[Federal Register Volume 64, Number 167 (Monday, August 30, 1999)]
[Notices]
[Pages 47310-47330]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 99-22359]



[[Page 47309]]

_______________________________________________________________________

Part IV





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. 167 / Monday, August 30, 1999 / 
Notices  

[[Page 47310]]



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 
(FY) 2000.

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

SUMMARY: This notice provides closing dates and other information 
regarding the transmittal of applications for FY 2000 competitions 
under five programs authorized by the Individuals with Disabilities 
Education Act (IDEA), as amended. The five programs are: (1) Special 
Education--Research and Innovation to Improve Services and Results for 
Children with Disabilities (seven priorities); (2) Special Education--
Personnel Preparation to Improve Services and Results for Children with 
Disabilities (four priorities); (3) Special Education--Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities (two priorities); (4) Special Education--
Technology and Media Services for Individuals with Disabilities (five 
priorities); and (5) Special Education--Training and Information for 
Parents of 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.

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;
    (d) In a single application, an applicant must address only one 
absolute priority in this notice; and (e)
    Part III of each application submitted under a priority in this 
notice, 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 the number of pages listed in the ``Page Limits'' section 
under the applicable priority in this notice. An applicant must use 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.

    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

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; and Indian tribes or tribal 
organizations.

Applicable Regulations

    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 86, and; (b) 
The selection criteria for the priorities under this program are drawn 
from the EDGAR general selection criteria menu. The specific selection 
criteria for each priority are included in the funding application 
packet for the applicable competition.

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

Priority

    Under 34 CFR 75.105(c)(3), we consider only applications that meet 
one of the following priorities:
Absolute Priority 1--Student--Initiated Research Projects (84.324B)
    This priority provides support for short-term (up to 12 months) 
postsecondary student-initiated research projects focusing on special 
education and related services for children with disabilities and early 
intervention services for infants and toddlers, consistent with the 
purposes of the program, as described in Section 672 of the Act.
    Projects must--
    (a) Develop research skills in postsecondary students; and (b) 
Include a principal investigator who serves as a mentor to the student 
researcher while the project is carried out by the student.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded

[[Page 47311]]

up to a total of 10 points in addition to those awarded under the 
published selection criteria for this priority. That is, an applicant 
meeting this competitive preference could earn a maximum total of 110 
points.
    Project Period: Up to 12 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $20,000 for the entire 
project period. The Secretary may change the maximum amount through a 
notice published in the Federal Register.
    Page Limits: The maximum page limit for this priority is 25 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 2--Field-Initiated Research Projects (84.324C)
    This priority provides support for a wide range of field-initiated 
research projects that support innovation, development, exchange, and 
use of advancements in knowledge and practice as described in section 
672 of the Act including the improvement of early intervention, 
instruction, and learning for infants, toddlers, and children with 
disabilities.
    Projects must--
    (a) Prepare their procedures, findings, and conclusions in a manner 
that informs other interested researchers and is useful for advancing 
professional practice or improving programs and services to infants, 
toddlers, and children with disabilities and their families; and
    (b) Disseminate project procedures, findings, and conclusions to 
appropriate research institutes and technical assistance providers.
    Invitational Priorities:
    Within absolute priority 2 for FY 2000, we are particularly 
interested in applications that meet one or more of the following 
invitational priorities.
    Under 34 CFR 75.105(c)(1) we do not give to an application that 
meets one or more of these invitational priorities a competitive or 
absolute preference over other applications.
    (a) Projects to address the specific problems of over-
identification and under-identification of children with disabilities. 
(See section 672(a)(3) of the Act).
    (b) Projects to develop and implement effective strategies for 
addressing inappropriate behavior of students with disabilities in 
schools, including strategies to prevent children with emotional and 
behavioral problems from developing emotional disturbances that require 
the provision of special education and related services. (See section 
672(a)(4) of the Act).
    (c) Projects studying and promoting improved alignment and 
compatibility of general and special education reforms concerned with 
curriculum and instruction, evaluation and accountability, and 
administrative procedures. (See section 672(b)(2)(D) of the Act).
    (d) Projects that advance knowledge about the coordination of 
education with health and social services. (See section 672(b)(2)(G) of 
the Act).
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: The majority of projects will be funded for up to 
36 months. Only in exceptional circumstances--such as research 
questions that require repeated measurement within a longitudinal 
design--will projects be funded for more than 36 months, up to a 
maximum of 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $180,000 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: The maximum page limit for this priority is 50 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 3--Initial Career Awards (84.324N)
    Background:
    There is a need to enable individuals in the initial phases of 
their careers to initiate and develop promising lines of research that 
would improve early intervention services for infants and toddlers, and 
special education and related services for children with disabilities. 
Support for research activities among individuals in the initial phases 
of their careers is intended to develop the capacity of the special 
education research community. This priority would address the 
additional need to provide support for a broad range of field-initiated 
research projects--focusing on the special education and related 
services for children with disabilities and early intervention for 
infants and toddlers--consistent with the purpose of the program as 
described in section 672 of the Act.
    Priority: The Secretary establishes an absolute priority for the 
purpose of awarding grants to eligible applicants for the support of 
individuals in the initial phases of their careers to initiate and 
develop promising lines of research consistent with the purposes of the 
program. For purposes of this priority, the initial phase of an 
individual's career is considered to be the first three years after 
completing a doctoral program and graduating (e.g., for fiscal year 
2000 awards, projects may support individuals who completed a doctoral 
program and graduated no earlier than the 1996-1997 academic year).
    Projects must--
    (a) Pursue a line of inquiry that reflects a programmatic strand of 
research emanating either from theory or a conceptual framework. The 
line of research must be evidenced by a series of related questions 
that establish directions for designing future studies extending beyond 
the support of this award. The project is not intended to represent all 
inquiry related to the particular theory or conceptual framework; 
rather, it is expected to initiate a new line or advance an existing 
one;
    (b) In addition to involving individuals with disabilities or 
parents of individuals with disabilities in planning, implementing, and 
evaluating the project, as required by the Act, include, in design and 
conduct, sustained involvement with one or more nationally recognized 
experts having substantive or methodological knowledge and expertise 
relevant to the proposed research. The experts do not have to be at the 
same institution or

[[Page 47312]]

agency at which the project is located, but the interaction with the 
project must be sufficient to develop the capacity of the initial 
career researcher to effectively pursue the research into mid-career 
activities. At least 50 percent of the researcher's time must be 
devoted to the project;
    (c) Prepare their procedures, findings, and conclusions in a manner 
that informs other interested researchers and is useful for advancing 
professional practice or improving programs and services to infants, 
toddlers, and children with disabilities and their families; and
    (d) Disseminate project procedures, findings, and conclusions to 
appropriate research institutes and technical assistance providers.
    Invitational Priority:
    Within absolute priority 3 for FY 2000, we are particularly 
interested in applications that meets the following invitational 
priority.
    Projects that include in the design and conduct of the research 
project, a practicing teacher or clinician, in addition to the required 
involvement of nationally recognized experts.
    Under 34 CFR 75.105(c)(1) we do not give to an application that 
meets the priority a competitive or absolute preference over other 
applications.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $75,000 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: The maximum page limit for this priority is 30 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 4--Model Demonstration Projects for Children with 
Disabilities (84.324M)
    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, and students with 
disabilities who are pursuing post-school employment, postsecondary 
education or independent living goals. 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.
    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; 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, operation, and evaluation of the project (see section 
661(f)(2)(A) of IDEA).
    In addition to the annual two-day Project Directors' meeting in 
Washington, DC mentioned in the ``General Requirements'' section of 
this notice, projects must budget for another meeting in Washington, DC 
to collaborate with the Federal project officer and the other projects 
funded under this priority, to share information and discuss model 
development, evaluation, and project implementation issues.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 48 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $150,000 (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.
    Page Limit: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 5--Outreach Projects for Children with Disabilities 
(84.324R)
    This priority supports projects that will assist educational and 
other agencies in replicating proven models, components of models, and 
other exemplary practices that improve services for infants, toddlers, 
children with disabilities, and students with disabilities who are 
pursuing post-school employment, postsecondary education or independent 
living goals.
    For the purposes of this priority, a ``proven model'' is a 
comprehensive description of a theory or system that, when applied, has 
been shown to be effective. ``Exemplary practices'' are effective 
strategies and methods used to deliver education, related or early 
intervention services. The models, components of models, or exemplary 
practices selected for outreach may include these developed for pre-
service and in-service personnel preparation, and do not need to have 
been developed through projects funded under IDEA, or by the applicant.

