[Federal Register Volume 66, Number 14 (Monday, January 22, 2001)]
[Notices]
[Pages 6832-6848]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-1241]



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Part III





Department of Education





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

  Federal Register / Vol. 66, No. 14 / Monday, January 22, 2001 / 
Notices  

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DEPARTMENT OF EDUCATION


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

AGENCY: Department of Education.

ACTION: Notice inviting applications for new awards for fiscal year 
(FY) 2001.

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SUMMARY: This notice provides closing dates and other information 
regarding the transmittal of applications for FY 2001 competitions 
under three programs authorized by the Individuals with Disabilities 
Education Act (IDEA), as amended. The three programs are: (1) Special 
Education--Research and Innovation to Improve Services and Results for 
Children with Disabilities (five priorities); (2) Special Education--
Technical Assistance and Dissemination to Improve Services and Results 
for Children with Disabilities (two priorities); and (3) Special 
Education--Technology and Media Services for Individuals with 
Disabilities (five priorities).

Goals 2000: Educate America Act

    The Goals 2000: Education America Act (Goals 2000) focuses the 
Nation's education reform efforts on the eight National Education Goals 
and provides a framework for meeting them. Goals 2000 promotes new 
partnerships to strengthen schools and expands the Department's 
capacities for helping communities to exchange ideas and obtain 
information needed to achieve the goals.
    These priorities would address the National Education Goals by 
helping to improve results for children with disabilities.

Waiver of Rulemaking

    It is generally our practice 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) The 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) The 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.
    (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. You must limit Part III to the equivalent of no more than 
the number of pages listed in the table at the end of this notice for 
each applicable priority, using the following standards:
     A ``page'' is 8.5" x 11" (on one side only) with one-inch 
margins (top, bottom, and sides).
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, and captions, as well as all text in charts, 
tables, figures, and graphs.
     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 per 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, the 
resumes, the bibliography or references, or the letters of support. 
However, you must include all of the application narrative in Part III.
    We will reject without consideration or evaluation any application 
if--
     You apply these standards and exceed the page limit; or
     You apply other standards and exceed the equivalent of the 
page limit.
    Reasonable Accommodation: We will consider, and may fund, requests 
for additional funding above the maximum amounts indicated for each 
priority or focus as an addendum to an application to reflect the costs 
of reasonable accommodations necessary to allow individuals with 
disabilities to be employed on the project as personnel on project 
activities.

Pilot Project for Electronic Submission of Applications

    The U.S. Department of Education is expanding its pilot project of 
electronic submission of applications to include certain formula grant 
programs, as well as additional discretionary grant competitions. The 
three programs in this announcement are included in the pilot project. 
If you are an applicant for a grant under any of the three programs, 
you may submit your application to us in either electronic or paper 
format.
    The pilot project involves the use of the Electronic Grant 
Application System (e-APPLICATION, formerly e-GAPS) portion of the 
Grant Administration and Payment System (GAPS). We request your 
participation in this pilot project. We shall continue to evaluate its 
success and solicit suggestions for improvement.
    If you participate in this e-APPLICATION pilot, please note the 
following:
     Your participation is voluntary.
     You will not receive any additional point value or penalty 
because you submit a grant application in electronic or paper format.
     You can submit all documents electronically, including the 
Application for Federal Assistance (ED 424), Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     Fax a signed copy of the Application for Federal 
Assistance (ED 424) after following these steps:
    1. Print ED 424 from the e-APPLICATION system.
    2. Make sure that the institution's Authorizing Representative 
signs this form.
    3. Before faxing this form, submit your electronic application via 
the e-APPLICATION system. You will receive an automatic acknowledgment, 
which will include a PR/Award number (an identifying number unique to 
your application).
    4. Place the PR/Award number in the upper right hand corner of ED 
424.
    5. Fax ED 424 to the Application Control Center within three 
working days of submitting your electronic application. We will 
indicate a fax number in e-APPLICATION at the time of your submission.
     We may request that you give us original signatures on all 
other forms at a later date.
    You may access the electronic grant application for the program at: 
http://e-grants.ed.gov
    We have included additional information about the e-APPLICATION 
pilot project (see Parity Guidelines between Paper and Electronic 
Applications) in the application package.

