[Federal Register Volume 64, Number 1 (Monday, January 4, 1999)]
[Notices]
[Pages 352-362]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 98-34752]



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Part X





Department of





Education





_______________________________________________________________________

Office of Special Education and Rehabilitative Services; Grant Applications 
Under Part D, Subpart 2 of the Individuals with Disabilities Education Act 
Amendments of 1997; Notice

  Federal Register / Vol. 64, No. 1 / Monday, January 4, 1999 / 
Notices  

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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Grant 
Applications Under Part D, Subpart 2 of the Individuals With 
Disabilities Education Act Amendments of 1997.

AGENCY: Department of Education.

ACTION: Notice inviting applications for new awards for fiscal year 
1999.

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SUMMARY: This notice provides closing dates and other information 
regarding the transmittal of applications for fiscal year 1999 
competitions under four programs authorized by the Individuals with 
Disabilities Education Act (IDEA), as amended. The four programs are: 
(1) Special Education--Research and Innovation to Improve Services and 
Results for Children with Disabilities (three priorities); (2) Special 
Education--Personnel Preparation to Improve Services and Results for 
Children with Disabilities (one priority); (3) Special Education--
Technical Assistance and Dissemination to Improve Services and Results 
for Children with Disabilities (one priority); and (4) Special 
Education--Technology and Media Services for Individuals with 
Disabilities (two priorities).
    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.

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);
    (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; and
    (d) In a single application, an applicant must address only one 
absolute priority in this notice.

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

    Information collection resulting from this notice has been 
submitted to OMB for review under the Paperwork Reduction Act and has 
been approved under control number 1820-0028, expiration date July 31, 
2000.

Research And Innovation To Improve Services And Results for 
Children With Disabilities [CFDA 84.324]

    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.
    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 for Absolute Priorities 
1-3 are drawn from the EDGAR general selection criteria menu. The 
specific selection criteria for each of the priorities are included in 
the funding application packet for the three competitions.

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

Priority

    Under 34 CFR 75.105(c)(3), the Secretary gives an absolute 
preference to applications that meet the following priorities. The 
Secretary funds under these competitions only applications that meet 
these absolute priorities:

Absolute Priority 1--Directed Research Projects (84.324D)

    This priority provides support for projects that 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 who work with children 
with disabilities in regular education environments and natural 
environments, to provide those children effective instruction and 
interventions that enable them to learn and develop successfully. Under 
this priority, projects must support innovation, development, exchange 
of information, and use of advancements in knowledge and practice 
designed to contribute to the improvement of early intervention, 
instruction, and learning of infants, toddlers, and children with 
disabilities.
Focus 1--Inclusion of Students With Disabilities in Large-Scale 
Assessment Programs
    The IDEA amendments of 1997 include a number of provisions related 
to State and district-wide assessment programs. These provisions call 
for (1) the participation of children with disabilities in general 
State and district-wide assessment programs, with appropriate 
accommodations where necessary (Sec. 612(a)(17)(A)); (2) the provision 
of alternate assessments for children with disabilities who cannot 
participate in State or district-wide assessment programs (Sec. 
612(a)(17)(A)(I)(ii)), (3) public reporting on the participation and 
performance of students with disabilities in general assessment 
programs and alternate assessments (Sec. 612(a)(17)(B)), and (4) 
individualized decision making during the development of the IEP about 
modifications in the administration of State and district-wide 
assessments and participation in alternate assessments (Sec. 
614(d)(1)(A)(v)).
    Focus 1 supports projects that pursue systematic programs of 
applied research to (a) determine how State and local educational 
agencies can best meet these requirements, and/or (b) study the effects 
of State and local efforts to meet these requirements. Projects may 
focus on one or more specific requirements or issues.
    The Secretary intends to fund at least one project focusing on low-
incidence disabilities, i.e., visual impairments (including blindness), 
hearing impairments (including deafness), orthopedic impairments, 
autism, traumatic brain injury, other health impairments, and multiple 
and severe disabilities. The Secretary intends to make approximately 3 
awards in Focus Area 1.
Focus 2--Instructional Interventions and Results for Children With 
Disabilities
    The successful implementation of the IDEA Amendments of 1997 
requires a strong emphasis on access to and support for children with 
disabilities in general education curricula. Research is needed to 
describe, test, and validate instructional practices that have the 
potential for generating positive results for children with 
disabilities as they strive to meet State and local standards and 
performance goals set for all students. The research must focus on 
children in preschool, elementary, middle, or high school. The 
Secretary intends to award at least 2 projects for each of the 
following grade levels;