[[Page 47313]]

    Important elements of an outreach project include but are not 
limited to:
    (a) Providing supporting data or other documentation in the 
application regarding the effectiveness of the model, components of a 
model, or exemplary practices selected for outreach;
    (b) Selecting implementation sites in multiple regions within one 
State or multiple States and describing the criteria for their 
selection;
    (c) Describing the expected costs, needed personnel, staff 
training, equipment, and sequence of implementation activities 
associated with the replication efforts, including a description of any 
modifications to the model or practice made by the sites;
    (d) Including public awareness, product development and 
dissemination, training, and technical assistance activities as part of 
the implementation of the project; and
    (e) Coordinating dissemination and replication activities conducted 
as part of outreach with dissemination projects, technical assistance 
providers, consumer and advocacy organizations, State and local 
educational agencies, and the lead agencies for Part C of IDEA, as 
appropriate.
    Projects must prepare products from the project in formats that are 
useful for specific audiences, including parents, administrators, 
teachers, early intervention personnel, related services personnel, and 
individuals with disabilities. (See section 661(f)(2)(B) of IDEA).
    Federal financial participation for a project funded under this 
priority will not exceed 90 percent of the total annual costs of 
development, operation, and evaluation of the project (see section 
661(f)(2)(A) of IDEA).
    In addition to the annual two-day Project Directors' meeting in 
Washington, DC mentioned in the General Requirements section of this 
notice, projects must budget annually for another meeting in 
Washington, DC to collaborate with the Federal project officer and the 
other projects funded under this priority, to share information and 
discuss project implementation issues.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $150,000 (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.
    Page Limits: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 6--Research Institute To Enhance the Role of Special 
Education and Children With Disabilities in Education Policy Reform 
(84.324P)
    Education reforms are often leveraged through enhanced 
accountability for students outcomes, school improvement, and personnel 
performance. Findings from the Center for Policy Research on the Impact 
of General and Special Education Reform indicate that inclusion of 
students with disabilities in these general accountability efforts is 
one of the major forces shaping reform of special education. IDEA 
reflects an increased emphasis on including students with disabilities 
in accountability systems by requiring their participation in general 
State and district-wide assessments. IDEA also requires States to 
establish indicators to use in assessing progress toward achieving 
goals that address the performance of children with disabilities on 
assessments, drop-out rates, and graduation rates.
    Priority:
    The Secretary establishes an absolute priority for a research 
institute to study the role of special education and children with 
disabilities in educational policy reform, specifically initiatives 
designed to improve student performance through increased 
accountability. A project funded under this priority must--
    (a) Identify and review critical gaps in the current knowledge in 
the following areas:
    (1) How broad education policy reforms that incorporate high-stakes 
accountability mechanisms include consideration of children with 
disabilities;
    (2) The criteria for which special education has historically been 
held accountable and how these criteria have been assessed;
    (3) How traditional education accountability mechanisms at both the 
systems level (e.g., State improvement planning and compliance 
monitoring, due process, and judicial resolution) and the individual 
child or student level (e.g., large-scale assessments provided with 
accommodations, alternate assessments, individualized education 
programs, individualized family services plans) have impacted outcomes 
for children with disabilities;
    (4) How students with disabilities are affected by the recent 
large-scale, high stakes State and national accountability-based 
education policy reforms (e.g., State and district assessments, 
enhanced graduation and exiting requirements, governance and 
professional preparation and development reforms and other standards-
based reform initiatives), including consideration of developed models 
of inclusive special education accountability (e.g., models developed 
by the National Association of State Directors of Special Education and 
the National Center for Educational Outcomes); and
    (5) How changes and reforms in special education might better align 
with and support such large-scale, high stakes State and national 
accountability-based education policy reforms.
    (b) In consultation with the Office of Special Education Programs 
(OSEP), design and conduct a strategic program of research that 
addresses knowledge gaps identified in paragraph (a) by:
    (1) Conducting a rigorous research program that builds upon recent 
and current research on broad education policy reforms that incorporate 
high-stakes accountability mechanisms, including research by the recent 
Center for Policy Research on the Impact of General and Special 
Education Reform;
    (2) Using a variety of methodologies designed to comprehensively 
examine the breadth of accountability mechanisms including how such 
mechanisms impact academic, functional, vocational, social, emotional 
and other outcomes for children and youth with disabilities;

[[Page 47314]]

    (3) Conducting the program of research in settings that ensure that 
the impact of accountability-based education policy reforms on disabled 
minority, rural, low income, urban, limited English proficiency, 
immigrant, and migrant populations, will be examined; and
    (4) Collaborating with other research institutions and studies and 
evaluations supported under IDEA, including the national assessment of 
special education activities (section 674(b) of IDEA).
    (c) Design, implement, and evaluate a dissemination approach that 
links research to practice and promotes the use of current knowledge 
and ongoing research findings. This approach must:
    (1) Develop linkages with Education Department technical assistance 
providers including the IDEA Linking Partnership technical assistance 
projects supported by OSEP to communicate research findings and 
distribute products; and
    (2) Prepare the research findings and products from the project in 
formats that are useful for specific audiences, including general 
education researchers; and local, State, and national policymakers; as 
well as education practitioners.
    (d) Fund at least five graduate students per year as research 
assistants who have concentrations in either education policy or 
disability issues.
    (e) Meet with the OSEP project officer in the first four months of 
the project to review the program of research and dissemination 
approaches.
    (f) In addition to the annual two-day Project Directors' meeting in 
Washington, DC listed in the ``General Requirements'' section of this 
notice, budget for another annual two-day trip to Washington, DC to 
collaborate with the OSEP project officer by sharing information and 
discussing implementation and dissemination issues.
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary, will consider the requirements of 34 CFR 
75.253(a), and in addition--
    (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 grantee, 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.
    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.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    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 
amounts through a notice published in the Federal Register.
    Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 7--Improving Post-School Outcomes: Identifying and 
Promoting What Works (84.324W)
    Background:
    With the passage of the Education of the Handicapped Act Amendments 
of 1983, a Federal initiative was begun to assist high school youth 
with disabilities in achieving their goals for adult life, including 
postsecondary education, continuing education, competitive employment, 
and independent living. This initiative has continued to be defined and 
developed in legislation, research and practice; and to a large extent, 
has been the impetus for the shift in special education from an 
emphasis on process to one of achieving better results for children 
with disabilities. The Office of Special Education Programs (OSEP) has 
funded approximately 500 secondary transition, postsecondary education, 
and dropout prevention and intervention projects since 1984 to develop, 
refine, and validate effective programs and practices.
    The purpose of this priority is to fund one project that will --
    (a) Synthesize the professional literature on improving academic 
results, secondary transition practice, postsecondary educational 
supports, and dropout prevention and intervention;
    (b) Analyze important features, findings and outcomes of projects 
in these areas, including but not limited to, projects funded by OSEP, 
the Rehabilitation Services Administration (RSA), the Office of 
Postsecondary Education (OPE), the Office of Vocational and Adult 
Education (OVAE) and the National Institute on Disability and 
Rehabilitation Research (NIDRR); and
    (c) Summarize, proactively disseminate, and publicize the results 
of the synthesis and analysis in an effort to inform policy and 
practice.
    Priority:
    The Secretary establishes an absolute priority to support a project 
that will identify and promote effective policy and practice that will 
improve results for secondary-aged youth and young adults with 
disabilities. At a minimum, this project must--
    (a) Synthesize the extant professional knowledge base in each of 
four areas:

--Improving academic results
--Secondary transition practice
--Postsecondary educational supports, and
--Dropout prevention and intervention, including factors associated 
with early school exit for students with disabilities. Each synthesis 
must:

    (1) Develop a conceptual framework around which research questions 
will be posed and the synthesis conducted. Develop these research 
questions with input from potential consumers of the synthesis to 
enhance the usability and validity of the findings. Consumers include 
technical assistance providers, policymakers, educators, other relevant 
practitioners, individuals with disabilities, and parents;

[[Page 47315]]

    (2) Identify and implement rigorous social science methods for 
synthesizing the professional knowledge base (including but not limited 
to, integrative reviews (Cooper, 1982), best-evidence synthesis 
(Slavin, 1989), meta-analysis (Glass, 1977), multi-vocal approach 
(Ogawa & Malen, 1991), and National Institute of Mental Health 
consensus development program (Huberman, 1977));
    (3) Implement procedures for locating and organizing the extant 
literature and ensure that these procedures address and guard against 
potential threats to the integrity of each synthesis, including the 
generalization of findings;
    (4) Establish criteria and procedures for judging the 
appropriateness of each synthesis;
    (5) Meet with OSEP to review the project's methodological approach 
for conducting the synthesis prior to initiating the synthesis;
    (6) Analyze and interpret the professional knowledge base, 
including identification of general trends in the literature, points of 
consensus and conflict among the findings, and areas of evidence where 
the literature base is lacking. The interpretation of the literature 
base must address the contributions of the findings for improving 
policy, transition practice and drop out prevention and intervention, 
and research priorities in the four focus areas; and
    (7) Submit a draft report of the synthesis in each of the focus 
areas, and based on reviews by OSEP staff and potential consumers, 
revise and submit a final report.
    (b) Conduct an analysis to identify effective approaches and 
practices of the important features, findings and outcomes of projects 
(including, but not limited to, projects funded by OSEP, RSA, NIDRR, 
OVAE and OPE) in each of four areas:

--Improving academic results
--Secondary transition practice
--Postsecondary educational supports, and
--Dropout prevention and intervention, incorporating the following 
activities in each analysis:

    (1) Identify the relevant projects for each analysis. Describe and 
implement procedures for locating and organizing relevant information 
on the individual projects, including sampling techniques, if 
appropriate;
    (2) Articulate a research-based conceptual framework to guide the 
selection of variables to be examined within and across projects, 
including demographics, target population, purpose, activities, 
outcomes, and barriers. Pose research questions around which the 
analysis will be conducted. Develop these research questions with input 
from potential consumers of the information to enhance the usability 
and validity of the research findings. Consumers include technical 
assistance providers, policymakers, educators, other relevant 
practitioners, individuals with disabilities, and parents;
    (3) Identify and implement rigorous methods for conducting each 
analysis;
    (4) Meet with OSEP to review the project's research questions and 
methodological approach for conducting the analysis prior to 
initiation;
    (5) Analyze and interpret the findings of the analysis, including 
similarities and differences among project goals, activities, staffing 
and costs; points of consensus and conflict among the findings or 
outcomes of the demonstrations, and the characteristics of model 
programs that hold significant promise for the field based upon outcome 
data. In addition, the analysis must link to the synthesis on this 
topic and provide direction for future policy formulation, practice 
implementation, and research priorities; and
    (6) Submit a draft report of the analysis in each of the focus 
areas, and based on reviews by OSEP staff and potential consumers, 
revise and submit a final report.
    (c) Summarize, proactively disseminate, and publicize the results 
of this analysis to inform policy and practice, incorporating the 
following activities into the project design:
    (1) Develop and implement a communication plan that includes the 
types of products to be created, proposed audiences, procedures for 
adapting the form and content of the products based upon the audience 
or audiences, vehicles for dissemination, and timelines. In particular, 
address how the project will provide updated information at regular 
intervals to each of the following audiences: OSERS-funded technical 
assistance and dissemination projects, the Parent Training and 
Information Centers; and the State Improvement program grantees. The 
project may propose collaborative dissemination activities with one or 
more of these projects; and
    (2) Meet with OSEP to review the project's communication plan prior 
to implementation.
    In addition to the annual two-day Project Directors' meeting in 
Washington, DC listed in the ``General Requirements'' section of this 
notice, projects must budget for another meeting each year in 
Washington, DC with OSEP to share information and discuss project 
implementation issues.
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary, will consider the requirements of 34 CFR 
75.253(a), and in addition--
    (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 grantee, 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.
    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.
    Competitive Preferences: Within this absolute priority, we will 
give the following competitive preference under section 606 of IDEA and 
34 CFR 75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $500,000 for any single 
budget period of 12 months. The Secretary may change the maximum

[[Page 47316]]

amount through a notice published in the Federal Register.
    Page Limits: The maximum page limit for this priority is 60 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.

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, 86, and 97; (b) 
The selection criteria for the priorities under this program are drawn 
from the EDGAR general selection menu. The specific selection criteria 
for each priority are included in the funding application packet for 
the applicable competition.

Additional Requirement for All Personnel Preparation Program Priorities

    Student financial assistance is authorized only for the preservice 
preparation of special education and related services personnel who 
serve children ages 3 through 21, early intervention personnel who 
serve infants and toddlers, and leadership personnel who work in these 
areas.

Priority

    Under section 673 of the Act and 34 CFR 75.105 (c)(3) we consider 
only applications that meet one of the following priorities:
Absolute Priority 1--Preparation of Special Education, Related 
Services, and Early Intervention Personnel To Serve Infants, Toddlers, 
and Children With Low-Incidence Disabilities (84.325A)
    Background:
    The national demand for educational, related services, and early 
intervention personnel to serve infants, toddlers, and children with 
low-incidence disabilities exceeds available supply. However, because 
of the small number of these personnel needed in each State, 
institutions of higher education and individual States have not given 
priority to programs that train personnel to work with those with low-
incidence disabilities. Moreover, of the programs that do exist, many 
are not producing graduates with the prerequisite skills needed to meet 
the needs of the low-incidence disability population. Thus, Federal 
support is required to ensure an adequate supply of personnel to serve 
children with low-incidence disabilities and to improve the quality of 
appropriate training programs so that graduates possess necessary 
prerequisite skills.
    Priority: The Secretary establishes an absolute priority to support 
projects that increase the number and quality of personnel to serve 
children with low-incidence disabilities. This priority supports 
projects that provide preservice preparation of special educators, 
early intervention personnel, and related services personnel at the 
associate, baccalaureate, master's, or specialist level.
    A preservice program is a program that leads toward a degree, 
certification, or professional licence or standard and may include the 
preparation of currently employed personnel who are seeking additional 
degrees, certifications, endorsements, or licences.
    The term ``low-incidence disability'' means a visual or hearing 
impairment, or simultaneous visual and hearing impairments, a 
significant cognitive impairment, or any impairment for which a small 
number of personnel with highly specialized skills and knowledge are 
needed in order for children with that impairment to receive early 
intervention services or a free appropriate public education.
    Applicants may propose to prepare one or more of the following 
types of personnel:
    (a) Special educators, including early childhood, speech and 
language, adapted physical education, and assistive technology 
personnel that work with children with low-incidence disabilities;
    (b) Related services personnel who provide developmental, 
corrective, and other support services that assist children with low-
incidence disabilities to benefit from special education. Both 
comprehensive programs, and specialty components within a broader 
discipline, that prepare personnel for work with the low-incidence 
population may be supported; or
    (c) Early intervention personnel who serve children birth through 
age 2 (until the third birthday) with low-incidence disabilities and 
their families. For the purpose of this priority, all children who 
require early intervention services are considered low-incidence. Early 
intervention personnel include persons who train, or serve as 
consultants to, service providers and case managers.
    The Secretary particularly encourages projects that address the 
needs of more than one State, provide multi-disciplinary training, and 
provide for collaboration among several training institutions and 
between training institutions and public schools. In addition, projects 
that foster successful coordination between special education and 
regular education professional development programs to meet the needs 
of children with low-incidence disabilities in inclusive settings are 
encouraged.
    Each project funded under this absolute priority must--
    (a) Prepare personnel to address the specialized needs of children 
with low-incidence disabilities from different cultural and language 
backgrounds by;
    (1) Determining the additional competencies needed for personnel to 
understand and work with culturally diverse populations; and
    (2) Infusing those competencies into early intervention, special 
education and related services training programs.
    (b) Incorporate research-based practices in the design of the 
program and the curricula;
    (c) Incorporate curricula that focus on improving results for 
children with low-incidence disabilities;
    (d) Promote high expectations for students with low-incidence 
disabilities and foster access to the general curriculum in the regular 
classroom, wherever appropriate; and
    (e) If the project prepares personnel to provide services to 
visually impaired or blind children that can be appropriately provided 
in Braille, prepare those individuals to provide those services in 
Braille.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(h) of the Act--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that States 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 (CSPD) under Parts B and C of the Act;