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

    Purpose of Program: To produce, and advance the use of, knowledge 
to: (a)

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Improve services provided under IDEA, including the practices of 
professionals and others involved in providing those services to 
children with disabilities; and (b) improve educational and early 
intervention results for infants, toddlers, and children with 
disabilities.
    Eligible Applicants: Under Absolute Priorities 1, 2, 3, and 5, and 
under focus area 2 of Absolute Priority 4, eligible applicants are 
State and local educational agencies, institutions of higher education 
(IHEs); other public agencies, private nonprofit organizations, 
outlying areas, freely associated States, and Indian tribes or tribal 
organizations. Under Absolute Priority 4, eligible applicants for focus 
areas 1 and 3 are limited to local educational agencies (LEAs), or 
consortia of LEAs with either IHEs or private nonprofit organizations.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, 86, 97, 98, and 99; (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.

    Grants are required to collaborate with other research institutes, 
centers, and studies and evaluations, supported by the Department 
throughout the course of the project.
    Priority: Under 34 CFR 75.105(c)(3), we consider only applications 
that meet one of the following priorities:

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

    This priority provides support for projects that advance and 
improve the knowledge base and improve the practice of professionals, 
parents, and others providing early intervention, special education, 
and related services. This includes professionals who work with 
children with disabilities in regular education environments and 
natural environments. Under this priority, projects must support 
innovation, development, exchange of information, and use of 
advancements in knowledge and practice. If the project maintains a web 
site, it must include relevant information and documents in an 
accessible form. Projects must (1) use rigorous quantitative or 
qualitative research and evaluation methods and (2) communicate 
appropriately with target audiences.
Focus 1--Inclusion of Students With Disabilities in Large-Scale 
Assessment and Accountability Programs
    Recent laws and policies at Federal and State levels require the 
participation of students with disabilities in large-scale assessment 
and accountability programs to help ensure that students with 
disabilities achieve to high standards and have the fullest possible 
range of educational opportunities. Progress has been made in solving 
the technical, logistical, and policy obstacles to achieving this 
participation. However, continued progress is needed, particularly 
related to young children and children with low incidence disabilities 
taking regular assessments with or without accommodations.
    Focus Area 1 supports projects that pursue systematic programs of 
applied research to either or both of the following: (a) Determine how 
State and local education agencies can best achieve the meaningful 
participation of students with disabilities in large-scale assessment 
and accountability programs; or (b) study the effects of State and 
local efforts to achieve this participation.
    We intend to make approximately 3 awards in Focus Area 1 of which 
two of these awards would focus on young children through the age 9 in 
regular assessments or students with low-incidence disabilities in 
regular assessments, or both.
    Low incidence disabilities include 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 a free appropriate public 
education.
Focus 2--Instructional Interventions and Results for Children With 
Disabilities
    The successful implementation of the IDEA Amendments of 1997 
requires a strong emphasis on supports for children with disabilities 
to help them access the general education curricula. Research is needed 
to describe, test, and validate instructional practices that have the 
potential for generating positive results for children with 
disabilities as they strive to meet State and local standards and 
performance goals set for all students. The research must focus on 
children in preschool, elementary, middle, or high school.
    Projects supported under Focus 2 must investigate one or more 
issues related to providing instruction in the general education 
curriculum for children with disabilities. These issues may include, 
but are not limited to:
    (a) The relationship of instructional interventions to results in 
core subjects such as, language arts, mathematics, science, social 
studies, foreign language;
    (b) Contextual variables that influence access to the general 
education curriculum for students with disabilities. Contextual 
variables include, for example, classroom design, relative role of 
regular educators and special educators, groupings, or management 
strategies; curricular design, delivery, or materials; and family and 
staff interaction;
    (c) Instructional and curricular accommodations to ensure that 
students with disabilities have access to the general education 
curriculum; and
    (d) The relationship of inclusive preschool practices and child-
family transition practices to child development, readiness skills, and 
preparation for participation in the primary grades.
    We intend to fund a total of nine (9) awards in Focus 2 and to 
fund:
     At least three (3) projects that address innovative 
instructional interventions and strategies in core subjects required 
for high school graduation (e.g., algebra or foreign language); and,
     At least three (3) projects that describe, test, and 
validate instructional practices that enhance appropriate access to and 
participation and progress in the general education curriculum for 
children with cognitive disabilities.
Focus 3--Gender and Special Education
    The purpose of this focus area is to explore the influences of 
gender on special education referral, placement, and service provision 
for students with disabilities.
    Males and females comprise equal proportions of the school-aged 
population; however, males account for approximately two-thirds of all 
students served in special education. In many cases, it is not clear if 
females are underidentified for special education, if males are 
overidentified, or if real differences exist in the prevalence of 
disability between males and females. The research to date has 
primarily addressed commonalities of students rather than differences 
based on gender.
    Some additional facts regarding gender and disabilities include:
    (a) Females with disabilities have more significant disabilities 
than their male peers at the time of referral;

