[Federal Register Volume 63, Number 36 (Tuesday, February 24, 1998)]
[Notices]
[Pages 9376-9387]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 98-4577]



[[Page 9375]]

_______________________________________________________________________

Part III





Department of Education





_______________________________________________________________________



Special Education and Rehabilitative Services; Grant Applications; 
Notice

  Federal Register / Vol. 63, No. 36 / Tuesday, February 24, 1998 / 
Notices  

[[Page 9376]]


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

DEPARTMENT OF EDUCATION


Special Education and Rehabilitative Services; Grant Applications

AGENCY: Department of Education.

ACTION: Notice inviting applications for new awards for fiscal year 
1998.

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

SUMMARY: On June 4, 1997, the President signed into law Public Law 105-
17, the Individuals with Disabilities Education Act Amendments of 1997, 
amending the Individual with Disabilities Education Act (IDEA).
    This notice provides closing dates and other information regarding 
the transmittal of applications for fiscal year 1998 competitions under 
four programs authorized by IDEA, as amended. The four programs are: 
(1) Special Education--Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities (four 
priorities); (2) Special Education--Technology and Media Services for 
Individuals with Disabilities (two priorities); (3) Research and 
Innovation to Improve Services and Results for Children with 
Disabilities (one priority); and (4) Special Education--Personnel 
Preparation to Improve Services and Results for Children with 
Disabilities (one priority).
    This notice supports the National Education Goals by helping to 
improve results for children with disabilities.

Waiver of Rulemaking

    It is generally the practice of the Secretary to offer interested 
parties the opportunity to comment on proposed priorities. However, 
section 661(e)(2) of IDEA makes the Administrative Procedure Act (5 
U.S.C. 553) inapplicable to the priorities in this notice. In order to 
make awards on a timely basis, the Secretary has decided to publish 
these priorities in final under the authority of section 661(e)(2).

General Requirements

    (a) Projects funded under this notice must make positive efforts to 
employ and advance in employment qualified individuals with 
disabilities in project activities (see Section 606 of IDEA);
    (b) Applicants and grant recipients funded under this notice must 
involve individuals with disabilities or parents of individuals with 
disabilities in planning, implementing, and evaluating the projects 
(see Section 661(f)(1)(A) of IDEA); and
    (c) Projects funded under these priorities must budget for a two-
day Project Directors' meeting in Washington, D.C. during each year of 
the project.
    (d) In a single application, an applicant is required to address 
only one absolute priority in this notice.

    Note: The Department of Education is not bound by any estimates 
in this notice.

Special Education--Technical Assistance and Dissemination To 
Improve Services and Results for Children With Disabilities

    Purpose of Program: The purpose of this program is to provide 
technical assistance and information through such mechanisms as 
institutes, regional resource centers, clearinghouses and programs that 
support States and local entities in building capacity, to improve 
early intervention, educational, and transitional services and results 
for children with disabilities and their families, and address 
systemic-change goals and priorities.
    Eligible Applicants: State and local educational agencies; 
institutions of higher education; other public agencies; private 
nonprofit organizations; outlying areas; freely associated States; 
Indian tribes or tribal organizations; and for-profit organizations.
    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 selection criteria included in 
regulations for these programs in 34 CFR part 305.31 for the Regional 
Resource Centers priority, and 320.30 for the remaining three 
priorities.

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

Priority

    Under section 685 and 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 those 
applications that meet these absolute priorities:

Absolute Priority 1--Regional Resource Centers (84.326R)

Background
    State educational agencies (SEAs) are increasingly being asked to 
make changes to their systems for providing early intervention, special 
education, and transition services to improve results for children with 
disabilities and their families. Recent findings on educational change 
suggest that in order to create successful and lasting ``systemic 
change'': (1) decisions should be data-based; (2) multiple aspects of 
the system should be considered, including policies and practices at 
national, State, district, classroom, teacher, and student levels; (3) 
change should be driven from both the top-down and the bottom-up; (4) 
barriers to systemic change, such as fragmented policies and 
complicated administrative requirements should be eliminated; and (5) 
changes to one sector of the system should be directly linked to 
changes in all other system sectors (for example, personnel development 
and teacher certification must be linked to curriculum content and 
student outcomes). Furthermore, SEAs striving for such complex 
transformations will be required to establish new partnerships, 
translate validated research findings into practice, and provide 
personnel with specialized knowledge and skills.
    In order to help States improve their special education programs, 
the Office of Special Education Programs (OSEP) has supported Regional 
Resource Centers (RRCs) which employ a variety of strategies, including 
needs assessment, staff training, policy and product development, and 
information dissemination. Historically, these strategies, although 
requested and well received by SEAs, have focused primarily on specific 
policy or program issues. They have seldom addressed the SEA's systemic 
needs.
    For over a decade, OSEP has supported State system change efforts 
through a number of discretionary projects. These projects, although 
successful, were limited in number and scope, focusing specifically on 
secondary transition and the education of children with severe 
disabilities. The IDEA Amendments of 1997 specifically authorize 
technical assistance on assisting SEAs and their partners in planning 
and implementing systemic change. In this regard, the following 
priority would require the RRCs to assist SEAs and LEAs in including 
general educators in systems change efforts designed to improve results 
for children with disabilities.
    The Regional Resource Centers will become a key component of OSEP's 
expanded systems change efforts, serving not only in their traditional 
capacity as technical assistance providers, but also as brokers of 
technical assistance for SEAs, LEAs, and their partners. This new role 
would require RRCs to serve as a link between SEAs and appropriate 
technical assistance providers at national, State, and local levels 
that can assist States in achieving systemic change and improving 
results for children with disabilities and their families.
    Consistent with the Regional Resource Centers' central mission of 
helping States improve their special education

[[Page 9377]]