[[Page 47317]]

    (b) 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;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities or serving infants and toddlers with 
disabilities;
    (d) Meet State and professionally-recognized standards for the 
preparation of special education, related services, or early 
intervention personnel; and
    (e) Ensure that individuals who receive 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 consistent with 
section 673(h)(1) of the Act and with applicable regulations in effect 
prior to the awarding of grants under this priority. Applicants must 
designate at least 55 percent of the budget for student support or 
provide sufficient justification for any designation less than 55 
percent for student support.
    Under this absolute priority, the Secretary plans to award 
approximately:
     60 percent of the available funds for projects that 
support careers in special education, including early childhood 
educators;
     10 percent of the available funds for projects that 
support careers in educational interpreter services for hearing 
impaired individuals;
     15 percent of the available funds for projects that 
support careers in related services, other than educational interpreter 
services; and
     15 percent of the available funds for projects that 
support careers in early intervention.
    Competitive Priority:
    Within this absolute priority, we will give the following 
competitive preference under 34 CFR 75.105(c)(2)(i) to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for recruiting students from 
underrepresented populations. Up to five (5) of these 10 points would 
be based on the extent to which the application includes effective 
strategies for recruiting students with disabilities.
    In addition, we will give the following competitive preference 
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of these competitive preferences, applicants can be 
awarded up to a total of 20 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 120 points.
    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: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 2--Preparation of Leadership Personnel (84.325D)
    This priority supports projects that conduct the following 
preparation activities for leadership personnel:
    (a) Preparing personnel at the doctoral, and postdoctoral levels of 
training to administer, enhance, or to provide special education, 
related or early intervention services for children with disabilities; 
or
    (b) Masters and specialist level programs in special education 
administration.
    Projects funded under this absolute priority must--
    Prepare personnel to work with culturally and linguistically 
diverse populations by;
    (a) Determining the additional competencies for personnel needed to 
understand and work with culturally diverse populations; and
    (b) Infusing those competencies into early intervention, special 
education and related services training programs.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(h) of the Act--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that States 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 Parts B and C of the Act;
    (b) 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;
    (c) Meet State and professionally-recognized standards for the 
preparation of leadership personnel in special education, related 
services or early intervention fields; and
    (d) Ensure that individuals who receive financial assistance under 
the proposed project will subsequently perform work related to their 
preparation 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)(2) of the Act (20 U.S.C. 1473(h)(2)). The requirement 
must be implemented consistently with section 673(h)(2) of the Act and 
with applicable regulations in effect prior to the awarding of grants 
under this priority. Applicants must designate at least 65 percent of 
the budget for student support or provide sufficient justification for 
any designation less than 65 percent for student support.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under 34 CFR 75.105(c)(2)(i), to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for recruiting students from 
underrepresented populations. Up to five (5) of these 10 points would 
be based on the extent to which the application includes effective 
strategies for recruiting students with disabilities.
    In addition, we will give the following competitive preference 
under section

[[Page 47318]]

606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications that are 
otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of these competitive preferences, applicants can be 
awarded up to a total of 20 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 120 points.
    Project Period: Up to 48 months.
    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: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 3--Preparation of Personnel in Minority Institutions 
(84.325E)
    This priority supports awards to institutions of higher education 
with minority student enrollments of at least 25 percent, including 
Historically Black Colleges and Universities, for the purpose of 
preparing personnel to work with children with disabilities. Awards 
must be made consistent with the objectives in section 673(a) of the 
Act.
    Projects funded under this absolute priority must --
    Prepare personnel to work with culturally and linguistically 
diverse populations by;
    (a) Determining the additional competencies needed for personnel to 
understand and work with culturally diverse populations; and
    (b) Infusing those competencies into early intervention, special 
education, and related services training programs.
    The Secretary particularly encourages projects that:
    (a) Have effective strategies for recruiting and retraining 
students from culturally and linguistically diverse populations;
    (b) Focus on providing student financial support; and
    (c) Include student support systems such as tutors, mentors, and 
other innovative practices.
    This program supports projects at all levels, from the associate 
degree through the post-doctoral level.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(h) of the Act--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that States need personnel in the area or 
areas in which the applicant proposes to provide preparation, as 
identified in the States' comprehensive system of personnel development 
under Parts B and C of the Act;
    (b) 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;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities or serving infants and toddlers with 
disabilities;
    (d) Meet State and professionally-recognized standards for the 
preparation of special education, related services, or early 
intervention personnel, if the purpose of the project is to assist 
personnel in obtaining degrees; and
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will subsequently provide special education and 
related services to children with disabilities, or early intervention 
services for infants and toddlers, 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. Applicants must designate at 
least 55 percent of the budget for student support or provide 
sufficient justification for any designation less than 55 percent for 
student support.
    Competitive Preference: Within this absolute priority, we will give 
the following competitive preference under 34 CFR 75.105(c)(2)(i) to 
applicant institutions that are otherwise eligible for funding under 
this priority:
    (a) Up to ten (10) points based on the extent to which an 
application includes effective strategies for recruiting students from 
underrepresented populations. Up to five (5) of these 10 points would 
be based on the extent to which the application includes effective 
strategies for recruiting students with disabilities.
    (b) Up to ten (10) points to applicant institutions that have not 
received an FY 1999 or FY 2000 award under the IDEA personnel 
preparation program.
    In addition, we will give the following competitive preference 
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of these competitive preferences applicants can be 
awarded up to a total of 30 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting all of these competitive preferences could earn a 
maximum total of 130 points.
    Project Period: Up to 48 months.
    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: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 4--Improving the Preparation of Personnel To Serve 
Children With High-Incidence Disabilities (84.325H)
    Background: 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

[[Page 47319]]