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    (b) Females with disabilities have lower IQ scores than their male 
counterparts at the time of referral; and
    (c) Post school outcomes for females with disabilities are 
significantly worse than their male peers with disabilities.
    Little is known, however, about the different characteristics, 
treatment and experiences of males and females with disabilities. These 
differences are likely to be caused by a combination of factors.
    Under this focus, a research project must pursue a systematic 
program of research that focuses on one or more issues related to 
gender and special education. The issues may include, but are not 
limited to:
    (a) The differences that may exist in the prevalence of 
disabilities based on gender, and, if so, why those differences exist;
    (b) The reasons for different outcomes and opportunities, (e.g., 
employment, parenting, vocational education programs) for students with 
disabilities based on gender; and
    (c) The factors that contribute to disproportionate representation 
of males and females in special education including (1) students' 
environmental, social, and learning experiences, and cultural and 
linguistic characteristics; (2) student or teacher behaviors and 
interactions; (3) teacher expectations and attitudes.
    We intend to fund 3 awards in Focus 3.
Focus 4--Research To Improve Literacy Results for Children Who Are 
Unresponsive to Effective Classroom or Schoolwide Programs in Grades K-
3
    Recent reading research has focused on developing and validating 
strategies and interventions to ensure that children acquire literacy 
in regular education classroom settings by using effective classroom 
reading programs. These programs may include explicit and intensive 
instruction within or outside the classroom in small groups and, in the 
most difficult cases, with individualized one-on-one tutoring. The hope 
has been that all children would succeed in these circumstances; 
however, there are a small number of children who do not benefit at all 
from these interventions and who are at the highest risk for academic 
and social failure.
    Effective learning and teaching strategies must also be found for 
these children. These strategies need to be based on the learning 
characteristics and needs of a child as well as reasonable expectations 
for the child. Projects supported under Focus 4 must--
    (a) Identify the criteria used to decide that a child is 
unresponsive to interventions that are effective for most students;
    (b) Identify and describe characteristics related to (1) the 
environmental, social, cultural, and English language learning factors 
each child may have experienced, and (2) the learning characteristics 
related to the literacy of each child who is unresponsive to reading 
programs to which a majority of children respond. Learning 
characteristics may include, but are not limited to, specific deficits 
in phonological awareness, inattentiveness and distractibility, 
motivation, language development, developmental delay, and IQ;
    (c) Design processes for making decisions about how to target 
instruction that will be effective given the identified learning 
characteristics of the child;
    (d) Document the progress of individual children toward meeting 
intervention goals, the fidelity of implementation of interventions, 
the qualifications of persons who make decisions and who implement 
interventions, the length and intensity of interventions, and the 
settings where the interventions take place; and
    (e) Evaluate the expectations that were made for each child.
    We intend to fund 3 awards in Focus 4.
Focus 5--Research To Improve Reading Comprehension Results for Children 
With Disabilities
    In recent years, research has advanced our understanding of how 
skilled readers comprehend and how instructional strategies support 
children with learning disabilities to comprehend text. Comprehension 
is not merely a text-based process where meaning resides in the text 
and the role of the reader is to discover the meaning. To develop 
successful comprehension skills, many children with learning 
disabilities need an explicit instructional program that: (a) Teaches 
them how to access prior knowledge through strategies such as semantic 
mapping, think aloud sheets, etc.; (b) motivates and supports 
persistence on task, including expressions of a student's own thoughts 
when reading and writing, questioning the expert or inquiring, or using 
technology or grouping practices; and (c) teaches them cognitive and 
metacognitive strategies for reading with understanding, including how 
to monitor one's own progress through self-regulation, summarizing, 
generating questions, mnemonics, or imagery.
    Under Focus 5, a project must pursue a systematic program of 
applied research that focuses on one or more issues related to 
improving reading comprehension results of children with learning 
disabilities related to reading. These issues include, but are not 
limited to:
    (a) The types of effective comprehension instruction for children 
with learning disabilities in grades K-2, 3-5, and 6-8 inclusive;
    (b) The components of particularly effective programs for children 
with learning disabilities, e.g., the basal materials, supplemental or 
adapted materials, instructional strategies used by teachers, and how 
families may support the instructional program;
    (c) The types of effective questioning strategies used by teachers, 
peers, and parents to encourage and develop comprehension skills; and
    (d) The kinds of individualized instruction, grouping practices, 
instructional strategies, and curricula that improve comprehension and 
problem solving.
    We intend to make approximately 3 awards in Focus 5.
Focus 6--Alternative Schools and Programs
    Many school districts and States have worked to establish or renew 
a focus on alternative schools and programs for children who are at-
risk of suspension and expulsion from school. While specific 
definitions of alternative schools and programs vary considerably, they 
are typically designed to address the needs of students who are at risk 
of educational failure related to poor academic performance, 
inconsistent teacher training, truancy, disruptive behavior, 
suspension, expulsion, or other similar risk factors, and whose needs 
cannot be well met in a regular or traditional school setting. OSEP is 
supporting a new fast response survey through the National Center for 
Educational Statistics that by summer 2001 will provide information 
from districts on alternative schools and programs. However, research 
on the universe of alternative schools and programs in operation is 
much needed. Further, while a number of U.S. Department of Education 
demonstration projects are developing effective alternative programs to 
reduce school suspensions and expulsions (see, http://www.ed.gov/
offices/OESE/SDFS/altst__200.html), research on the delivery of 
specific services to, and outcomes for, students with disabilities in 
alternative schools and programs has been limited.