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preschool, elementary, middle, and high school.
    Projects supported under Focus 2 must investigate one or more 
issues related to content-area results for children with disabilities. 
These issues may include, but are not limited to:
    (a) The relationship of instructional interventions in core 
subjects to results. Core subjects include, for example, language arts, 
mathematics, science, and social studies.
    (b) The relationship of contextual variables to results. Contextual 
variables include, for example, classroom design, groupings, or 
management strategies; curricular design, delivery, or materials; 
family and staff interaction.
    (c) How to provide instructional and curricular accommodations to 
ensure that students with disabilities have access to the general 
education curriculum.
    The Secretary intends to fund approximately 12 awards in Focus 2.
Focus Area 3--Early and Prescriptive Assessment of Children With 
Learning or Emotional Disabilities
    Analyses of identification rates for children with disabilities 
have repeatedly documented that, in general, children with physical, 
sensory, speech, and severe cognitive disabilities are recognized 
relatively early, and children with learning and emotional 
disabilities, relatively late. Between first grade and fourth grade the 
number of children identified with learning disabilities and emotional 
disturbance triples. In contrast, research has shown that early 
intervention is particularly effective for children with learning or 
emotional disabilities, to improve educational results and reduce 
behavioral difficulties.
    Attempts to explain the late identification patterns for children 
with learning or emotional disabilities have targeted weaknesses in 
assessment practices, and the consequent reluctance of schools to 
engage in potentially stigmatizing erroneous identification. 
Nevertheless, this reluctance has undoubtedly resulted in the denial of 
appropriate services to many young children at the age when they would 
obtain the greatest benefit from targeted interventions.
    Research is needed to examine and document effective and 
prescriptive assessment procedures that will contribute to the accurate 
identification of young children (3 through 9 years of age) with 
learning or emotional disabilities, and will lead to specification of 
appropriate services to maximize their social and educational 
development. The procedures and services to be studied must incorporate 
multiple assessment approaches including observational techniques and, 
where appropriate, prereferral strategies to enhance the accuracy of 
assessment and prevent misidentification of children. The research must 
document the effectiveness of methods to accurately identify and 
prescribe interventions for young children with learning or emotional 
disabilities, including students who may be determined eligible for 
special education under the classifications of specific learning 
disabilities, emotional disturbance, development delay, or other health 
impaired. Given the common co-occurrence of learning and behavioral 
problems in young children with any of these disabilities, and the 
importance of including appropriate objectives in IEPs that cover both 
of these areas when necessary, all applicants for research awards under 
this focus area must conduct research on early assessment procedures 
that examine both emotional/behavioral and learning domains.
    The Secretary intends to award approximately 4 projects in Focus 3.
Focus 4--Improving the Delivery of Early Intervention, Special 
Education or Related Services to Children With Disabilities From High 
Poverty Backgrounds
    The association between socioeconomic status and enrollment in 
special education has been well documented. Poverty has been associated 
with an increased risk of children being born with a lower than average 
birth weight. Low birth weight babies are at higher risk of developing 
learning disabilities, hyperactivity, emotional problems, mental 
illness, neurodevelopmental problems, and visual and hearing 
impairments. When poverty and low birth weight occur together, the 
number of students who need special education services is greater than 
would be predicted for those factors independently (Nineteenth Annual 
Report to Congress on the Implementation of IDEA). Available data from 
the National Longitudinal Transition Study show that 68 percent of 
students in special education live in a household where the income is 
less than $25,000 per year versus 39 percent of the general population 
of youth.
    A number of problems that affect educational outcomes for children 
are associated with poverty. Children of low-income families on average 
miss more days of school (Sherman, 1994). A pattern of underachievement 
is also associated with children of low-income families (Carnegie 
Corporation, 1996). Students from low-income families are twice as 
likely to drop out of high school as their middle income peers, and 11 
times more likely to drop out than their upper-income peers (Sherman, 
1994).
    Research projects supported under this focus must identify, 
examine, and document information about the specific factors that 
contribute to effective early intervention, special education, or 
related services for children with disabilities from high poverty 
backgrounds.

Invitational Priority

    The Secretary is particularly interested in applications that 
address issues related to young women and girls with disabilities from 
high poverty backgrounds. However, under 34 CFR 75.105(c)(1), an 
application that meets this invitational priority does not receive 
competitive or absolute preference over other applications.
    The Secretary intends to award approximately 3 projects in Focus 4.
    Project Period for All Focus Areas: Up to 36 months.
    Maximum Award for All Focus Areas: The Secretary rejects and does 
not consider an application that proposes a budget exceeding $180,000 
for any single budget period of 12 months. This maximum award applies 
to any application for any Focus area. The Secretary may change the 
maximum amount through a notice published in the Federal Register.
    Eligible Applicants: State and local educational agencies; 
institutions of higher education; other public agencies; private 
nonprofit organizations; outlying areas; freely associated States; and 
Indian tribes or tribal organizations.
    Page Limits for All Focus Areas: 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 50 
double-spaced 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.