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 the identified 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 student 
diversity, and 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 the Act, 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 (such as mild or 
moderate mental retardation, speech or language impairments, emotional 
disturbance, or specific learning disability) and to enhance the supply 
of well-trained personnel to serve these children in areas of chronic 
shortage. Training of para-professionals to serve children with high-
incidence disabilities is authorized under this priority. (Training of 
early intervention personnel is addressed under the preparation of 
personnel to serve children with low-incidence disabilities, and 
therefore, is not included as part of 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 
who are able to assist students with disabilities in achieving in the 
general education curricula and able to improve student outcomes;
    (c) Utilize effective instructional strategies and provide practice 
opportunities for students on how special education, related services, 
and regular education personnel can collaborate to improve results for 
children with disabilities;
    (d) Include field-based training opportunities for students in 
schools reflecting wide contextual and student diversity, including 
high poverty schools; and
    (e) Prepare personnel to work with culturally and linguistically 
diverse populations by;
    (1) Determining the additional competencies needed for personnel to 
understand and work with culturally diverse populations; and
    (2) Infusing those competencies into special education and related 
services training programs.
    An applicant must satisfy the following requirements contained in 
section 673(f)-(h) of the Act:
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that States 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 (CSPD) 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, carry out, and monitor 
the project;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities;
    (d) Meet State and professionally-recognized standards for the 
preparation of special education and related services personnel; and
    (e) 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. 
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. Applicants must 
designate at least 65 percent of the budget for student support or 
provide sufficient justification for any designation less than 65 
percent for student support.
    Competitive Preferences:
    Within this absolute priority we will give the following 
competitive preferences under 34 CFR 75.105(c)(2)(i) to applications 
that are otherwise eligible for funding under this priority.
    (a) Up to ten (10) points based on the extent to which an 
application includes effective strategies for recruiting students from 
underrepresented populations. Up to five (5) of these ten points would 
be based on the extent to which the application includes effective 
strategies for recruiting students with disabilities.
    (b) Up to ten (10) points based on the extent to which an 
application demonstrates that the 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.
    In addition, we will give the following competitive preference 
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of these competitive preferences applicants can be 
awarded up to a total of 30 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting all of these competitive preferences could earn a 
maximum total of 130 points.

[[Page 47320]]

    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 Limits: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of 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.

Applicable Regulations

    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 86, and 97; (b) 
The selection criteria for the priorities under this program are drawn 
from the EDGAR general selection criteria menu. The specific selection 
criteria for each priority are included in the funding application 
packet for the applicable competition.

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

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 section 685 of IDEA and 34 CFR 75.105(c)(3) we consider only 
applications that meet the following priorities:
Absolute Priority 1--Projects for Children Who Are Deaf-Blind (84.326C)
    Background: IDEA includes provisions designed to ensure that each 
child with a disability is provided a high-quality individual program 
of services to meet his or her developmental and educational needs. For 
children who are deaf and blind to receive those services, intensive 
technical assistance must be afforded State and local educational 
agencies regarding appropriate educational placements, accommodations, 
environmental adaptations, support services and other matters.
    In addition, given the severity of deaf-blindness and the low-
incidence nature of this population, many early intervention programs 
or local school districts lack personnel with the training or 
experience to serve children who are deaf-blind. For these reasons, the 
following priority supports projects that provide specialized technical 
assistance regarding the provision of early intervention, special 
education, related, and transitional services to children who are deaf-
blind.
    In FY 1999, 48 awards were made under this priority. Of the 48 
awards issued, 43 were authorized for a 48-month project period; the 
remaining 5 awards, which serve Nebraska, Oregon, New York, Rhode 
Island and South Dakota, were authorized for a 12-month period. The 
purpose of this notice is to invite applications for FY 2000 awards to 
support projects which will serve one or more of these 5 States and be 
authorized for up to 36 months.
    Priority:
    (a) This priority supports projects that build the capacity of 
State and local agencies to facilitate the achievement of improved 
outcomes by children who are deaf-blind, and their families. This 
priority specifically supports State and Multi-State Projects.
    (b) State and Multi-State Projects provide technical assistance, 
information, and training that address the early intervention, special 
education, related services, and transitional service needs of children 
with deaf-blindness and enhance State capacity to improve services and 
outcomes for those children and their families. Projects must:
    (1) Identify specific project goals and objectives in providing an 
appropriate array of technical assistance services;
    (2) Facilitate systemic-change goals and school reform;
    (3) Enhance State capacity to improve services and outcomes for 
deaf-blind children and their families;
    (4) Provide technical assistance, information, and training that:
    (i) Focus on implementation of research-based, effective practices 
that result in appropriate assessment, placement, and support services 
to all children who are deaf-blind in the State;
    (ii) Help administrators develop and operate effective State and 
local programs for serving children who are deaf-blind;
    (iii) Ensure that service providers have the necessary skills and 
knowledge to effectively serve children who are deaf-blind; and
    (iv) Address the needs of families of children who are deaf-blind;
    (5) Maintain basic demographic information on children with deaf-
blindness in the State for program planning and evaluation purposes. 
The data should include hearing, vision, etiology, educational 
placement, living arrangement, and other information necessary to 
ensure a high quality program that meets the needs of the State or 
States served by the project;
    (6) Maintain an assessment of current needs of the State and 
utilize data to determine State-wide priorities for technical 
assistance services across all age ranges;
    (7) Develop and implement procedures to evaluate the impact of 
program activities on services and outcomes for children with deaf-
blindness and their families, and on increasing State and local 
capacity to provide services and facilitate improved outcomes. The 
procedures must provide for--
    (i) Evaluating project goals and objectives, and the effectiveness 
of project strategies relative to those goals and objectives; and
    (ii) Including measures of change in outcomes for children with 
deaf-blindness and other indicators that document actual benefits of 
conducting the project;
    (8) Facilitate ongoing coordination and collaboration with State 
and local educational agencies, as well as other relevant agencies and 
organizations responsible for providing services to children who are 
deaf-blind by --
    (i) Promoting service integration that enables children with deaf-
blindness to receive services in natural environments and inclusive 
settings, as appropriate; and
    (ii) Encouraging systemic change efforts for addressing the needs 
of children with deaf-blindness by improving education opportunities 
and inter-agency cooperation, and reducing duplication of effort;
    (9) Establish and maintain an advisory committee to assist in 
promoting project activities. Each committee must include at least one 
individual with deaf-blindness, a parent of a child with deaf-
blindness, a representative of each State educational agency and each 
State lead agency under Part C of IDEA in the State (or States) served 
by the project, and a

[[Page 47321]]

