spaced, 8 1/2  x  11'' pages (on one side only) with 
one-inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.
Absolute Priority 2--Preparation of Leadership Personnel (84.029D).
    This priority supports projects that are designed to provide 
preservice professional preparation of leadership personnel in special 
education, related services, and early intervention. Leadership 
training is considered to be preparation in--
    (a) Supervision and administration at the advanced graduate, 
doctoral, and post-doctoral levels;
    (b) Research; and
    (c) Personnel preparation at the doctoral and post-doctoral levels 
(34 CFR 318.11(a)(4)).

Invitational Priorities

    Within Absolute Priority 1 the Secretary is particularly interested 
in applications that meet one or more of the following invitational 
priorities. However, under 34 CFR 75.105(c)(1) an application that 
meets one or more of these invitational priorities does not receive 
competitive or absolute preference over other applications:
    (a) Projects designed to foster successful coordination between 
special education and regular education teachers, administrators, 
related services personnel, infant intervention specialists, and 
parents.
    (b) Projects that coordinate their professional development 
programs for regular and special education personnel.
    (c) Projects that include recruitment of leadership personnel from 
groups that are underrepresented in educational leadership positions.
    Project Period: Up to 48 months.
    Maximum Award: In no case does the Secretary make an award greater 
than $225,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package. Multi-year projects will be level funded unless there are 
changes in costs attributable to significant changes in activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 40 double-spaced, 8\1/2\  x  11'' pages (on one side only) with 
one-inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.
Absolute Priority 3--Minority Institutions (84.029E).
    This priority supports awards to Historically Black Colleges and 
Universities and other institutions of higher education whose minority 
student enrollment is at least 25 percent. Awards may provide training 
of personnel in all areas noted in 34 CFR

[[Page 45722]]

318.10(a) (1) and (2), and must be designed to increase the 
capabilities of the institution in appropriate training areas (34 CFR 
318.11(a)(16)).
    Project Period: Up to 48 months.
    Maximum Award: In no case does the Secretary make an award greater 
than $200,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package. Multi-year projects will be level funded unless there are 
changes in costs attributable to significant changes in activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 40 double-spaced, 81/2  x  11'' pages (on one side only) with one-
inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.
Absolute Priority 4--Parent Training and Information Centers (84.029M)
    The purpose of this priority is to support Parent Training and 
Information Centers that assist parents to--
    (1) Better understand the nature and needs of the disabling 
conditions of their children with disabilities;
    (2) Provide follow-up support for the educational programs of their 
children with disabilities;
    (3) Communicate more effectively with special and regular 
educators, administrators, related services personnel, and other 
relevant professionals;
    (4) Participate fully in educational decision making processes, 
including the development of the individualized education program, for 
a child with a disability;
    (5) Obtain information about the range of options, programs, 
services, and resources available at the national, State, and local 
levels to children with disabilities and their families; and
    (6) Understand the provisions for educating children with 
disabilities under the Individuals with Disabilities Education Act.
    In order to assure that awards for parent centers serve parents of 
minority children with disabilities representative to the proportion of 
the minority population in the areas being served, applicants for 
awards shall identify with specificity the special efforts that will be 
undertaken to involve those parents, including efforts to work with 
community-based and cultural organizations and the specification of 
supplementary aids, services, and supports that will be made available. 
Applicants shall also specify budgetary items earmarked to accomplish 
these efforts.

Competitive Priorities

    Within Absolute Priority 4, the Secretary, under 34 CFR 
75.105(c)(2)(i), gives preference to applications that meet one or more 
of the following competitive priorities:
    (a) Providing parent training and information in one or more 
Empowerment Zones or Enterprise Communities. The Secretary awards 5 
points to an application that meets the competitive priority relating 
to Empowerment Zones or Enterprise Communities published in the Federal 
Register on November 7, 1994 (59 FR 55534). These points are in 
addition to any points the application earns under the selection 
criteria for the program.
    A list of areas that have been selected as Empowerment Zones or 
Enterprise Communities is included in an appendix to a notice published 
in the Federal Register on December 6, 1995 (60 FR 62699).
    (b) To assist the Secretary in ensuring that awards are distributed 
geographically on a State or regional basis throughout all the States, 
the Secretary awards 15 points to an application that provides parent 
training and information in a State, or geographic area, that would be 
unserved by an existing Parent Training and Information Center in FY 
1997. These points are in addition to any points the application earns 
under the selection criteria for the program and under competitive 
preference (a).
(20 U.S.C. 1431(e))

    Project Period: Up to 60 months.
    Maximum Award: In no case does the Secretary make an award greater 
than $400,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package. Multi-year projects will be level funded unless there are 
changes in costs attributable to significant changes in activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 40 double-spaced, 8\1/2\  x  11'' pages (on one side only) with 
one-inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.