programs, the following priority requires centers to address the 
general technical assistance needs of SEAs and their partners related 
to the development and implementation of State Improvement Plans under 
the new State Program Improvement Grants for Children with Disabilities 
(or SIG program). The SIG program supports competitive grants designed 
to assist State educational agencies and their partners in reforming 
and improving their systems for providing educational, early 
intervention, and transitional services, including their systems for 
professional development, technical assistance, and dissemination of 
knowledge about best practices, in order to improve results for 
children with disabilities. Because Regional Resource Centers are 
funded to provide technical assistance and to serve as a resource for 
information requests from all States within their regions, and must do 
so on an equitable basis across those States, centers are prohibited 
from helping a State draft its SIG application, providing technical 
assistance on what to include in the application or how to draft the 
application contents, or performing any other function that could be 
viewed as providing a competitive advantage to one potential SIG 
program applicant over another. On the other hand, helping States, for 
example, with needs assessments, project implementation, and 
evaluation, and other activities related to the State improvement plan 
are consistent with the centers' general role and are authorized under 
the following priority.
Priority
    The Secretary establishes an absolute priority for the purpose of 
supporting Regional Resource Centers. The Regional Resource Centers, 
through written technical assistance agreements with SEAs, LEAs, and 
other entities must--
    (a) Increase the depth and utility of information in on-going and 
emerging areas of priority needs as identified by States, local 
educational agencies, and participants in SIG partnerships that are in 
the process of making systemic changes. To expand information depth and 
utility, Regional Resource Centers must, for example, cooperate with 
the Federal Resource Center in collecting and sharing information on 
current practices, policies, and programs relevant to State 
implementation of IDEA.
    (b) Promote change through a multi-State or regional framework that 
benefits States, local educational agencies, and participants in SIG 
partnerships pursuing systemic-changes. To promote change, Regional 
Resource Centers must conduct activities such as--
    (1) Identifying general and special education technical assistance 
providers funded by the Department of Education at national, State, and 
local levels, and linking them with SEAs to help them achieve systemic 
change and improved results for children with disabilities and their 
families.
    (2) Collaborating with other Department-funded programs that 
address special needs related to school-based reform (e.g., school-wide 
and other programs under Title I of the Elementary and Secondary 
Education Act).
    (3) Participating in Department of Education program coordinated 
reviews whose purpose is to ensure that technical assistance activities 
of the centers are coordinated with those of other technical assistance 
providers to meet State identified needs in a comprehensive and 
efficient manner. The program coordinated reviews conducted by the 
Department focus on areas in which technical assistance is needed 
across programs such as standards and assessments, parent involvement, 
professional development, transition from school to work, and education 
reform.
    (c) Promote communication and information exchange among States, 
local educational agencies, and participants in SIG partnerships based 
on the needs, concerns, emerging issues, and trends identified by these 
agencies and participants. Such bases may include, for example:
    (1) Persistent problems that arise as States comply with IDEA 
requirements (e.g., identifying appropriate settings for infants and 
toddlers, transition issues, shortages of related service personnel, 
alternate assessment strategies, or determining appropriate uses of 
technology).
    (2) Issues faced by local, regional, and State entities in 
implementing systemic reform, (e.g., placement issues, training and 
support for teachers, developing useful curricular materials based on 
sound instructional principles, managing children who exhibit 
challenging behaviors).
    (3) Variance in practices, procedures, and policies of States, 
local educational agencies, and participants in SIG partnerships.
    (4) Accountability of States, local educational agencies and 
participants in SIG partnerships for improved early intervention, 
educational, and transitional results for children with disabilities.
    (d) Provide technical assistance to State educational agencies and 
their partners related to State improvement plans under the SIG 
program. Technical assistance activities may include--
    (1) Developing general models for SEAs to use in developing their 
State improvement plans under the SIG program (See Sec. 653 of IDEA);
    (2) Helping SEAs conduct needs assessment activities stipulated in 
the State improvement plan (See Sec. 653(b) of IDEA);
    (3) Helping SEAs and their partners implement systemic changes 
specified in the State improvement plan (See Sec. 653(c) of IDEA);
    (4) Helping to evaluate the systemic outcomes of State improvement 
activities (See Sec. 653(f) of IDEA); and
    (5) Serving as a technical assistance facilitator to establish 
mentoring relationships between SEAs that have successfully implemented 
State improvement activities under the SIG program and those seeking 
funding under the SIG program.
    (e) Assist States in developing and implementing strategies to 
comply with IDEA requirements such as establishing performance goals 
and indicators under section 612(a)(16). To assist States, the Regional 
Resource Centers may conduct activities such as--
    (1) Designing LEA systems for ensuring compliance, (e.g., LEA 
monitoring, eligibility, complaint resolution);
    (2) Developing and assisting in the implementation of corrective 
action plans in response to U.S. Department of Education monitoring 
findings; and
    (3) Assisting in coordinated program reviews conducted by the U.S. 
Department of Education.
    (f) Conduct, every two years, a results-based evaluation of the 
technical assistance provided. Such an evaluation must be conducted by 
a review team consisting of three experts approved by the Secretary and 
must measure elements such as--
    (1) The type of technical assistance provided and the perception of 
its quality by the target audience;
    (2) The changes that occurred as a result of the technical 
assistance provided; and
    (3) How the changes relate to State plan goals and objectives.
    The services of the review team, including a two-day site visit to 
the centers are to be performed during the last half of a center's 
second year and may be included in that year's evaluation required 
under 34 CFR 75.590. Costs associated with the services to be performed 
by the review team must also be included in the Regional Resource 
Center's budget for

[[Page 9378]]

year two. These costs are estimated to be approximately $4,000.
Geographic Regions:
    The Secretary establishes the following geographic regions for the 
RRCs:
    Region 1: Connecticut, Maine, Massachusetts, New Hampshire, New 
Jersey, New York, Rhode Island, Vermont
    Region 2: Delaware, District of Columbia, Kentucky, Maryland, North 
Carolina, South Carolina, Tennessee, Virginia, West Virginia
    Region 3: Alabama, Arkansas, Florida, Georgia, Louisiana, 
Mississippi, Oklahoma, Texas, Puerto Rico, Virgin Islands
    Region 4: Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, 
Ohio, Pennsylvania, Wisconsin
    Region 5: Arizona, Colorado, Kansas, Montana, New Mexico, Nebraska, 
North Dakota, South Dakota, Utah, Wyoming, Bureau of Indian Affairs
    Region 6: Alaska, California, Hawaii, Idaho, Nevada, Oregon, 
Washington, American Samoa, Guam, and the Northern Marianas, and the 
Federated States of Micronesia, the Republic of the Marshall Islands, 
and the Republic of Palau--for as long as they participate under Part B 
of IDEA.
    In addition to the two-day Project Directors' meeting (see general 
requirement (c)), the project must also budget for an additional trip 
to Washington, D.C. to collaborate with the OSEP project officer.
    Under this priority, the Secretary will make six awards for 
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 the Regional Resource Centers for the 
fourth and fifth years of the project period, the Secretary, in 
addition to the requirements of 34 CFR 75.253(a), will consider the 
timeliness and effectiveness with which all requirements of the 
negotiated cooperative agreement have been or are being met by the 
Regional Resource Centers.
    Project Period: Up to 56 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $1,040,000 for the first 
budget period of 8 months, and $1,500,000 for the subsequent 12 month 
budget periods. The Secretary may change the maximum amounts through a 
notice published in the Federal Register.
    Page Limits: In Part III of the application, the application 
narrative is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating an application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
number of pages, using the following standards: (1) A ``page'' is 8\1/
2\'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). (2) All text in the application narrative, including titles, 
headings, footnotes, quotations, references, and captions, as well as 
all text in charts, tables, figures, and graphs, must be double-spaced 
(no more than 3 lines per vertical inch). If using a proportional 
computer font, use no smaller than a 12-point font, and an average 
character density no greater than 18 characters per inch. If using a 
nonproportional font or a typewriter, do not use more than 12 
characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.