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    Projects supported under Focus 6 must investigate one or more of 
the following issues relating to alternative schools and programs 
serving students with disabilities:
    (a) The variety among alternative schools and programs in terms of 
definition, type, number of students with and without disabilities 
served, organizational or governance structures used, and other 
demographic characteristics.
    (b) The referral and identification process and procedures used to 
place students with disabilities in alternative schools and programs.
    (c) Exit procedures, timelimits, and procedures for transition and 
return to previous school or other settings.
    (d) Special education services available and delivered, and 
outcomes achieved.
    (e) The extent to which alternative schools and programs are used 
as IDEA-required interim alternative educational settings and the 
distinguishing characteristics of those settings.
    (f) Coordination of special services in alternative schools and 
programs.
    Projects must involve a directed in-depth examination of a few 
selected alternative schools or programs or larger-scale broader 
surveys of many schools or programs.
    We intend to make approximately 3 awards in Focus 6.
Focus 7--Research on Early Childhood Mental Health
    The elements of early intervention practice that support the social 
and emotional development of young children with or at risk of 
disabilities, are as important as those that support linguistic and 
cognitive development. An expanding knowledge base in early childhood 
mental health documents the contribution of emotional, regulatory, and 
social development, environmental factors, and early relationships to 
later school success and to the prevention of emotional disturbance. 
Additional research is needed to document effective practices for 
identifying and addressing the affective and behavioral problems of 
young children with or at risk of disabilities. Research may include 
family support practices that foster social-emotional development and 
resilience. Applications under this focus area must target the mental 
health of infants and toddlers (0-2 years old), or preschoolers (3-5 
years old) or both (0-5 years old) who are receiving services under 
either the Part C or Part B programs of IDEA.
    All applications submitted under this focus area must describe 
steps they will take to assure that findings from their research are 
disseminated to research and training centers (RTC's) funded by the 
Office of Special Education and Rehabilitative Services, including the 
two children's mental health RTC's funded by the National Institute on 
Disability and Rehabilitation Research (NIDRR) and the RTC on the 
Development of Infants, Toddlers, and Preschoolers with or at Risk of 
Disabilities.
    We intend to make approximately 3 awards in Focus 7. At least one 
award will be made to a project that addresses the social and emotional 
development of young children with cognitive disabilities.