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    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--Model Demonstration Projects for Children with 
Disabilities (84.324T)

    This priority supports model demonstration projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
providing early intervention, special education and related services to 
infants, toddlers, and children with disabilities, ages birth through 
21. Projects supported under this priority are expected to be major 
contributors of models or components of models for service providers 
and for outreach projects funded under the Individuals with 
Disabilities Education Act.
    Under this absolute priority, the Secretary expects to fund 
projects across the full range of age, disability, and service issue 
categories. In addition, the Secretary intends, under section 661(e)(2) 
of IDEA, to fund a limited number of projects in each of the focus 
areas listed below.

Requirements for All Demonstration Projects

    A model demonstration project must--
    (a) Develop and implement the model with specific components or 
strategies that are based on theory, research, or evaluation data;
    (b) Evaluate the model by using multiple measures of results to 
determine the effectiveness of the model and its components or 
strategies. With the exception of projects under focus area 3, Local or 
State Child Find, all projects must include measures of individual 
child change and other indicators of the effects of the model (e.g., 
family outcomes, peer outcomes, teacher outcomes), and cost data 
associated with implementing the model; and
    (c) Produce detailed procedures and materials that would enable 
others to replicate the model.
    Federal financial participation for a project funded under this 
priority will not exceed 90 percent of the total annual costs of 
development, implementation, evaluation, and dissemination of the 
project.
    In addition to the annual two day Project Director's meeting in 
Washington, D.C. mentioned in the General Requirements section of this 
notice, projects must budget for another annual two-day trip to 
Washington, D.C. to collaborate with the Federal project officer and 
the other projects funded under this priority, to share information and 
discuss project implementation issues.

Focus Areas

    Focus Area 1--Instructional Models To Improve Early Reading Results 
for Children With Learning Disabilities.
    Children with learning disabilities typically need highly 
purposeful, strategic, systematic, and carefully designed instruction 
to learn to read. The purpose of this focus area is to develop models 
to improve the early reading results for children with learning 
disabilities in kindergarten through third grade. As a result of 
research conducted over the last several years, researchers have found 
that the models must incorporate research-based principles of phonemic 
awareness, alphabetic understanding and knowledge, and the appreciation 
of meaning. The models must also reflect research-based principles 
including, creating an appreciation of the written word; developing 
awareness of printed language; learning the alphabet; understanding the 
relation of letters and words; understanding that language is made of 
words, syllables, and phonemes; learning letter sounds; sounding out 
new words; identifying words in print accurately and easily; knowing 
spelling patterns; and learning to read critically.
    Projects are required to evaluate their effectiveness. Where 
appropriate, the Secretary particularly encourages projects under this 
focus area to include information related to the following measures--
    (a) Multiple measures of student's beginning reading knowledge and 
skills;
    (b) The extent to which children with learning disabilities access 
the general education curriculum, including participation in national 
and State assessments; and
    (c) Descriptions of the instructional models, including basal 
reading programs, supplemental materials, and instructional approaches.
    The Secretary intends to make approximately 3 awards in Focus Area 
1.
Focus Area 2--Appropriate Services for Children With Deaf-Blindness
    This focus area supports model projects to meet the needs of 
children with deaf-blindness. Projects may include, for example, 
related services such as assistive technology devices, innovative 
approaches, media and materials to address language and communication, 
sensory functioning, and orientation and mobility skills for students 
attending their local schools. Projects may address the heterogeneous 
nature of the students' needs, ranging from advanced curricula for some 
students to lifelong support for others. Projects are required to 
evaluate their effectiveness. Where appropriate, the Secretary 
particularly encourages projects under this focus area to include 
information related to the following measures:
    (a) Changes in family satisfaction with the provision of services 
and the child's education; and
    (b) Changes in the teacher's assessment of the provision of 
services.
    The Secretary intends to make approximately 3 awards in Focus Area 
2.
Focus Area 3--Local or State Child Find
    Local or State Child Find Projects under this area support 
development of local or State Child Find models to identify all 
eligible children under IDEA Part C (e.g., children with specific 
disabilities or children with developmental delays). Projects must test 
and describe the environments that promote successful child find 
practices (e.g., success in identifying all eligible children with 
disabilities or screening of all children for hearing loss or low birth 
weight.
    Projects are required to evaluate their effectiveness. Where 
appropriate, the Secretary particularly encourages projects under this 
focus area to include information related to the following measures--
    (a) Changes in the number and proportion of children served under 
Part C, ages birth to 3;
    (b) Changes in the number of children referred to the State Child 
Find system from all sources, public and private;
    (c) Changes in the number and proportion of children served ages 
birth to one year old, as measured relative to the total number of 
children served under IDEA, Part C within the geographic area served by 
the project; and
    (d) Changes in the collaboration efforts and linkages among other 
agencies in States that provide services for infants and toddlers at-
risk for disabilities.