Absolute Priority 2--National Clearinghouse on Postsecondary Education 
(84.326H)

    The Secretary establishes an absolute priority to support a 
National Clearinghouse on Postsecondary Education for Individuals with 
Disabilities. The National Clearinghouse on Postsecondary must--
    (a) Collect and disseminate information on: the characteristics of 
individuals with disabilities entering and participating in education 
and training programs after high school; legislation affecting such 
individuals and such programs; policies, procedures, support service, 
(including assistive technology and adaptations), and other resources 
available or recommended to facilitate the postsecondary education of 
individuals with disabilities; available educational programs and 
services in postsecondary settings that include, or can be adapted to 
include, individuals with disabilities; and sources of financial aid 
for the postsecondary education and training of individuals with 
disabilities;
    (b) Identify areas, in addition to those specified in paragraph 
(a), in which information is needed and provide information in those 
areas;
    (c) Develop a coordinated network of professionals, related 
organizations and associations, mass media, other clearinghouses, and 
governmental agencies at the Federal, regional, State, and local level 
for purposes of disseminating information, promoting awareness of 
issues related to the postsecondary education of individuals with 
disabilities, and referring individuals who request information to 
local resources;
    (d) Respond to requests for information from individuals with 
disabilities, their parents, and professionals who work with such 
individuals so that persons may make informed decisions about 
postsecondary education and training. All information requests should 
be collected and responses disseminated, at no cost to the requester, 
through multiple vehicles such as a toll free telephone number, a World 
Wide Web Site, and through electronic and regular mail. The project 
must link with other Federally supported technical assistance projects 
in collecting and disseminating information. Information products must 
be made available in accessible formats and, as appropriate, foreign 
languages.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $450,000 for any single 
budget period of 12 months. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: In Part III of the application, the application 
narrative is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating an application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
number of pages, using the following standards: (1) A ``page'' is 8\1/
2\'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). (2) All text in the application narrative, including titles, 
headings, footnotes, quotations, references, and captions, as well as 
all text in charts, tables, figures, and graphs, must be double-spaced 
(no more than 3 lines per vertical inch). If using a proportional 
computer font, use no smaller than a 12-point font, and an average 
character density no greater than 18 characters per inch. If using a 
nonproportional font or a typewriter, do not use more than 12 
characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page

[[Page 9379]]

abstract, resumes, bibliography, and letters of support. However, all 
of the application narrative must be included in Part III. If an 
application narrative uses a smaller print size, spacing, or margin 
that would make the narrative exceed the equivalent of the page limit, 
the application will not be considered for funding.

Absolute Priority 3--National Information Center for Children With 
Disabilities (84.326N)

Background
    There is a need to disseminate information and provide technical 
assistance on a national basis to parents, professionals, and other 
interested parties who live with, and work with, infants, toddlers, and 
children with disabilities. Activities such as disseminating 
information and providing technical assistance are intended to support 
States and local entities in building capacity to improve early 
intervention, educational, and transitional services, and results for 
children with disabilities and their families, and to address systemic-
change goals and priorities. Since the inception of IDEA, the 
informational needs of parents, professionals, and others has greatly 
increased. Public awareness of IDEA has continued to improve. As 
additional parents and professionals confront issues related to IDEA 
and children with disabilities, the need for information will intensify 
and existing materials will have to be updated, revised, and improved 
upon.
Priority
    The Secretary establishes an absolute priority for the purpose of 
establishing and operating a national information dissemination center 
to improve early intervention results for infants and toddlers and 
educational and transitional results for children with disabilities. 
The center shall also address national needs for the preparation and 
dissemination of information relating to eliminating barriers to 
systemic change.
    The national information dissemination center must--
    (a) Collect, develop, and disseminate research-based information on 
the characteristics of infants, toddlers, and children with 
disabilities and on the programs, legislation, and services related to 
early intervention or education under IDEA and other Federal laws;
    (b) Develop and implement a process for reviewing materials related 
to the IDEA Amendments of 1997 for accuracy and for consistency with 
those Amendments. The process must be approved by OSEP prior to 
implementation;
    (c) Participate in programs and activities for providing outreach, 
technical assistance, and collection and dissemination of information 
on issues related to children with disabilities; and promote networking 
between individuals and appropriate national, State, and local agencies 
and organizations that deal with issues under IDEA. The center must 
coordinate its activities with parent training and information centers; 
community parent resource centers; early childhood, elementary, 
secondary and postsecondary technical assistance centers; the technical 
assistance to parent information centers project; regional resource 
centers; and other national technical assistance systems and 
information sources, such as the center on dispute resolution, that are 
supported under IDEA. The project must create links with other 
Federally supported technical assistance projects and create a World 
Wide Web home page to link electronically to these projects, as 
appropriate;
    (d) Establish a coordinated network and conduct outreach activities 
with relevant Federal, State, and local organizations and other sources 
for promoting public awareness of disability issues and the 
availability of relevant information, programs, and services;
    (e) Collect, develop and disseminate research-based information 
related to early intervention, education, and related services of 
individuals with disabilities that is responsive to current and future 
informational needs of parents, professionals, individuals with 
disabilities, and other interested parties. Information, must be 
collected and disseminated on a national, regional, and State basis as 
appropriate;
    (f) Provide technical assistance to national, federally supported, 
regional, State, and local agencies and organizations seeking to 
establish information and referral services for individuals with 
disabilities and their families;
    (g) Develop strategies to disseminate information to 
underrepresented groups such as those with limited English proficiency, 
for purposes of carrying out center activities.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $1,100,000 for any single 
budget period of 12 months. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: In Part III of the application, the application 
narrative is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating an application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
number of pages, using the following standards: (1) A ``page'' is 8\1/
2\'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). (2) All text in the application narrative, including titles, 
headings, footnotes, quotations, references, and captions, as well as 
all text in charts, tables, figures, and graphs, must be double-spaced 
(no more than 3 lines per vertical inch). If using a proportional 
computer font, use no smaller than a 12-point font, and an average 
character density no greater than 18 characters per inch. If using a 
nonproportional font or a typewriter, do not use more than 12 
characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.
    Program Authority: Section 685 of the Act.

Absolute Priority 4--Linking Policy and Practice Audiences With the 
1997 Amendments of IDEA (84.326A)

Background
    The Individuals with Disabilities Education Act Amendments of 1997 
(P.L. 105-17) made improvements to the IDEA that will help ensure that 
each child (ages birth through 21) with a disability is provided with a 
high quality individually designed program of services to meet his or 
her developmental and educational needs. The IDEA Amendments of 1997 
build on the original purposes of the law: each child must be ensured a 
free appropriate public education, each child's education must be 
determined on an individualized basis, a program must be designed to 
meet the child's particular needs in the least restrictive appropriate 
environment, and the rights of children and their families must be 
ensured and protected through procedural safeguards.