Competitive Preference

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 for all Focus Areas: Up to 36 months for all focus 
areas.
    Maximum Award for all Focus Areas: The maximum award amount is 
$180,000 per year. Consistent with EDGAR 34 CFR 75.104(b), we will 
reject any application that proposes a project funding level for any 
year that exceeds the stated maximum award amount for that year. This 
maximum award applies to any application for any Focus area. Requests 
for funding reasonable accommodations are not included in this 
limitation.
    Page Limits for all Focus Areas: 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--Research and Training Center on the Development of 
Infants, Toddlers, and Preschool Children With or at Risk of 
Disabilities (84.324K)

    If developmental delays are not addressed by appropriately trained 
personnel during the early years, a range of learning and behavioral 
problems may be more likely to occur later in school. Alternatively, 
early identification and effective interventions--in social, emotional, 
behavioral, communication, and preliteracy domains--can prevent or 
reduce the impact of specific disabilities. This priority would 
establish a research and training center (RTC) to translate the 
knowledge base on young children's early relationships, emotional, self 
regulatory, and social development, and environmental factors into 
effective strategies that establish a foundation for school success. 
The RTC will demonstrate and evaluate these strategies and implement 
effective training and dissemination efforts targeted on improving 
early childhood services and strengthening the capacity of families to 
support the healthy development of their children.
    The RTC will serve as a center of national excellence for service 
providers, young children with or at risk of disabilities, family 
members, and other caregivers. The RTC supported under this priority 
must:
    (1) Conduct coordinated and advanced programs of applied research 
to produce and disseminate knowledge to improve interventions and 
service delivery systems associated with the healthy mental development 
of infants, toddlers, and preschool children with or at risk of 
developmental disabilities, including research on the use of and state 
of practice in inclusive settings. These children should include those 
who are from communities representing rural, low income, urban, limited 
English proficiency, immigrant, and migrant populations.
    (2) Provide training, including graduate, preservice, and inservice 
training, to help improve the skills of personnel serving young 
children with or at risk of disabilities and their families and 
caregivers.
    (3) Disseminate information through conferences, workshops, public 
education programs, inservice training programs, and other activities;
    (4) Collaborate with other RTC's supported by the Department, 
including the RTC's on children's mental health supported by the 
National Institute on Disability and Rehabilitation Research (NIDRR); 
and