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    The Secretary intends to make approximately 3 awards in Focus Area 
3.
Focus Area 4--Services Through Age 21
    Projects under this focus area support models that provide 
appropriate transition services to students ages 18 through 21 who have 
not exited and are not expected to exit secondary schools with 
``regular'' diplomas. To the extent possible, the models should be 
developed in age appropriate environments such as community-based work 
settings, community colleges, or other adult learning environments. 
Students included in these models are expected to remain eligible for 
special education services until they reach their State's maximum age 
for services. Students must be included in the IDEA Part B Child Count.
    Projects are required to evaluate their effectiveness. Where 
appropriate, the Secretary particularly encourages projects under this 
focus area to include information related to the following measures--
    (a) Participation of youth with disabilities and their families in 
the planning and implementation of services;
    (b) Participation of adult service agencies or providers in the 
planning and implementation of services;
    (c) Utilization of work incentives under the Supplemental Security 
Income (SSI) Program; and
    (d) Change in the percentage of students participating in 
employment and other post school activities.
    The Secretary intends to make approximately 3 awards in Focus Area 
4.
    Project Period For All Focus Areas: Up to 48 months.
    Maximum Award for All Focus Areas: The Secretary rejects and does 
not consider an application that proposes a budget exceeding $180,000 
(exclusive of any matching funds) for any single budget period of 12 
months.
    The Secretary may change the maximum amount through a notice 
published in the Federal Register.
    Eligible Applicants: For Focus areas 1-3, eligible applicants 
include, State and local educational agencies; institutions of higher 
education; other public agencies; private nonprofit organizations; 
outlying areas; freely associated States; and Indian tribes or tribal 
organizations. For Focus area 4, eligible applicants are limited to 
local educational agencies only.
    Page Limits for All Focus Areas: 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 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 3--Research Institute To Improve Results for 
Adolescents With Disabilities in General Education Academic Curricula 
(84.324S)

    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.
    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 teachers 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 create significant barriers which 
enable them to benefit 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 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

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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;
    (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 about, 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;
    (d) 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; and
    (e) 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).
    Under this priority, The Secretary will make one 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 the project 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 services of the review team, including a 
two-day site visit to the project, are to be performed during the last 
half of the project'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 project's budget for year two. These costs are estimated to be 
approximately $6,000;
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and
    (c) The degree to which the project's design and methodology 
demonstrates the potential for advancing significant new knowledge.
    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.
    Eligible Applicants: State and local educational agencies; 
institutions of higher education; other public agencies; private 
nonprofit organizations; outlying areas; freely associated States; and 
Indian tribes or tribal organizations.
    Page Limits: 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 75 double-spaced 
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.

[[Page 357]]

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: Local educational agencies and 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 for this priority are 
drawn from the EDGAR general selection criteria menu. The specific 
selection criteria for this priority are included in the funding 
application packet for this competition.

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

    Priority: Under section 673 of the Act and 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 
those applications that meet this absolute priority:

Absolute Priority 1--Partnerships To Link Personnel Training and School 
Practice (84.325P)

    Background: Teachers need to be prepared to provide effective 
instruction across the full range of student abilities. An overwhelming 
majority of all students with disabilities spend at least a portion of 
their school day in a general education classroom. The movement toward 
inclusive education in today's schools requires that general and 
special education teachers work together to meet the needs of students 
with disabilities. However, extensive data indicate that general 
education teachers do not feel that they have the knowledge and skills 
necessary to meet the educational needs of these students in their 
classrooms and that special education teachers are required to assume 
roles (e.g., consulting with general education teachers, co-teaching in 
general education classrooms, and supervising paraprofessional staff) 
for which they are insufficiently prepared.
    In order to meet the challenge of preparing general and special 
education teachers to be effective in addressing the needs, and 
improving the results, of students with disabilities in inclusive 
schools, teacher preparation programs must be grounded in the 
structural, organizational, and instructional realities of schools, 
while schools must facilitate continuous improvement of teacher 
knowledge and skills. Institutions that prepare teachers and the 
schools in which teachers work both have a responsibility to ensure 
that teachers (special and regular education) can effectively fulfill 
their roles in working with children with disabilities.
    Too often the sole relationship between preparation programs and 
local schools is limited to setting up practicum settings for trainees. 
Faculty members at Institutions of Higher Education (IHEs) are most 
often minimally involved in practicum supervision. Yet, universities 
and schools can no longer afford to work in isolation. Similarly, 
training regular and special education teachers can no longer be viewed 
as separate functions. The following priority is intended to develop 
models for building and enhancing partnerships between training 
institutions and local schools in order to strengthen the quality and 
effectiveness of preservice preparation programs and ongoing 
professional development activities for teachers and instructional 
leaders (both special and regular education) who serve children with 
disabilities.
    The power of the partnerships supported through this priority 
should not be underestimated. The Secretary expects projects to develop 
models that connect preservice and inservice development for 
professional personnel and will have a significant impact on the 
improvement of educational practices that will lead to better results 
for children. It is intended that these models will provide a means by 
which local schools and IHEs can simultaneously improve their work and 
effectiveness.