[[Page 9380]]

    The new IDEA provisions begin to shift the focus of the law from 
providing access to education and early intervention services to 
improving results for children with disabilities. For example, the IDEA 
Amendments of 1997 include additional requirements to help ensure that 
children with disabilities have access to challenging curricula, that 
their developmental and educational programs are based on high 
expectations, and that their progress is regularly assessed and their 
parents are kept informed.
    Educational and professional associations, parent organizations, 
and other entities concerned with early intervention and the education 
of children with disabilities played an important role in the 
reauthorization of IDEA. Each supported and advocated for a clear focus 
on results as well as on access. These same entities, and their 
grassroots constituents, will be critical to the implementation of the 
new law by helping to ensure that the changes made by the IDEA 
Amendments of 1997 are understood and put into practice by their 
members at the State and local levels.
Priority
    The Secretary establishes an absolute priority to support four 
partnerships among associations and other entities so they can 
contribute to the successful implementation of IDEA, including Part C. 
These partnerships will be established in order to inform and provide 
support to partnership's members and constituents in understanding the 
changes to the law, the implications of these changes for their 
respective roles in improving results for children with disabilities, 
and how research-based best practices can be used to implement the law. 
Associations and other entities forming partnerships must--
    (a) Collaborate to meet the needs of one of four audiences: (1) 
policy makers (e.g., chief State school officers, State boards of 
education, local school boards, State directors of special education, 
State directors of mental health programs, State directors of 
vocational rehabilitation programs, State directors of programs for 
children with special health care needs, deans of education and special 
education department chairs, school superintendents, governors, State 
legislators); (2) service providers, (e.g., general and special 
education teachers, early childhood specialists, community-based 
providers, vocational educators, related service providers, 
paraprofessionals); (3) local-level administrators (e.g., elementary, 
middle and secondary school principals; special education 
administrators; and administrators of private schools); and (4) 
families and advocates (e.g., parents and family members of general and 
special education students and infants with disabilities, and 
disability advocacy organizations). One partnership will be supported 
for each collective audience. Each partnership must include--
    (i) From 5 to 10 associations and entities representing general and 
special education interests; and
    (ii) One project director responsible for the leadership and 
management of the partnership.
    (b) Conduct needs assessments of member associations and other 
entities prior to submitting an application in order to identify the 
needs of their respective memberships and constituents regarding the 
implementation of the amended IDEA.
    Partnerships must--
    (1) Describe in the application the strategies (e.g., 
questionnaires, telephone surveys, focus groups, the use of documents 
in electronic formats) used to obtain input and need-based information 
from their respective memberships and constituents;
    (2) Provide an analysis of the needs assessment data with the 
application and submit the analysis to the Coordinating Committee 
described in paragraph (e) once the committee is established.
    (c) Develop a joint agreement among its participating associations 
and other entities to be included in the application. This agreement 
must describe--
    (1) The audience whose needs the partnership will address;
    (2) The roles and responsibilities of each member organization or 
other entity in the partnership;
    (3) The activities that the partnership is proposing to conduct. 
Activities must include dissemination and outreach. Each partnership 
must also employ information specialists to answer questions and 
provide materials to audience members and constituents upon request; 
and
    (4) How resources are proposed to be allocated to ensure the 
success of the partnership activities.
    (d) Budget for the participation of three partnership members in up 
to five days of training on the IDEA Amendments of 1997. This training 
will be conducted by OSEP staff in Washington DC.
    (e) Propose an approach for establishing and operating a 
Coordinating Committee comprised of representatives of each of the four 
partnerships supported under this priority. The Coordinating Committee 
shall include, at a minimum, the project director of each partnership 
and appropriate OSEP staff, and may also include other partnership 
staff for purposes of carrying out committee responsibilities, 
including assisting partnerships in implementing their projects. The 
proposal under this paragraph must address each of the committee 
functions listed below and include a method for allocating partnership 
resources to support committee activities. Committee members will 
convene during the second month of the award to reach consensus on a 
single approach based on the proposals in one or more of the 
partnership's respective applications. The Coordinating Committee 
shall--
    (1) Provide technical assistance and develop materials to ensure 
clarity, accuracy, consistency of message and efficient use of 
resources across the partnerships;
    (2) Provide partnerships timely information, including information 
on pertinent research;
    (3) Implement an external review process in which experts review 
partnership materials for technical accuracy and clarity. Experts must 
be knowledgeable in the IDEA Amendments of 1997, supporting legislative 
history, and regulations implementing the Amendments, and also must be 
familiar with related OSEP policy guidance. The external expert review 
process shall be finalized in consultation with, and approved by, OSEP;
    (4) Implement a joint marketing, training, dissemination, and 
outreach plan, based on the results of the partnerships' needs 
assessments, for reaching each of the four target audiences in an 
efficient and timely manner. This plan must include a timeline and a 
range of strategies, with differing degrees of intensity, to reach each 
of the four audiences (e.g., mailouts to members and constituents, 
training trainers, providing on-site technical assistance, preparing 
and disseminating materials). The marketing plan must explain: how 
partners will use funds provided under this priority to supplement 
their ongoing organizational efforts to improve results for children 
with disabilities; how partners intend to create a cadre of individuals 
who have in-depth knowledge of the IDEA Amendments of 1997 and can 
provide necessary training; how these representatives of the various 
partnerships will participate in training members of other 
partnerships; how partners will reach

[[Page 9381]]

their members and constituents at the local level; how partners will 
address the level of awareness, knowledge, and skill of their 
respective targeted audiences; and how the partners will use the 
knowledge from research-based best practices to effectively implement 
the IDEA Amendments of 1997; and
    (5) Design and conduct a communication campaign that includes the 
successful implementation of researched-based practices and that 
increases public awareness of how children with disabilities are being 
served appropriately and how appropriate services affect results for 
children. Appropriate resources must be allocated to the communication 
campaign. The communication campaign also must be based on the needs 
assessments, and should use a range of strategies. Elements of the 
campaign might include, but need not be limited to: an 800 number to 
provide accurate answers to inquiries related to the IDEA Amendments of 
1997 and to provide information about the partnerships' successes; one 
or more web sites with shared information among the partnerships and 
links to other information providers; a database of material developed 
by the partnerships; regular information updates keeping abreast of new 
developments in the law; and a media campaign highlighting the 
exemplary practices of the partnerships through television, radio and 
print public service announcements, a press package, regional events 
and conferences, and targeted mailings. The communication campaign will 
culminate in the third and fifth years with a national conference on 
best practices for achieving positive results for children with 
disabilities.
Project Period
    Under this priority, The Secretary will make an award for a 
cooperative agreement 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 a partnership for the fourth and fifth 
years of the project period, the Secretary, in addition to the 
requirements of 34 CFR 75.253(a), will consider--
    (a) The recommendation of a review team consisting of three experts 
selected by the Secretary. The team's review is to be performed during 
the last half of the partnership's second year. The cost of this 
review, which is estimated to be approximately $4,000, must be included 
in the partnership's budget for year two;
    (b) The quality and accuracy of materials and information provided 
by the partnership, as well as the timeliness and effectiveness with 
which all requirements of the negotiated cooperative agreement have 
been or are being met by the partnership; and
    (c) The degree to which the partnership assists audience members in 
using best practices to implement the IDEA Amendments of 1997.
    Number of Awards: Four partnership awards will be made: policy 
maker partnership; local-level administrator partnership; service 
provider partnership; and family and advocate partnership.
    Review and Approval by OSEP: Information products produced under 
this award may not be disseminated to outside audiences without prior 
approval by OSEP.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $1,500,000 for any single 
budget period of 12 months. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: In Part III of the application (the application 
narrative), applicants must address the selection criteria that are 
used by reviewers in evaluating an application. An applicant must limit 
Part III to the equivalent of no more than 40 double-spaced number of 
pages, using the following standards: (1) A ``page'' is 8\1/2\'' X 11'' 
(on one side only) with one-inch margins (top, bottom, and sides). (2) 
All text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs, must be double-spaced (no more 
than 3 lines per vertical inch). If using a proportional computer font, 
use no smaller than a 12-point font, and an average character density 
no greater than 18 characters per inch. If using a nonproportional font 
or a typewriter, do not use more than 12 characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.