SUPPLEMENTARY INFORMATION: The selection criteria that are used to 
evaluate applications under this priority award significant points 
based on the extent to which a proposed project addresses the needs of 
parents of minority infants, toddlers, children, and youth with 
disabilities.
    Also, a list of States or geographic areas that are currently 
unfunded or

[[Page 45723]]

underserved is available from the contact person listed below.

FOR APPLICATIONS AND GENERAL INFORMATION CONTACT: Ernestine Jefferson, 
U.S. Department of Education, 600 Independence Avenue S.W., room 3072, 
Switzer Building, Washington, D.C. 20202-2651. Telephone: 205-8761. 
FAX: (202) 205-9070. Internet: Ernestine__J[email protected].
    Individuals who use a telecommunications device for the deaf (TDD) 
may call the TDD number at (202) 260-7381.

FOR TECHNICAL INFORMATION CONTACT: For Preparation of Special 
Education, Related Services, and Early Intervention Personnel to Serve 
Infants, Toddlers, Children, and Youth with Low-Incidence Disabilities 
(84.029A): Verna Hart, U.S. Department of Education, 600 Independence 
Avenue, S.W., room 3519, Switzer Building, Washington, D.C. 20202-2641. 
Telephone: (202) 205-5392. FAX: (202) 205-9070. Internet: 
Verna__H[email protected].For Preparation of Leadership Personnel (84.029D): 
Bob Gilmore, U.S. Department of Education, 600 Independence Avenue 
S.W., room 3076, Switzer Building, Washington, D.C. 20202-2651. 
Telephone: (202) 205-9080. FAX: (202) 205-9070. Internet: 
Bob__G[email protected].
    For Minority Institutions (84.029E): Victoria Mims, U.S. Department 
of Education, 600 Independence Avenue S.W., room 3513, Switzer 
Building, Washington, D.C. 20202-2651. Telephone: (202) 205-8687. FAX: 
(202) 205-9070. Internet: Victoria__M[email protected].
    For Parent Training and Information Centers (84.029M): Merri 
Pearson, U.S. Department of Education, 600 Independence Avenue S.W., 
room 3518, Switzer Building, Washington, D.C. 20202-2651. Telephone: 
(202) 205-9093. FAX: (202) 205-9070. Internet: 
Merri__P[email protected].Individuals who use a telecommunications device 
for the deaf (TDD) may call the TDD number at (202) 260-7381.
    Program Authority: 20 U.S.C. 1431.

   Training Personnel for the Education of Individuals with Disabilities--Grants for Personnel Training and Parent Training and Information Centers--   
                                                         Application Notice for Fiscal Year 1997                                                        
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                                                 Estimated              
                                          Applications  Application     Deadline for                                              average     Estimated 
            CFDA No. and name               available     deadline   intergovernmental         Estimated range of awards          size of     number of 
                                                            date           review                                                  awards       awards  
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.029A--Preparation of special                 9/8/96      1/10/97         3/10/97     $200,000-400,000                           $300,000           30
 education, related services, and early                                                                                                                 
 intervention personnel to serve                                                                                                                        
 infants, toddlers, children, and youth                                                                                                                 
 with low-incidence disabilities.                                                                                                                       
84.029D--Preparation of leadership              9/8/96      12/2/96          2/3/97     175,000-225,000                             200,000           14
 personnel.                                                                                                                                             
84.029E--Minority Institutions..........        9/8/96      12/6/96          2/6/97     190,000-200,000                             195,000           18
84.029M--Parent training and information        9/8/96     11/25/96         1/27/97     100,000-400,000                             185,000           14
 centers.                                                                                                                                               
--------------------------------------------------------------------------------------------------------------------------------------------------------

PROGRAM FOR CHILDREN AND YOUTH WITH SERIOUS EMOTIONAL DISTURBANCE [CFDA 
No. 84.237]

    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.
    Eligible Applicants: Institutions of higher education, State 
educational agencies, local educational agencies, and other appropriate 
public and nonprofit private institutions or agencies.
    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.