Priority

    The Secretary establishes an absolute priority to support projects 
that develop, implement, and evaluate innovative models for engaging 
general education and special education faculty in IHEs and general 
education and special education teachers and instructional leaders in 
local schools and districts in a dynamic and enduring partnership to 
enhance and simultaneously improve the quality of preservice 
preparation and ongoing professional development of teachers and 
instructional leaders. Partnership activities must be designed to 
ensure that both special education and regular education professionals 
have the knowledge and skills necessary to improve results for children 
with disabilities.
    Projects funded under this priority must:
    (a) Develop a partnership model for linking IHE personnel training 
programs with local school practice that is guided by a conceptual 
framework incorporating relevant, research-based knowledge and 
practice. The partnership model must include the following features:
    (1) A systematic approach to professional development at all stages 
of the training continuum by focusing on continuous learning by 
teachers, instructional leaders, and faculties of IHE education 
programs;
    (2) The integration of theory and practice to produce more 
practical, contextualized theory and more theoretically grounded, 
broadly informed practice;
    (3) A strong commitment to research-based change that is 
continually responsive to personnel needs and to advances in the 
knowledge base; and
    (4) A description of the benefits that will accrue to all 
stakeholders, including, but not limited to, IHE faculty, teachers-in-
training, practicing professionals in local schools, and students with 
disabilities, as a result of the implementation of the proposed 
partnership model.
    (b) Provide substantial evidence that the proposed model will serve 
a broad-based need.
    (c) Establish an advisory panel of relevant stakeholders and 
potential users to provide guidance that will help to assure the model 
developed has broad applicability.
    (d) Include the following partnerships activities:
    (1) Identification of a common core of knowledge and skills that 
are appropriate for all prospective general and special education 
teachers, are aligned with critical teaching standards and with high 
student content and performance standards, and for which there is broad 
based support among all stakeholders;
    (2) Clarification of the current and emerging roles and 
responsibilities of special educators in inclusive schools, including 
identification of the specialized knowledge and skill competencies that 
these educators must perform effectively, and for which there is broad 
based support among all stakeholders;
    (3) Modification of curricula and materials used for preservice 
preparation of general and special education teachers that is 
consistent

[[Page 358]]