Special Education--Technology and Media Services for Individuals 
With Disabilities [CFDA No. 84.327]

    Purpose of Program: The purpose of this program is to promote the 
development, demonstration, and utilization of technology and to 
support educational media activities designed to be of educational 
value to children with disabilities. This program also provides support 
for some captioning, video description, and cultural activities.
    Eligible Applicants: State and local educational agencies; 
institutions of higher education; other public agencies; private 
nonprofit organizations; outlying areas; freely associated States; 
Indian tribes or tribal organizations; and for-profit organizations.
    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 selection criteria included in 
regulations for these programs in 34 CFR 332.32 for the Captioned Films 
and Videos Distribution System priority, and CFR 333.21 for the 
Steppingstones of Technology Innovation for Students with Disabilities 
priority.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.
Priority
    Under section 687 and 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 those 
applications that meet these absolute priorities:

Absolute Priority 1--Captioned Films and Videos Distribution System 
(84.327N)

Background
    This priority supports the operation of a distribution system of 
captioned films and videos that provides deaf and hard of hearing 
individuals, as well as other individuals with disabilities, with 
access to captioned educational and general interest media on a 
nonprofit free-loan basis. This priority provides students and other 
individuals with disabilities with captioned media so they may benefit 
from the same educational media used to enrich the educational and 
cultural experiences of students and other individuals who do not have 
disabilities. Activities under this priority include, but are not 
limited to:
    (a) Improving the accessibility of all students and other 
individuals to captioned media;

[[Page 9382]]

    (b) Circulation of free-loan captioned media;
    (c) Producing and providing printed, cd-rom, and online listings 
and catalogs of available materials; and
    (d) Outreach activities to promote the program to users and to 
inform school systems as to the availability of educational captioned 
media.
Priority
    To be funded under this priority, the project must--
    (a) Develop strategies and procedures to be implemented in 
operating a distribution system, consisting of local and regional 
centers, including depositories, and one central general interest and 
educational media center. Local and regional centers may include State 
schools for disabled individuals, public or private school systems, 
public libraries, colleges or universities, or other distribution 
points that distribute captioned media;
    (b) Ensure that the system permits interdepository circulation of 
free-loan captioned educational media, and allows individuals, 
depositories, and local and regional centers to access booking 
information from the (1) computerized depositories; and (2) general 
interest and educational films and video center via on-line access;
    (c) Establish and describe the computerized registration procedures 
that will be used to register users, schedule captioned media retrieval 
and use, and track and record consumer feedback and usage information;
    (d) Develop and implement criteria and procedures for replacing 
irreparable captioned media;
    (e) Prepare, update, and distribute copies of a catalog listing all 
captioned media available under this project, including copies of the 
lesson guides as they become available;
    (f) Convene an annual meeting of depository managers, librarians, 
and audiovisual and other personnel from local, regional, and State 
educational agencies for the purpose of training, planning, sharing, 
brainstorming, and other activities related to improving the access of 
individuals to captioned media. The Washington, D.C. metropolitan area 
will be the site of the meeting;
    (g) Implement outreach activities, especially activities that reach 
out to local school systems to make them aware of the open and closed 
captioned materials that are available to them under this program and 
from other sources; and
    (h) Submit quarterly progress reports to the project officers.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $1,350,000 for any single 
budget period of 12 months. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: In Part III of the application, the application 
narrative is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating an application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
number of pages, using the following standards: (1) A ``page'' is 8\1/
2\'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). (2) All text in the application narrative, including titles, 
headings, footnotes, quotations, references, and captions, as well as 
all text in charts, tables, figures, and graphs, must be double-spaced 
(no more than 3 lines per vertical inch). If using a proportional 
computer font, use no smaller than a 12-point font, and an average 
character density no greater than 18 characters per inch. If using a 
nonproportional font or a typewriter, do not use more than 12 
characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.

Absolute Priority 2--Steppingstones of Technology Innovation for 
Students With Disabilities (84.327A)

    The purpose of this priority is for the support of projects that--
    (a) Select and describe a technology-based approach for achieving 
one or more of the following purposes: (1) Improving literacy for 
students with disabilities; (2) improving access to and participation 
in the general curriculum for students with disabilities; and (3) 
improving accountability and participation in educational reform for 
students with disabilities. The technology-based approach must consist 
of an innovative and emerging technology, and additional curriculum 
materials and instructional methodologies that enable the technology to 
achieve educational purposes for students with disabilities;
    (b) Justify the approach on the basis of research or theory that 
supports the effectiveness of the technology-based approach for 
achieving one or more of the purposes presented in paragraph (a); and
    (c) Conduct work in ONE of the following phases:
    (1) Phase 1--Development: Projects funded under Phase 1 must 
develop and refine a technology-based approach, and test its 
feasibility for use with students with disabilities. Activities may 
include development, adaptation, and refinement of technology, 
curriculum materials, or instructional methodologies. Activities must 
include formative evaluation. The primary product of Phase 1 should be 
a promising technology-based approach that is suitable for field-based 
evaluation of effectiveness.
    (2) Phase 2--Research and Evaluation: Projects funded under Phase 2 
must select a promising technology-based approach that has been 
developed in a manner consistent with Phase 1, and subject the approach 
to rigorous field-based research and evaluation to determine 
effectiveness and feasibility in educational settings. Products of 
Phase 2 include a further refinement and description of the technology-
based approach, and sound evidence that, in a defined range of real 
world contexts, the approach can be effective in achieving one or more 
of the purposes presented in paragraph (1).
    (3) Phase 3--Implementation and Validation: Projects funded under 
Phase 3 must select a technology-based approach that has been evaluated 
for effectiveness and feasibility in a manner consistent with Phase 2, 
and must study the implementation of the approach in multiple, complex 
settings to acquire an improved understanding of the range of contexts 
in which the approach can be used effectively, and the factors that 
determine the effectiveness and sustainability of the approach in this 
range of contexts. Factors to be studied in Phase 3 include factors 
related to the technology, curriculum materials and instructional 
methodologies that constitute the technology-based approach. Phases 2 
and 3 can be contrasted as follows: Phase 2 studies the effectiveness 
the approach can have, while Phase 3 studies the effectiveness the 
approach is likely to have in sustained use in a range of typical 
educational settings. The primary product of Phase 3 should be a 
detailed blueprint that can be used in dissemination and utilization of 
the technology-based approach. Also to be studied in Phase 3 are 
contextual factors associated with students, teacher