limited number of professionals with training and experience in serving 
children with deaf-blindness; and
    (10) In addition to the annual two-day Project Directors' meeting 
in Washington, DC listed in the ``General Requirements'' section of 
this notice, budget for another annual two-day trip to Washington, DC 
to collaborate with the OSEP project officer by sharing information and 
discussing implementation issues.
    The Secretary may make awards under this priority to support single 
or multi-State projects. A State may be served by only one supported 
project.
    The Secretary considers the following factors in determining the 
funding level for each award for a single or multi-State project award:
    (i) The total number of children birth through age 21 in the State;
    (ii) The number of children with deaf-blindness in the State;
    (iii) The State per pupil cost; and
    (iv) The quality of the application submitted.
    Funds awarded under this priority may not be used for direct early 
intervention, special education, or related services provided under 
Parts B and C of IDEA.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 36 months.
    Estimated Range: The estimated range of awards for State and Multi-
State projects is $40,000-$550,000.
    Maximum Project Award: The Secretary rejects and does not consider 
an application for a State and Multi-State project that proposes a 
budget exceeding $550,000 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: The maximum page limit for this priority is 50 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 2--Outreach Services to Minority Entities To Expand 
Research Capacity (84.326M)
    Background:
    The Congress has found that the Federal Government must be 
responsive to the growing needs of an increasingly more diverse society 
and that a more equitable distribution of resources is essential for 
the Federal Government to meet its responsibility to provide an equal 
educational opportunity for all individuals.
    The opportunity for full participation in awards for grants, 
cooperative agreements, and contracts by Historically Black Colleges 
and Universities (HBCUs) and other institutions of higher education 
with minority enrollments of at least 25 percent (OMIs) is essential if 
we are to take full advantage of the human resources we have to improve 
results for children with disabilities.
    This priority focuses on assisting HBCUs and OMIs to prepare 
scholars for careers in research on early intervention, special 
education, and related services for infants, toddlers, and children 
with disabilities, consistent with the purposes of the program, 
described in section 672 of the Act. This preparation must consist of 
engaging both faculty and students at HBCUs and OMIs in special 
education research activities. The activities focus on an area of 
critical need that has material application in today's changing 
environment and will likely be the subject of future research efforts--
the special education of children in urban and high poverty schools. By 
building a cadre of experienced researchers on this important topic, 
the chances for increased participation in awards for grants, 
cooperative agreements and contracts by HBCUs and OMIs will be more 
likely.
    The association between socioeconomic status and enrollment in 
special education has been well-documented. Available data from the 
National Longitudinal Transition Study (NLTS) 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 youth 
population.
    This association is heightened in urban school districts and, to a 
lesser extent, rural districts. NLTS data reveal that only 34 percent 
of students in special education live in suburban school districts 
compared to 48 percent of all students. Data from the Office for Civil 
Rights indicate that 30 percent of all inner-city students live in 
poverty compared to 18 percent of students in non-inner-city areas.
    Urban school districts face a variety of unique challenges in 
meeting the educational needs of their students. Their schools often 
have high per student costs and limited financial resources. Their 
students are disproportionately poor and the population of individuals 
with limited English proficiency is among the fastest growing 
populations with special needs in some of these districts. This 
disproportionate representation of poor children in special education 
is also likely to be uniquely influenced by culturally diverse and 
urban settings, posing both opportunities and problems in the provision 
of special education services.
    Priority:
    This priority supports a project whose purpose is to increase the 
participation of HBCUs and OMIs in discretionary research and 
development grant activities authorized under IDEA, and to increase the 
capacity of individuals at these institutions to conduct research and 
development activities in early intervention, special education, and 
related services. The project must implement Congress' direction in 
section 661(d)(2)(A)(i) to provide outreach and technical assistance to 
these institutions to increase their participation in competitions for 
research, demonstration and outreach grants, cooperative agreements, 
and contracts funded under the IDEA. Activities must include:
    (a) Conducting research activities at HBCUs and OMIs as explained 
later in this notice that link scholars at HBCUs and OMIs with 
researchers at institutions with an established research capacity in a 
mentoring relationship to develop both individual and institutional 
research capacity at those HBCUs and OMIs with a demonstrated need for 
capacity development.
    (b) Providing linkages between HBCUs and OMIs with a demonstrated 
need for capacity development and institutions with an established 
research capacity to provide opportunities for researchers at those 
HBCUs and OMIs to develop first-hand experience in the

[[Page 47322]]

grants and contracts application process.
    (c) Providing outreach and technical assistance to doctoral 
students at HBCUs and OMIs to increase their participation in 
competitions for grant awards to support student-initiated research in 
early intervention, special education, and related services.
    (d) Establishing a cooperative partnership with the Disability and 
Rehabilitation Research Project (CFDA 84.133A-15) funded under section 
21(b)(2)(A) of the Rehabilitation Act. This project awarded by the 
National Institute on Disability and Rehabilitation Research, was 
established to improve the quality and utility of research related to 
minority individuals with disabilities by (1) building capacity of 
researchers, especially those from minority backgrounds, to conduct 
disability research, especially related to rehabilitation of 
minorities, and (2) enhancing knowledge and awareness of issues related 
to minority individuals with disabilities among disability and 
rehabilitation researchers generally.
    All research activities must be conducted for the purpose of 
capacity building. The research project must include one or more 
components focused on issues related to improving the delivery of 
special education services to, and educational results for, children 
with disabilities in urban and high poverty schools. Other possible 
research topics may include:
    (a) Effective intervention strategies that make a difference in the 
provision of a free appropriate public education to children with 
disabilities;
    (b) Practices to promote the successful inclusion of children with 
disabilities in the least restrictive environment;
    (c) Strategies for establishing high expectations for children with 
disabilities and increasing their participation in the general 
curriculum provided to all children;
    (d) Strategies for promoting effective parental participation in 
the educational process, especially among parents who have difficulty 
in participating due to linguistic, cultural, or economic differences;
    (e) Effective disciplinary approaches, including behavioral 
management strategies, for ensuring a safe and disciplined learning 
environment;
    (f) Strategies to improve educational results for students with 
disabilities in secondary education settings and promote their 
successful transition to postsecondary settings; or
    (g) Effective practices for promoting the coordination of special 
education services with health and social services for children with 
disabilities and their families.
    The project must ensure that findings are communicated in 
appropriate formats for researchers. The project must also ensure that 
findings of importance to other audiences, such as teachers, 
administrators, and parents, are made available to the Department of 
Education's technical assistance, training, and dissemination projects 
for distribution to those audiences.
    The project must demonstrate experience and familiarity in research 
on children with disabilities in urban and high poverty schools with 
predominantly minority enrollments. The project must also demonstrate 
experience in capacity development in special education research, as 
well as a thorough understanding of the strengths and needs of HBCUs 
and OMIs.
    In addition to the annual two-day Project Directors' meeting in 
Washington, DC listed in the ``General Requirements'' section of this 
notice, the project must budget for another annual two-day trip to 
Washington, DC to collaborate with the Federal project officer and 
other projects funded under this priority by sharing information and 
discussing implementation, and dissemination issues, including the 
carrying out of cross-project dissemination activities.
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), and in addition--
    (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 grantee, 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.
    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.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $1,000,000 for any single 
budget period of 12 months to support one cooperative agreement. The 
Secretary may change the maximum amount through a notice published in 
the Federal Register.
    Page Limits: The maximum page limit for this priority is 75 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.

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, 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.

Applicable Regulations 

    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, 86, and 97; (b) 
The selection criteria for the priorities under this program are drawn 
from the EDGAR general selection criteria menu. The specific selection 
criteria for each priority are

[[Page 47323]]

included in the funding application packet for the applicable 
competition.

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

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 section 687 of IDEA and 34 CFR 75.105(c)(3), we consider only 
applications that meet the following priority:
Absolute Priority 1--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 for early intervention, 
preschool, elementary, middle school or high school students with 
disabilities: (1) Improving the results of education or early 
intervention; (2) improving access to and participation in the general 
curriculum, or appropriate activities for preschool children; and (3) 
improving accountability and participation in educational reform. The 
technology-based approach must be an innovative combination of a new 
technology and additional materials and 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);
    (c) Clearly identify and 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 on Effectiveness: 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 or early intervention 
settings. Approaches studied in Phase 2 may have been developed with 
previous funding under this priority or with funding from other 
sources. 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 (a).
    (3) Phase 3--Research on Implementation: 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. Approaches studied in Phase 3 may have been 
developed and tested with previous funding under this priority or with 
funding from other sources. Factors to be studied in Phase 3 include 
factors related to the technology, materials and methodologies that 
constitute the technology-based approach. Also to be studied in Phase 3 
are contextual factors associated with students, teacher attitudes and 
skills, physical setting, curriculum and instruction or early 
intervention approaches, resources, and professional development and 
policy supports, etc. 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 set of research findings that can be used to guide 
dissemination and utilization of the technology-based approach;
    (d) In addition to the annual two-day Project Directors' meeting in 
Washington, DC mentioned above in the ``General Requirements'' section 
of this notice, budget for another annual trip to Washington, DC 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.
    Projects on Children From Birth to 3: The Secretary intends to fund 
at least two projects focusing on technology-based approaches for 
children with disabilities, ages birth to 3.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: The Secretary intends to fund at least three 
projects 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 for projects in Phases 1 and 2, and $300,000 
for projects in Phase 3. The Secretary may change the maximum amount 
through a notice published in the Federal Register.
    Page Limits: The maximum page limit for this priority is 40 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.