with the requirements under paragraph (a) and is conducted through 
collaboration between IHEs and schools or districts; and
    (4) Development of an approach for providing intensive, ongoing 
professional development that will advance the career-long learning of 
school and IHE personnel and ensure that children with disabilities 
achieve to high standards.
    (e) Conduct ongoing formative evaluations of project activities, 
and a final evaluation to assess the success of the partnership model 
in enhancing the skills, knowledge, and practices of professional 
personnel that will lead to improved results for children with 
disabilities.
    (f) Develop a plan for sustaining implementation of the model 
beyond the period of Federal funding for this project.
    (g) Produce a model ``blueprint'' or case study that would permit 
others to replicate or implement the model and includes comprehensive 
information related to paragraphs (a) through (d) and comprehensive 
outcomes of the final evaluation required under paragraph (e).
    (h) In addition to the annual two day Project Directors' meeting in 
Washington, D.C. listed in the General Requirements section of this 
notice, budget for another annual two-day trip to Washington, D.C. to 
collaborate with the Federal project officer and other projects funded 
under this priority by sharing information and discussing model 
development, implementation, and dissemination issues, including the 
carrying out of cross-project dissemination activities.
    To be considered for an award, an applicant must satisfy the 
following requirements:
    (a) Any applicant that is not a local educational agency or a State 
educational agency must demonstrate that it has engaged in a 
cooperative effort with one or more State educational agencies or, if 
appropriate, lead agencies for providing early intervention services, 
to plan, carry out, and monitor the project Section 673 (f)(2)(B) of 
the Act;
    (b) Projects that provide student financial assistance may only 
provide such assistance for the preservice preparation of special 
education, related services, early intervention, and leadership 
personnel to serve children ages 3 through 21, and early intervention 
personnel who serve infants and toddlers; and
    (c) Ensure that individuals who receive student financial 
assistance under the proposed project will subsequently provide, 
special education and related services to children with disabilities, 
or early intervention services to infants and toddlers 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. 1473(h)(1)). The requirement 
must be implemented consistently with section 673(h)(1) of the Act and 
with applicable regulations in effect prior to the awarding of grants 
under this priority.
    Under this priority, the project period is up to 60 months subject 
to the requirements of 34 CFR 75.253(a) for continuation awards. In 
determining whether to continue the project 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 services of the review team, including a 
two-day site visit to the project, are to be performed during the last 
half of the project'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 project's budget for year two. These costs are estimated to be 
approximately $6,000;
    (b) The timeliness and effectiveness with which all requirements of 
the grant have been or are being met by the project; and
    (c) The degree to which the project's design and methodology 
demonstrates the potential for advancing significant new knowledge.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $300,000 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: 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 50 double-spaced 
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-Technical Assistance and Dissemination To Improve 
Services and Results for Children With Disabilities [CFDA 84.326]
    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, 77, 79, 80, 
81, 82, 85, and 86; and (b) The selection criteria for this priority 
are drawn from the EDGAR general selection criteria menu. The specific 
selection criteria for this priority are included in the funding 
application packet for this competition.

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

    Priority: Under section 685 of the Individuals with Disabilities 
Education Act and 34 CFR 75.105(c)(3), the Secretary gives an absolute 
preference to applications that meet the following priority. The 
Secretary funds under this

[[Page 359]]

competitions only those applications that meet this absolute priority:

Absolute Priority--National Clearinghouse on Deaf-Blindness (84.326U)

Background

    As a result of the uniqueness and complexity of serving children 
and young adults with deaf-blindness, there is a significant need to 
provide and disseminate information on a national basis to those with 
deaf-blindness and to their families, stakeholders, service providers, 
and other interested parties. The current trend of these children to 
live and attend neighborhood schools has caused an increase in the 
number and variety of individuals who require access to current, 
organized, authoritative, and synthesized information pertaining to 
deaf-blindness.
    In an effort to effectively address this informational need and to 
improve results for children who are deaf-blind, the following priority 
supports a national clearinghouse that will make widely available 
specialized knowledge, effective practices, research, and other 
informational resources related to deaf-blindness.

Priority

    The Secretary proposes an absolute priority for the purpose of 
establishing and operating a national clearinghouse on deaf-blindness 
to improve outcomes for children and individuals who are deaf-blind.

The clearinghouse must --
    (a) Identify, collect, organize, and disseminate information 
related to deaf-blindness, including research-based and other practices 
that are supported by statistical or narrative data establishing their 
effectiveness in improving results for children who are deaf-blind. 
Information made available through the clearinghouse shall relate, at a 
minimum, to the following items--
    (1) Early intervention, special education, and related services, 
for children with deaf-blindness;
    (2) Related medical, health, social, and recreational services;
    (3) The nature of deaf-blindness and the barriers to education and 
employment that it causes;
    (4) Identified legal issues that are currently affecting persons 
with deaf-blindness; and
    (5) Postsecondary education for individuals with deaf-blindness.
    (b) Disseminate research and information on deaf-blindness to a 
wide variety of audiences employing multiple dissemination mechanisms 
and approaches, including the establishment and maintenance of a user-
friendly Web site that permits the downloading of all clearinghouse 
information data bases and incorporates hotlinks to other relevant 
information sources. The data bases must also include national 
bibliographic, personnel, and organizational resources;
    (c) Employ state-of-the-art technology, while linking researchers 
with practitioners in order to identify, collect, develop, and 
disseminate information;
    (d) Assist State and local educational agencies, and other related 
agencies and organizations, in developing and implementing systemic-
change goals for children with deaf-blindness;
    (e) Respond to information requests from professionals, parents, 
students, institutions of higher education, and other interested 
individuals. The clearinghouse shall also develop and implement 
appropriate strategies for disseminating information to under-
represented groups, including those with limited English proficiency;
    (f) Carry out clearinghouse activities by collaborating with 
appropriate agencies, organizations, and consumer groups that have 
specific expertise in addressing the needs of children with deaf-
blindness and building capacity to improve results for these children;
    (g) Develop a broad, 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 promoting awareness of issues related to deaf-blindness 
and referring individuals to appropriate resources;
    (h) Expand and broaden the use of current informational resources 
by developing materials that synthesize established and emerging 
knowledge into easily understandable products with accessible formats; 
and
    (i) Establish and implement a comprehensive system of evaluation to 
annually determine the impact of the clearinghouse activities on 
children with deaf-blindness, identify relevant achievements, and 
identify strategies for improvement.
    Under this priority, the project period is up to 60 months subject 
to the requirements of 34 CFR 75.253(a) for continuation awards. In 
determining whether to continue the project 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 services of the review team, including a 
two-day site visit to the project, are to be performed during the last 
half of the project'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 project's budget for year two. These costs are estimated to be 
approximately $6,000;
    (b) The timeliness and effectiveness with which all requirements of 
the grant have been or are being met by the project; and
    (c) The degree to which the project's design and methodology 
demonstrates the potential for advancing significant new knowledge.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $400,000 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: 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 
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.