[[Page 9383]]

attitudes skills and actions, physical setting, curriculum and 
instruction, resources, and professional development and policy 
supports, etc.;
    (d) In addition to the annual two-day Research to Practice Division 
Project Directors' meeting in Washington, D.C. mentioned above in the 
General Requirements section of this notice, budget for another annual 
trip to Washington, D.C. to collaborate with the Federal project 
officer and the other projects funded under this priority, and to share 
information and discuss findings and methods of dissemination; and
    (e) Prepare products from the project in formats that are useful 
for specific audiences as appropriate, including parents, 
administrators, teachers, early intervention personnel, related 
services personnel, researchers, and individuals with disabilities.
    Project Period: The Secretary intends to fund at least one project 
in each phase. Projects funded under Phase 1 will be funded for up to 
24 months. Projects funded under Phase 2 will be funded for up to 24 
months. Projects funded under Phase 3 will be funded for up to 36 
months. During the final year of projects funded under Phase 3, the 
Secretary will determine whether or not to fund an optional six-month 
period for additional dissemination activities.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $200,000 for any single 
budget period of 12 months. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: In Part III of the application, the application 
narrative is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating an application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
number of pages, using the following standards: (1) A ``page'' is 8\1/
2\'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). (2) All text in the application narrative, including titles, 
headings, footnotes, quotations, references, and captions, as well as 
all text in charts, tables, figures, and graphs, must be double-spaced 
(no more than 3 lines per vertical inch). If using a proportional 
computer font, use no smaller than a 12-point font, and an average 
character density no greater than 18 characters per inch. If using a 
nonproportional font or a typewriter, do not use more than 12 
characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.

Research and Innovation To Improve Services and Results for 
Children With Disabilities

    Purpose of Program: To produce, and advance the use of, knowledge 
to: (1) improve services provided under IDEA, including the practices 
of professionals and others involved in providing those services to 
children with disabilities; and (2) improve educational and early 
intervention results for infants, toddlers, and children with 
disabilities.
    Eligible Applicants: State and local educational agencies; 
institutions of higher education; other public agencies; private 
nonprofit organizations; outlying areas; freely associated States; 
Indian tribes or tribal organizations; and for-profit organizations.
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--Research Institute To Improve Results for 
Adolescents With Disabilities in General Education Academic Curricula

Background
    The purpose of this priority is to support an institute that will 
conduct research and development activities aimed at improving results 
for secondary school-aged (grades 9 through 12) students with 
disabilities participating in the general education academic curricula. 
Research must be conducted on how students with disabilities learn 
challenging academic content, as well as on a broad array of 
instructional and contextual variables that influence skill acquisition 
among high school students with disabilities. The institute must also 
develop approaches to disseminating effective research-based 
information and practices to secondary education teachers who serve 
high school students with disabilities participating in general 
education academic curricula.
    Although various school reforms have been implemented that are 
intended to help all students succeed academically, multiple and 
significant challenges face both general and special educators. For 
example, findings from the National Longitudinal Transition Study 
indicate that students with disabilities are spending, on average, 
nearly 70 percent of their school day in regular education classrooms 
where exposure to general education academic curricula is most common. 
However, it is uncertain if academic content is learned when fewer than 
one-quarter of students with disabilities move on to two or four-year 
colleges. Furthermore, when special education and other related 
services are being increasingly provided in regular education 
classrooms, a stronger collaboration among general and special 
educators is needed. For example, general educators play an 
increasingly prominent role in the education of students with 
disabilities, not only as classroom teacher for academic content, but 
also in the IEP process. Therefore, the redefinition of 
responsibilities for both general and special educators will require 
the learning of new content and new strategies for teaching and 
assessing students.
    Furthermore, many high school students with disabilities have 
significant skill deficiencies that prevent them from benefiting from 
instruction offered in the general education academic curricula. 
Studies are needed to develop instructional strategies that enable 
students with disabilities to understand, remember, and integrate 
content information contained in academic curricula, and to examine 
factors which define the instructional dynamic within high school 
classrooms between teachers and students and between groups of 
students.
    Some of the specific questions about which more knowledge is needed 
include: Are current practices sufficient for teaching complex, high 
school subject content within the context of restructured high schools 
to students with disabilities, including students who live in poverty? 
How do classroom teachers best structure and deliver content 
information? How can teachers best organize instruction within an 
academically diverse class to ensure that all students master and can 
generalize targeted content? What are the critical instructional and 
contextual variables that influence skill acquisition among adolescents 
with disabilities? How can this knowledge inform the improvement of 
instructional practice?
    For real change to occur, secondary special and general education 
teachers who serve children with disabilities in the general education 
academic

[[Page 9384]]