    Priority: Under 34 CFR 75.105(c)(3), and 34 CFR 328, the Secretary 
gives an absolute preference to applications that meet the following 
priority. The Secretary funds under this competition only those 
applications that meet this absolute priority:
Absolute Priority--Developing Effective Secondary School-Based 
Practices for Youth with Serious Emotional Disturbance (84.237H)
    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--

[[Page 45724]]

    (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.
    Project Period: Up to 48 months
    Maximum Award: In no case does the Secretary make an award greater 
than $168,000 for a single budget period of 12 months. The Secretary 
rejects and does not consider an application that proposes a budget 
exceeding this maximum amount. However, because of budgetary 
considerations contingent upon congressional action, the Secretary may 
change the maximum amount through a note accompanying the application 
package. Multi-year projects will be level funded unless there are 
changes in costs attributable to significant changes in activity level.
    Page Limits: Part III of the application, the Application 
Narrative, requires applicants to address the selection criteria that 
will be used by reviewers in evaluating individual proposals. The 
applicant must limit the Part III--Application Narrative, to no more 
than 50 double-spaced, 8\1/2\  x  11'' pages (on one side only) with 
one-inch margins. This page limitation applies to any charts and graphs 
included in the application narrative. The application narrative page 
limit does not apply to: Part I--the electronically scannable form; 
Part II--the budget section (including the narrative budget 
justification); and Part IV--the assurances and certifications. Also, 
the one page abstract, resume(s), bibliography, or letters of support, 
while considered part of the application, are not subject to the page 
limitation. Applicants should note that reviewers are not required to 
review any information provided in addition to the application 
information listed above. If using a proportional computer font, use no 
smaller than a 12-point font. If using a nonproportional computer font 
or a typewriter, do not use more than 10 characters to the inch. 
Proposal narratives that exceed this page limit, or narratives using a 
smaller print size or spacing that makes the narrative exceed the 
equivalent of this limit, will not be considered for funding.

FOR APPLICATIONS AND GENERAL INFORMATION CONTACT: Claudette Carey, U.S. 
Department of Education, 600 Independence Avenue, S.W., room 3525, 
Switzer Building, Washington, D.C. 20202-2641. Telephone: (202) 205-
9864. FAX: (202) 20508105. Internet: Claudette__C[email protected]
    Individuals who use a telecommunications device for the deaf (TDD) 
may call the TDD number: (202) 205-8953.

FOR TECHNICAL 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.
    Program Authority: 20 U.S.C. 1426.

                       Program for Children and Youth With Serious Emotional Disturbance--Application Notice for Fiscal Year 1987                       
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                                                 Estimated              
                                          Applications  Application     Deadline for                                              average     Estimated 
            CFDA No. and name               available     deadline   intergovernmental         Estimated range of awards          size of       No. of  
                                                            date           review                                                  awards       awards  
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.237H--Developing effective secondary        9/08/96     12/13/96         2/13/97     $166,000-168,000                           $167,000            2
 school-based practices for youth with                                                                                                                  
 serious emotional disturbance.                                                                                                                         
--------------------------------------------------------------------------------------------------------------------------------------------------------

FOR ELECTRONIC ACCESS TO INFORMATION: Information about the 
Department's funding opportunities, including copies of application 
notices for discretionary grant competitions, can be viewed on the 
Department's electronic bulletin board (ED Board), telephone (202) 260-
9950; on the Internet Gopher Server at GOPHER.ED.GOV (under 
Announcements, Bulletins and Press Releases) or World Wide Web site (at 
http://www.ed.gov/). However, the official application notice for a 
discretionary grant competition is the notice published in the Federal 
Register. Application packages will be available in alternative formats 
upon request.

    Dated: August 22, 1996.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 96-21872 Filed 8-28-96; 8:45 am]
BILLING CODE 4000-01-P