[[Page 360]]

Special Education--Technology and Media Services for Individuals With 
Disabilities [CFDA 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, 77, 79, 80, 
81, 82, 85, and 86; and (b) The selection criteria for the Local News 
and Public Information and Closed Captioned Spanish Television Programs 
priorities are drawn from the EDGAR general selection criteria menu. 
The specific selection criteria for this priority are included in the 
funding application packet for this competition.

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

Absolute Priority 1--Closed Captioned Television Programs--Local News 
and Public Information (84.327L)

Background

    The wide availability of closed captioning services for local 
television programming desired by individuals who are deaf or hard of 
hearing has been limited by the lack of start-up funds for equipment 
and real-time captioning by local captioning agencies. This effort to 
provide real-time captioning of local programming is further hampered 
by difficulties in the training, recruitment, and retention of 
stenocaptioners who are sufficiently skilled to provide captioning for 
on-air broadcast.

Priority

    This activity will support cooperative agreements to provide funds 
for start up costs and for the captioning of local television 
programming utilizing the real-time stenographic method preferred by 
consumers who are deaf or hard of hearing, and will result in an 
increase of the capacity of the industry to respond to demands for 
accurate real-time captioning.
    To be considered for funding under this competition, a project 
must--
    (1) Include procedures and criteria for selecting programs for 
captioning that take into account the preferences of consumers who are 
deaf or hard of hearing;
    (2) Provide and maintain back-up systems that will ensure 
successful, timely captioning service;
    (3) Identify and support a consumer advisory group, which would 
meet at least annually, to provide the captioning agency and program 
providers ongoing feedback regarding the quality of captioning;
    (4) Identify the total number of hours and cost per hour for each 
of the programs captioned;
    (5) Identify for each program to be captioned, the source, and 
amount of any private or other public support, if any;
    (6) Provide a plan for ongoing training for stenocaptioners which 
may include mentoring and;
    (7) Implement procedures for monitoring the extent to which the 
project provides full and accurate captioning and uses this information 
to make refinements in captioning operations.
    Captions produced under these awards may be reformatted or 
otherwise adapted by owners or rights holders of programming, including 
networks, and syndicators, for future airings or other distributions.
    Competitive preference: Within this absolute priority, the 
Secretary will give the following competitive preference: An additional 
20 points to an applicant who, during 1998, was not a grantee or a 
subcontractor of a grantee under the captioning program of IDEA and 
does not propose to use a subcontractor who was a grantee or a 
subcontractor of a grantee under this program during the same period of 
time.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $80,000 for Local News and 
Public Information, for any single budget period of 12 months. The 
Secretary rejects and does not consider an application that proposes a 
budget exceeding this maximum amount. The Secretary may change the 
maximum amount through a notice published in the Federal Register.
    Page Limits: Part III of the application, the application 
narrative, is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating the application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
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--Closed-Captioned Spanish Television Programs 
(84.327F)

Background

    Individuals who are deaf or hard of hearing, including children, 
teens, and late-deafened adults are found in every segment of society, 
including the Latino community which is the fastest growing minority 
group within the United States. Currently, Latino individuals who are 
deaf or hard of hearing lack access to widely available television 
programming originally broadcast in Spanish.