curricula need to know of, and be able to use, research-based 
practices. Moreover, it is necessary to develop effective ways of 
disseminating research results and effective research-based practices 
to teachers and other school personnel. This calls for ambitious, 
innovative, and collaborative approaches to infuse research findings 
into professional practice. Effective approaches for translating 
research to secondary school practice can help ensure that students 
with disabilities have access to and achieve success in general 
education curricula with high, measurable standards, and that they will 
be prepared to succeed in post-secondary education.
Priority
    The Secretary establishes an absolute priority for a research 
institute to improve results for high school students with disabilities 
by enhancing learning in general education academic curricula. A 
project funded under this priority must--
    (a) Review and identify the critical gaps in the current knowledge 
in the following areas:
    (1) How high school students with disabilities learn challenging 
academic content, specifically in core high school courses (e.g., math, 
science, English, social studies, and foreign language);
    (2) How teachers learn and use effective and efficient, research-
based instructional practices including necessary instructional 
accommodations and supports to help students with disabilities achieve 
in a rigorous, standards-based curriculum. We know that certain 
teaching strategies (e.g., intensive instruction; individualized, 
instructional decision-making and planning; curriculum that provides 
contextualized learning opportunities) enable students to learn in a 
more efficient manner; and
    (3) How contextual factors in secondary classrooms and schools 
influence teaching and learning. For example, scheduling, cross-
disciplinary teaching and cooperative teaching approaches, and the use 
of technology to support instruction and learning are often-cited 
factors that improve learning for all students;
    (b) Design and conduct a strategic program of research that 
addresses knowledge gaps identified in paragraph (a) by:
    (1) Conducting a rigorous research program and employing 
collaborative research team models (e.g., teacher-researcher 
partnership research, action research);
    (2) Conducting the program of research in organizationally and 
demographically diverse high school settings, including high poverty 
rural and urban schools; and
    (3) Collaborating with other research institutes supported under 
the Individuals with Disabilities Education Act, and other experts and 
researchers in related subject matter and methodological fields in 
designing and conducting the activities of the institute; and
    (c) Design, implement, and evaluate a dissemination approach that 
links research to practice and promotes the use of current knowledge 
and ongoing research findings in the professional development of 
teachers. This approach must--
    (1) Serve as a ``blueprint'' for maximizing the use of research-
based knowledge to improve and sustain effective and efficient 
instructional practices of general and special education teachers in 
high school academic courses;
    (2) Actively engage teachers, administrators, and related service 
personnel in learning, adapting, and evaluating research;
    (3) Be comprehensive, flexible and responsive to new knowledge and 
to changing school environments;
    (4) Include a rigorous evaluation methodology with multiple outcome 
measures to assess its effectiveness across diverse sites;
    (5) Be implemented and evaluated in organizationally and 
demographically diverse settings including high poverty urban and rural 
high schools; and
    (6) Be developed in coordination with other U. S. Department of 
Education-sponsored efforts and technical assistance providers, 
including other research institutes, centers, and information 
clearinghouses; and
    (d) The project must budget three trips annually to Washington, D. 
C. (two trips to meet with U.S. Department of Education officials and 
one trip, as specified in the general requirements for all projects, to 
attend the Office of Special Education Programs Project Director's 
Conference).
    Program Authority: Sections 672 and 685 of IDEA.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $700,000 for any single 
budget period of 12 months. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: In Part III of the application, the application 
narrative is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating an application. An applicant must 
limit Part III to the equivalent of no more than 60 double-spaced 
number of pages, using the following standards: (1) A ``page'' is 8\1/
2\'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). (2) All text in the application narrative, including titles, 
headings, footnotes, quotations, references, and captions, as well as 
all text in charts, tables, figures, and graphs, must be double-spaced 
(no more than 3 lines per vertical inch). If using a proportional 
computer font, use no smaller than a 12-point font, and an average 
character density no greater than 18 characters per inch. If using a 
nonproportional font or a typewriter, do not use more than 12 
characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.

Special Education--Personnel Preparation To Improve Services and 
Results for Children With Disabilities [CFDA 84.325]

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for qualified personnel in special 
education, related services, early intervention, and regular education, 
to work with children with disabilities; and (2) to ensure that those 
personnel have the skills and knowledge, derived from practices that 
have been determined through research and experience to be successful, 
that are needed to serve those children.
    Eligible Applicants: Institutions of higher education.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, and 86; (b) The selection criteria included in regulations 
in 34 CFR Part 318.22; and (c) 34 CFR Part 318.31-318.33.

    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.
Priority
    Under section 673 and 34 CFR 75.105 (c)(3), the Secretary gives an 
absolute preference to applications that meet the

[[Page 9385]]

following priority. The Secretary funds under this competition only 
those applications that meet this absolute priority:

Absolute Priority--Improving the Preparation of Personnel To Serve 
Children With High-Incidence Disabilities

Background
    The Individuals with Disabilities Education Act Amendments of 1997 
clearly reflect the importance of ensuring that personnel working with 
children with disabilities have the skills and knowledge that are 
needed to effectively serve such children. Pursuant to this objective, 
the Department of Education supports grants to improve the preparation 
of personnel serving children with the full range of disabilities. A 
priority supporting programs for personnel to serve children with low-
incidence disabilities was announced in the Federal Register on August 
4, 1997. The following priority addresses the preparation of personnel 
serving children with high-incidence disabilities.
    State agencies, university training programs, local schools, and 
other community-based agencies and organizations confirm both the 
importance and the challenge of improving training programs for 
personnel to serve children with high-incidence disabilities and of 
meeting the staffing needs of localities experiencing chronic shortages 
of these personnel.
    This priority is intended to improve personnel preparation programs 
throughout the Nation and help meet shortages in particular areas. The 
project requirements in conjunction with competitive priorities also 
reflect a number of important factors that are common to effective 
personnel preparation programs. These factors are:
    (a) Collaboration among governmental, educational and community-
based organizations on the Federal, State and local levels in meeting 
personnel needs;
    (b) Field-based training opportunities for students to use acquired 
knowledge and skills in schools reflecting wide contextual and student 
diversity, including high poverty schools;
    (c) Multi-disciplinary training of teachers, including regular and 
special education teachers, and related services personnel;
    (d) Coordinating personnel preparation programs aimed at addressing 
chronic personnel shortages with State practices for addressing such 
needs;
    (e) Addressing shortages of teachers in particular geographic and 
content areas;
    (f) Integration of research based curriculum and pedagogical 
knowledge and practices; and
    (g) Meeting the needs of trainees, and of children with 
disabilities, from diverse backgrounds.
Priority
    Consistent with section 673(e) of IDEA, the purpose of this 
priority is to develop or improve, and implement, programs that provide 
preservice preparation for special and regular education teachers and 
related services personnel in order to meet the diverse needs of 
children with high incidence disabilities and to enhance the supply of 
well-trained personnel to serve these children in areas of chronic 
shortage. Student financial assistance is authorized only for the 
preservice preparation of special educators and related services 
personnel to serve children ages 3 through 21 with high-incidence 
disabilities. The term ``high-incidence disabilities'' includes 
disabilities such as mild or moderate mental retardation, speech or 
language impairments, emotional disturbance, or specific learning 
disability. Training of para-professionals to serve children with high-
incidence disabilities is authorized under this priority. Training of 
early intervention personnel is not authorized under this priority.
    A preservice program is defined as one that leads toward a degree, 
certification, or professional licence or standard, and may be 
supported at the associate, baccalaureate, master's or specialist 
level. A preservice program may include the preparation of currently 
employed personnel who are seeking additional degrees, certifications, 
endorsements, or licences.
    Projects funded under this priority must--
    (a) Develop or improve, and implement, partnerships that are 
mutually beneficial to grantees and LEAs in order to promote continuous 
improvement of preparation programs;
    (b) Use research-based curriculum and pedagogy to prepare personnel 
able to assist students with disabilities in achieving under the 
general education curricula and able to improve student outcomes;
    (c) Develop or improve, and implement, strategies for instructing 
students on how special education, related services, and regular 
education personnel can collaborate to improve results for children 
with disabilities; and
    (d) Include field-based training opportunities for students in 
schools reflecting wide contextual and student diversity, including 
high poverty schools;
    An applicant must satisfy the following requirements contained in 
Section 673(f)-(h) of IDEA:
    (a) Demonstrate, through letters from one or more States that the 
project proposes to serve, that the States:
    (1) Intend to accept successful completion of the proposed 
personnel preparation program as meeting State personnel standards for 
serving children with disabilities; and
    (2) Need personnel in the area or areas in which the applicant 
proposes to provide preparation, as identified in the States' 
comprehensive systems of personnel development under Part B of the Act;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more State educational agencies to plan the project, and will 
cooperate with such agency or agencies in carrying out and monitoring 
the project;
    (c) Meet State and professionally-recognized standards for the 
preparation of special education and related service personnel if the 
project provides financial assistance to assist personnel in obtaining 
degrees; and,
    (d) Ensure that individuals who receive financial assistance under 
the proposed project will subsequently provide special education and 
related services to children with disabilities for a period of two 
years for every year for which assistance was received or repay all or 
part of the cost of that assistance. Applicants must describe how they 
will notify scholarship recipients of this work or repay requirement 
which is specified under section 673(h)(1) of the Act (20 U.S.C. 
1474(h)(1)). The requirement must be implemented consistent with 
section 673(h)(1) and with applicable regulations in effect prior to 
the awarding of grants under this priority.
    Competitive preferences: Within this absolute priority the 
Secretary will give the following competitive preferences:
    (a) Up to ten (10) points to an application that includes 
strategies for recruiting students from under-represented populations, 
including students with disabilities; and
    (b) Up to ten (10) points to an application that demonstrates that 
a majority of the graduates of its program consistently enter jobs in 
which they serve children with disabilities in high poverty rural or 
inner city areas.
    Applicants who fulfill the requirements of each of the two 
competitive preferences can be awarded