[[Page 47324]]

Absolute Priority 2--Dramatic and Theatrical Experiences for 
Individuals Who Are Deaf or Hard of Hearing (84.327D)
    Background:
    The National Theatre of the Deaf's Professional Training Program 
for Deaf Theatre Personnel was established through a grant from the 
former Department of Health, Education and Welfare in 1967. The U.S. 
Department of Education, when established, continued to fund this 
training program, along with other programs conducted by the National 
Theatre of the Deaf. These programs have been key sources for the 
recruitment and training of deaf and, in some instances, hearing 
individuals in a variety of theatrical and production areas. These 
training and production projects are intended to promote cross-cultural 
understanding and to help enable deaf and hearing populations explore 
ways to overcome communication barriers. This, in turn, will provide 
opportunities for deaf individuals to participate in and contribute to 
society as a whole. This priority proposes to continue such activities.
    Priority:
    This priority supports, on a national level, a series of programs 
that will provide for the development and will broaden the theatrical 
and general cultural experience of the deaf and hard of hearing 
populations in the United States. This priority will enable individuals 
who are deaf or hard of hearing to participate in specialized 
professional actor's training and theatrical production that would 
otherwise be unavailable to them. Specifically, this priority will 
support--
    (a) The provision of training in drama and theatrical production to 
actors and artists who are deaf or hard of hearing;
    (b) The promotion of awareness of the artistic and intellectual 
achievement of people who are deaf or hard of hearing;
    (c) The provision of outreach activities including professional and 
technical assistance to regional and local cultural programs; and
    (d) The production of video-taped performances for distribution 
and, whenever possible, national and regional television broadcast.
    To be considered for funding under this priority, a project must:
    (a) Describe the training program(s), including curriculum and 
length and duration of the training periods;
    (b) Identify the type of theatrical productions that will take 
place;
    (c) Identify outreach activities that will be conducted; and
    (d) Ensure that at least one major production will be videotaped 
for later use on television or through duplicated cassettes.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 60 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $800,000 for any single 
budget period of 12 months. The Secretary rejects and does not consider 
an application that proposes a budget exceeding these maximum amounts. 
The Secretary may change the maximum amounts through a notice published 
in the Federal Register.
    Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 3--Research on Educational Captioning (84.327H)
    This priority supports research on captioning of educational media 
and materials. Research can be based on the instructional use of 
captioning or the use of captioning as a language development tool for 
enhancing the reading and literacy skills of individuals who are deaf 
or hard of hearing. Media and technologies explored or used by projects 
funded under this priority may include, but are not limited to (1) 
Television--including high-definition television; (2) videos; and (3) 
other media and multi-media technologies such as interactive videodiscs 
and CD-ROMs.
    Under this competition, projects must--
    (a) Identify specific technological approaches that would be 
investigated;
    (b) Carry out the research within a conceptual framework, based on 
previous research or theory, that provides a basis for the strategies 
to be studied, the research design, and target population;
    (c) Collect, analyze and report (1) characteristics and outcome 
data (actual rather than expected results), including the settings, the 
service providers, and the individuals targeted by the project; and (2) 
multiple, functional outcome data on the individuals who are the focus 
of the technological approaches;
    (d) Conduct the research in realistic settings such as residential 
or integrated schools or colleges, or in community settings, as 
appropriate; and
    (e) Conduct the research using methodological procedures that will: 
(1) Produce unambiguous findings regarding the effects of approaches 
and effects of the interaction among particular approaches and 
particular groups of individuals or particular settings; and (2) permit 
use of the findings in policy analyses.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $125,000 for any single 
budget period of 12 months. The Secretary rejects and does not consider 
an application that proposes a budget exceeding these maximum amounts. 
The Secretary may change the

[[Page 47325]]

maximum amounts through a notice published in the Federal Register.
    Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice .
Absolute Priority 4--Video Description (84.327J)
    Background:
    This priority supports cooperative agreements to provide video 
description in two areas: (1) Broadcast and cable television programs; 
and (2) home video. The purpose of this activity will be to describe 
television programs and videos to make television programming and home 
videos more accessible to children and adults with visual disabilities. 
The intent of this priority is to enable children, and adults who are 
blind or have low vision to have access to television programming and 
home videos in order to enhance shared educational, social, and 
cultural experiences for children and adults with visual disabilities.

    Note: In accordance with section 687(c)(2) of IDEA, funds from 
an award made under this priority may only be used for video 
descriptions of educational, news, and informational television 
programs beginning October 1, 2001. This may require a grantee to 
change some or all of the programming that it describes under this 
award as of this date.

    Priority:
    To be considered for funding under this priority, a project must --
    (a) Include criteria that take into account the preference of 
consumers for particular topics of interest, the diversity of programs 
or videos available, and the contribution of these programs or videos 
to the general educational, social, and cultural experiences of 
individuals with visual disabilities;
    (b) Identify the total number of hours and cost for each program to 
be described;
    (c) Identify for each program to be described, the source, and 
amount of any private or other public support, if any;
    (d) Demonstrate the willingness of program or video producers to 
permit video description and distribution of their program or video; 
and
    (e) Evaluate the effectiveness of the methods and technologies used 
in providing this service and the impact on intended populations.
    Competitive Preferences:
    Within this absolute priority, we will give the following 
competitive preference under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of this competitive preference, applicants can be 
awarded up to a total of 10 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.
    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 any single 
budget period of 12 months. The Secretary rejects and does not consider 
an application that proposes a budget exceeding these maximum amounts. 
The Secretary may change the maximum amounts through a notice published 
in the Federal Register.
    Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.
Absolute Priority 5--Closed Captioned Sports Programs (84.327P)
    Background:
    This priority supports cooperative agreements to continue and 
expand closed-captioning of major national sports programs shown on 
national commercial broadcast or basic cable television networks. 
Captioning provides a visual representation of the audio portion of the 
programming and enables children, young adults, and adults who are deaf 
or hard of hearing to participate in the shared experience of national 
sporting events. Funds provided under this priority may be used to 
support no more than fifty percent of the captioning costs.

    Note: In accordance with section 687(c)(2) of IDEA, funds from 
an award made under this priority may only be used for captioning 
educational, news, and informational television programs beginning 
October 1, 2001. This may require a grantee to change some or all of 
the programming that it captions under this award as of this date.

    Priority:
    To be considered for funding under this competition, a project 
must--
    (a) Include procedures and criteria for selecting programs for 
captioning that take into account the preference of consumers for 
particular sports programs;
    (b) Provide a back-up system that will ensure quality captioning 
service;
    (c) Identify and support a consumer advisory group that would meet 
at least annually;
    (d) Identify the total number of hours and the cost per program 
hour for each of the programs captioned;
    (e) Identify for each program to be captioned, the source, and 
amount of any private or other public support, if any;
    (f) Demonstrate the willingness of major national commercial 
broadcast or basic cable networks to permit captioning of their 
programs; and
    (g) Implement procedures for monitoring the extent to which full 
and accurate captioning is provided and use 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 or syndicators, for future airings or other distributions.
    Competitive Preference: Within this absolute priority, we will 
award the following competitive preference, under 34 CFR 
75.105(c)(2)(i): An additional 10 points to an applicant that proposes 
to include in the range of programs to be captioned at least 52 hours a 
year of sports programming originally broadcast in Spanish.
    In addition, we will give the following competitive preference 
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and advancing in employment qualified 
individuals with disabilities in the project.
    For purposes of these competitive preferences, applicants can be 
awarded up to a total of 20 points in addition to those awarded under 
the published

[[Page 47326]]

selection criteria for this priority. That is, an applicant meeting 
these competitive preferences could earn a maximum total of 120 points.
    Project Period: Up to 36 months.
    Maximum Award: The Secretary rejects and does not consider an 
application that proposes a budget exceeding $100,000 for any single 
budget period of 12 months. The Secretary rejects and does not consider 
an application that proposes a budget exceeding these maximum amounts. 
The Secretary may change the maximum amounts through a notice published 
in the Federal Register.
    Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.

Special Education--Training and Information for Parents of Children 
With Disabilities [CFDA No. 84.328]

Purpose of Program

    The purpose of this program is to ensure that parents of children 
with disabilities receive training and information to help improve 
results for their children.