Priority

    This priority supports cooperative agreements to provide for a 
variety of programs, including, educational, sports, and national news 
and public information programs broadcast or cablecast in Spanish to be 
captioned in that language so that Latino individuals who are deaf or 
hard of hearing can have access to those same programs as their family 
and friends.
    To be considered for funding under this competition, a project 
must--
    (1) Include procedures and criteria for selecting programs for 
captioning that take into account the preferences of consumers, 
parents, students, and educators, for particular programs, the

[[Page 361]]

diversity of programming available, and the contribution of programs to 
the general educational and cultural experiences of individuals who are 
deaf or hard of hearing;
    (2) Provide and maintain back-up systems that will ensure 
successful, timely captioning service;
    (3) Identify the extent to which the programming is widely 
available;
    (4) Identify and support a consumer advisory group, which would 
meet at least annually, to provide the captioning agency and program 
providers ongoing feedback regarding the quality of captioning;
    (5) Identify the total number of hours captioned, the captioning 
method used, and the captioning cost per hour for each of the programs 
captioned;
    (6) Identify for each program to be captioned the source, and 
amount of any private or other public support, if any;
    (7) Provide assurances from program providers clarifying the extent 
to which programs captioned under this project will air, and will 
continue to air, without modification; and
    (8) Implement procedures for monitoring the extent to which the 
project provides full and accurate captioning and uses this information 
to make refinements in captioning operations; and
    Captions produced under these awards may be reformatted or 
otherwise adapted by owners or rights holders of programming, including 
networks, and syndicators, for future airings or other distributions.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $200,000 for Closed 
Captioned Spanish Television Programs, for any single budget period of 
12 months. The Secretary rejects and does not consider an application 
that proposes a budget exceeding this maximum amount. The Secretary may 
change the maximum amount through a notice published in the Federal 
Register.
    Page Limits: Part III of the application, the application 
narrative, is where an applicant addresses the selection criteria that 
are used by reviewers in evaluating the application. An applicant must 
limit Part III to the equivalent of no more than 40 double-spaced 
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.
    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 the Research and Innovation 
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 programs.

                                  Individuals With Disabilities Education Act--Application Notice for Fiscal Year 1999
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                       Application     Deadline for      Maximum                                               Estimated
           CFDA No. and name             Applications    deadline   intergovernmental  award (per           Project period             Page    number of
                                           available       date           review         year)*                                       limit**    awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324  Directed Research Projects:
    Focus 1--Inclusion of Students with      1/15/98        3/8/98          5/7/99       $180,000  Up to 36 mos....................        50          3
     Disabilities in Large-Scale
     Assessment Programs.
    Focus 2--Instructional                   1/15/98        3/8/98          5/7/99     ..........  ................................  ........         12
     Interventions and Results for
     Children with Disabilities.
    Focus 3--Early Prescriptive              1/15/98        3/8/98          5/7/99     ..........  ................................  ........          4
     Assessment of Children with
     Learning or Emotional Disabilities.
    Focus 4--Improving the Delivery of       1/15/98        3/8/98         5/7//99     ..........  ................................  ........          3
     Early Intervention, Special
     Education or Related Services to
     Children with Disabilities from
     High Poverty Backgrounds.
84.324T  Model Demonstration Projects:

[[Page 362]]

 
    Focus 1--Instructional Models to         1/15/98        3/1/98         4/30/99        180,000  Up to 48 mos....................        40          3
     Improve Early Reading Results for
     Children with Learning
     Disabilities.
    Focus 2--Appropriate Services for        1/15/98        3/1/98         4/30/99     ..........  ................................  ........          3
     Children with Deaf-Blindness.
    Focus 3--Local or State Child Find.      1/15/98        3/1/98         4/30/99     ..........  ................................  ........          3
    Focus 4--Services Through Age 21...      1/15/98        3/1/98         4/30/99     ..........  ................................  ........          3
84.324S  Research Institute to Improve       1/15/98        3/1/98         4/30/99        700,000  Up to 60 mos....................        75          1
 Results for Adolescents with
 Disabilities in General Education
 Academic Curricula.
84.325P  Partnerships to Link Personnel      1/15/98        3/1/98         4/30/99        300,000  Up to 60 mos....................        50          4
 Training and School Practice.
84.326U  National Clearinghouse on Deaf-     1/15/98        3/8/98          5/7/99        400,000  Up to 60 mos....................        40          1
 Blindness.
84.327L  Closed Captioned Television         1/15/98        3/1/98         4/30/99         80,000  Up to 36 mos....................        40         10
 Programs--Local News and Public
 Information.
84.327F  Closed Captioned Spanish TV         1/15/98        3/1/98         4/30/99        200,000  Up to 36 mos....................        40          3
 Programs.
--------------------------------------------------------------------------------------------------------------------------------------------------------
* 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.
** Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted above. Please refer to the ``Page Limit''
  requirements included under each priority and competition description in this notice. The Secretary rejects and does not consider an application that
  does not adhere to this requirement.

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 at (202) 512-1530 or, 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.
    Dated: December 28, 1998.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 98-34752 Filed 12-31-98; 8:45 am]
BILLING CODE 4000-01-P