[[Page 9386]]

a total of 20 points in addition to those awarded under the published 
selection criteria for this priority. That is, an applicant meeting 
both of these competitive preferences could earn a maximum total of 120 
points.
    Project Period: The maximum funding period for awards is 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $200,000 in Federal 
funding for any single budget period of twelve months.
    Page Limit Requirements for All Applications: In Part III of the 
application, the application narrative is where an applicant addresses 
the selection criteria that are used by reviewers in evaluating an 
application. An applicant must limit Part III to the equivalent of no 
more than 40 double-spaced number of pages, using the following 
standards: (1) A ``page'' is 8\1/2\'' x 11'' (on one side only) with 
one-inch margins (top, bottom, and sides). (2) All text in the 
application narrative, including titles, headings, footnotes, 
quotations, references, and captions, as well as all text in charts, 
tables, figures, and graphs, must be double-spaced (no more than 3 
lines per vertical inch). If using a proportional computer font, use no 
smaller than a 12-point font, and an average character density no 
greater than 18 characters per inch. If using a nonproportional font or 
a typewriter, do not use more than 12 characters to the inch.
    The page limit does not apply to Part I--the cover sheet; Part II--
the budget section (including the narrative budget justification); Part 
IV--the assurances and certifications; or the one-page abstract, 
resumes, bibliography, and letters of support. However, all of the 
application narrative must be included in Part III. If an application 
narrative uses a smaller print size, spacing, or margin that would make 
the narrative exceed the equivalent of the page limit, the application 
will not be considered for funding.
    Program Authority: Section 673 of IDEA.
    For Applications and General Information Contact: Requests for 
applications and general information should be addressed to the Grants 
and Contracts Services Team, 600 Independence Avenue, S.W., room 3317, 
Switzer Building, Washington, D.C. 20202-2641. The preferred method for 
requesting information is to FAX your request to: (202) 205-8717. 
Telephone: (202) 260-9182.
    Individuals who use a telecommunications device for the deaf (TDD) 
may call the TDD number: (202) 205-8953. Individuals with disabilities 
may obtain a copy of this notice or the application packages referred 
to in this notice in an alternate format (e.g. Braille, large print, 
audiotape, or computer diskette) by contacting the Department as listed 
above. However, the Department is not able to reproduce in an alternate 
format the standard forms included in the application package.

Intergovernmental Review

    All programs in this notice (except for Research and Innovation 
Projects) 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 inter-governmental 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 
those program.

              Individuals With Disabilities Education Act--Application Notice for Fiscal Year 1998              
----------------------------------------------------------------------------------------------------------------
                                              Application     Deadline for       Maximum               Estimated
       CFDA No. and name        Applications    deadline   intergovernmental   award (per      Page    number of
                                  available       Date           review         year) \1\   limit \2\    awards 
----------------------------------------------------------------------------------------------------------------
84.326R Regional Resource                                                                                       
 Centers......................       3/6/98       6/5/98          8/5/98      \3\ $1,040,0                      
                                                                                        00         40          6
84.326H National Postsecondary                                                                                  
 Clearinghouse................       3/6/98      4/24/98         6/24/98           450,000         40          1
84.326N National Information                                                                                    
 Center.......................       3/6/98      4/24/98         6/24/98         1,100,000         40          1
84.326A IDEA Implementation--                                                                                   
 Associations.................       3/6/98      4/24/98         6/24/98         1,500,000         40          4
84.327N Captioned Films and                                                                                     
 Videos Distribution..........       3/6/98      4/24/98         6/24/98         1,350,000         40          1
84.327A Steppingstones of                                                                                       
 Technology Innovation for                                                                                      
 Students with Disabilities...       3/6/98       5/8/98          7/8/98           200,000         40         15
84.324S Research Institute to                                                                                   
 Improve Results for                                                                                            
 Adolescents with Disabilities                                                                                  
 in General Education Academic                                                                                  
 Curricula....................       3/6/98      4/24/98         6/24/98           700,000         60          1
84.325H Professional                                                                                            
 Development--High Incidence..       3/6/98       5/1/98          7/1/98           200,000         40        32 
----------------------------------------------------------------------------------------------------------------
\1\ The Secretary rejects and does not consider an application that proposes a budget exceeding the amount      
  listed for each priority for any single budget period of 12 months.                                           
\2\ Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted      
  above. Please refer to the ``Page Limit'' section of this notice for the specific requirements. The Secretary 
  rejects and does not consider an application that does not adhere to this requirement.                        
\3\ The first budget period will be 8 months, and the subsequent budget periods will be 12 months. The maximum  
  award for the first budget period will be $1,040,000. The maximum award for the subsequent 12-month periods   
  will be $1,500,000.                                                                                           

Electronic Access to This Document

    Anyone may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (pdf) on the World Wide Web at either of the 
following sites:

http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html

    To use the pdf you must have the Adobe Acrobat Reader Program with 
Search, which is available free at either of the previous sites. If you 
have questions about using the pdf, call the U.S. Government Printing 
Office toll free at 1-888-293-6498.
    Anyone may also view these documents in text copy only on an 
electronic bulletin board of the Department. Telephone: (202) 219-1511 
or, toll free, 1-800-222-4922. The documents are located under Option 
G--Files/Announcements, Bulletins, and Press Releases.

    Note: The official version of a document is the document 
published in the Federal Register.


[[Page 9387]]


    Dated: January 29, 1998.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 98-4577 Filed 2-23-98; 8:45 am]
BILLING CODE 4000-01-P