Applicable Regulations

    (a) The Education Department General Administrative Regulations 
(EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, and 97; 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.

Priority

    Under sections 661(e)(2) and 683 of the Act, and 34 CFR 
75.105(c)(3), we will give an absolute preference to applications that 
meet this absolute priority:
Absolute Priority--Community Parent Resource Centers (84.328C)
    The purpose of this statutory priority is to support local parent 
training and information centers that will help ensure that underserved 
parents of children with disabilities, including low-income parents, 
parents of children with limited English proficiency, and parents with 
disabilities, have the training and information they need to enable 
them to participate effectively in helping their children with 
disabilities to--
    (a) Meet developmental goals and, to the maximum extent possible, 
those challenging standards that have been established for all 
children; and
    (b) Be prepared to lead productive independent adult lives, to the 
maximum extent possible.
    Each community parent training and information center supported 
under this priority must--
    (a) Provide training and information that meets the training and 
information needs of parents of children with disabilities proposed to 
be served by the project;
    (b) Assist parents to understand the availability of, and how to 
effectively use, procedural safeguards under section 615 of the Act, 
including encouraging the use, and explaining the benefits, of 
alternative methods of dispute resolution, such as the mediation 
process described in the Act;
    (c) Serve the parents of infants, toddlers, and children with the 
full range of disabilities by assisting parents to--
    (1) Better understand the nature of their children's disabilities 
and their educational and developmental needs;
    (2) Communicate effectively with personnel responsible for 
providing special education, early intervention, and related services;
    (3) Participate in decision making processes and the development of 
individualized education programs and individualized family service 
plans;
    (4) Obtain appropriate information about the range of options, 
programs, services, and resources available to assist children with 
disabilities and their families;
    (5) Understand the provisions of the Act for the education of, and 
the provision of early intervention services to, children with 
disabilities; and
    (6) Participate in school reform activities;
    (d) Contract with the State education agencies, if the State elects 
to contract with the community parent resource centers, for the purpose 
of meeting with parents who choose not to use the mediation process, to 
encourage the use and explain the benefits of mediation, consistent 
with sections 615(e)(2)(B) and (D) of the Act;
    (e) In order to serve parents and families of children with the 
full range of disabilities, network with appropriate clearinghouses, 
including organizations conducting national dissemination activities 
under section 685(d) of the Act, and with other national, State, and 
local organizations and agencies, such as protection and advocacy 
agencies;
    (f) Establish cooperative partnerships with the parent training and 
information centers funded under section 682 of the Act;
    (g) Be designed to meet the specific needs of families who 
experience significant isolation from available sources of information 
and support; and
    (h) Annually report to the Secretary on--
    (1) The number of parents to whom it provided information and 
training in the most recently concluded fiscal year; and
    (2) The effectiveness of strategies used to reach and serve 
parents, including underserved parents of children with disabilities.
    The Secretary intends to fund a maximum of ten awards.
    Competitive Priorities: Within this absolute priority, we will give 
preference to applications under 34 CFR 75.105(c)(2)(i) that meet one 
or both of the following competitive priorities:
    The Secretary awards 20 points to an application submitted by a 
local parent organization that has a board of directors, the majority 
of whom are parents of children with disabilities, from the community 
to be served.
    The Secretary awards 5 points to an application that proposes to 
provide services to one or more Empowerment Zones or Enterprise 
Communities that are designated within the areas served by projects. To 
meet this priority an applicant must indicate that it will:
    (a) Design a program that includes special activities focused on 
the unique needs of one or more Empowerment Zones or Enterprise 
Communities; or
    (b) Devote a substantial portion of program resources to providing 
services within, or meeting the needs of residents of these zones and 
communities.
    As appropriate, the proposed project under IDEA must contribute to 
the strategic plan of the Empowerment Zones or Enterprise Communities 
and be made an integral component of the Empowerment Zone or Enterprise 
Community activities. A list of areas that have been selected as 
Empowerment Zones or Enterprise Communities is included in the 
application package.
    In addition, we will give the following competitive preference 
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications 
that are otherwise eligible for funding under this priority:
    Up to ten (10) points based on the extent to which an application 
includes effective strategies for employing and advancing in employment 
qualified individuals with disabilities in projects awarded under this 
absolute priority. In determining the effectiveness of such strategies, 
the Secretary will consider the applicant's success, as described in 
the application, in employing and

[[Page 47327]]

advancing in employment qualified individuals with disabilities in the 
project.
    For purposes of these competitive preferences, applicants can be 
awarded up to a total of 30 points in addition to those awarded under 
the published selection criteria for this priority. That is, an 
applicant meeting all of these competitive preferences could earn a 
maximum total of 130 points.
    Eligible Applicants: Local parent organizations are defined in 
section 682(g) and 683(c) of IDEA. According to section 682(g), a 
parent organization is a private nonprofit organization (other than an 
institution of higher education) that (a) has a board of directors, (1) 
the parent and professional members of which are broadly representative 
of the population to be served, (2) the majority of whom are parents of 
children with disabilities, and (3) that includes individuals with 
disabilities and individuals working in the fields of special 
education, related services, and early intervention; or (b) has a 
membership that represents the interests of individuals with 
disabilities and has established a special governing committee that 
meets requirements of paragraph (a) and a memorandum of understanding 
between this special governing committee and the board of directors of 
the organization that clearly outlines the relationship between the 
board and the committee and the decision making responsibilities and 
authority of each. According to section 683(c), local parent 
organizations are parent organizations that must meet one of the 
following criteria--
    (a) Have a board of directors the majority of whom are from the 
community to be served; or
    (b) Have as part of its mission, serving the interests of 
individuals with disabilities from such community; and have a special 
governing committee to administer the project, a majority of the 
members of which are individuals from such community.
    Examples of administrative responsibilities include controlling the 
use of the project funds, and hiring and managing project personnel.
    Project Period: Up to 36 months.
    Project Award: Projects will not be funded in excess of $100,000 
for any single budget period of 12 months.
    Page Limits: The maximum page limit for this priority is 30 double-
spaced pages.

    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.

For Applications Contact

    Education Publications Center (ED Pubs), PO Box 1398, Jessup, 
Maryland 20794-1398. Telephone (toll free): 1-877-4ED-Pubs (1-877-433-
7827). FAX: 301-470-1244. Individuals who use a telecommunications 
device for the deaf (TDD) may call (toll free) 1-877-576-7734.
    You may also contact Ed Pubs via its Web site (http://www.ed.gov/
pubs/edpubs.html) or its E-mail address ([email protected]).
    For Further Information Contact: Grants and Contracts Services 
Team, U.S. Department of Education, 400 Maryland Avenue, SW, room 3317, 
Switzer Building, Washington, D.C. 20202-2550. Telephone: (202) 205-
9817.
    If you use a TDD you may call the TDD number: (202) 205-8953.
    Individuals with disabilities may obtain a copy of the application 
package in an alternate format 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 Innovative) 
are subject to the requirements of Executive Order 12372 and the 
regulations in 34 CFR part 79. The objective of the Executive order is 
to foster an intergovernmental partnership and a strengthened 
federalism by relying on processes developed by State and local 
governments for coordination and review of proposed Federal financial 
assistance.
    In accordance with the order, we intend this document to provide 
early notification of the Department's specific plans and actions for 
those programs.

Available Funds

    The Administration has requested funds for these programs for 
Fiscal Year 2000. The actual level of funding, if any, depends on final 
congressional action. However, we are inviting applications to allow 
enough time to complete the grant process before the end of the fiscal 
year, if Congress appropriates funds for these programs.

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Electronic Access to This Document

    You 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 internet 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 (GPO), toll free, at 1-888-293-6498; or in the Washington, DC, 
area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: http://www.access.gpo/
nara/index.html

    Dated: August 23, 1999.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 99-22359 Filed 8-27-99; 8:45 am]
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