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    (5) Utilize modern communication technologies, including the 
Internet, to expand the impact of its dissemination approaches.
    In deciding whether to continue this project for the fourth and 
fifth years, we will consider the requirements of 34 CFR 75.253(a), and 
in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary, which review will be conducted during the 
last half of the project's second year in Washington, D.C. Projects 
must budget for the travel associated with this review;
    (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 
demonstrate the potential for advancing significant new knowledge.
    Competitive Preference: 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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $500,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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 3--Research Institute on Early Literacy for Infants, 
Toddlers, and Young Children With Visual Impairments (84.324Q)

    Current research documents the link between the development of 
preliteracy and early literacy skills for infants, toddlers, and young 
children and subsequent reading and academic success. The development 
of preliteracy and early literacy skills for infants, toddlers, and 
young children with visual impairments including blindness poses 
additional challenges for families and professionals. Many of the 
current practices and intervention strategies which promote the 
development of preliteracy and early literacy skills, including braille 
literacy, have not been empirically validated with this population, but 
were developed for use with infants, toddlers, and young children 
without visual impairments.
    Priority: This priority supports a research institute to identify, 
validate, and disseminate the best and most promising practices for 
developing preliteracy and early literacy skills for infants, toddlers, 
and young children, birth through to entry into first grade, who have 
visual impairments, including blindness.
    A project funded under this priority must--
    (a) Review and synthesize the research base and examine the current 
and most promising practice paradigms in the following areas:
    (1) Assessment of the needs of infants, toddlers, and young 
children with visual impairments, including blindness, as those needs 
relate to the development of preliteracy and early literacy skills;
    (2) Determination of how new or innovative intervention strategies 
to promote preliteracy and early literacy skills used for other 
infants, toddlers, and young children, could be applied for use with 
infants, toddlers, and young children who have visual impairments, 
including blindness;
    (3) Integration of intervention strategies in communication and 
other developmental domains with preliteracy and early literacy 
intervention methods for infants, toddlers, and preschoolers with 
visual impairments, including blindness;
    (4) Access to and use of new and developing technologies for use 
with infants, toddlers, and young children with visual impairments, 
including blindness, for the development of preliteracy and early 
literacy skills.
    (b) In consultation with the Office of Special Education Programs 
(OSEP), design and conduct a strategic program of research that 
addresses knowledge gaps by:
    (1) Designing a rigorous research program whose conceptual 
framework builds upon recent and current research, identifies the gaps 
in knowledge, and provides a basis for the strategies and procedures to 
be studied;
    (2) Collecting, analyzing, and reporting a variety of data, such as 
(i) information on the service settings, the service providers, and the 
infants, toddlers, and young children with visual impairments, 
including blindness and their families; (ii) outcome measures for the 
infants, toddlers, and young children and their families who are the 
focus of the intervention strategies and procedures; and (iii) 
implementation data from the service providers, administrators, 
agencies, families, and others involved in the research;
    (3) Conducting the research using a variety of methodologies 
designed to comprehensively examine the impact of the interventions on 
preliteracy and early literacy skill development in the target 
population;
    (4) Conducting the program of research in settings that ensure that 
the research findings and products impact preliteracy and early 
literacy development for all infants, toddlers, and young children with 
visual impairments, including children with blindness, and those 
children with visual impairments and secondary disabilities, and 
including those who are from communities representing rural, low 
income, urban, limited English proficiency, immigrant, and migrant 
populations; and
    (5) Collaborating with other research institutes, centers, and 
studies and evaluations supported by the Department.
    (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 OSEP technical assistance providers 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 early 
intervention researchers; general and special education researchers; 
local, State, and national policymakers; education practitioners and 
early interventionists; and families of infants, toddlers, and young 
children with visual impairments, including blindness.
    (d) Provide training and research opportunities for a limited 
number of

[[Page 6837]]

graduate students whose graduate studies are in the area of education 
for infants, toddlers, and young children with visual impairments, 
including blindness.
    (e) Meet with the OSEP project officer in the first three months of 
the project to review the program of research, implementation, and 
dissemination approaches.
    (f) In addition to the annual two-day Project Directors' meeting in 
Washington, D.C. listed in the ``General Requirements'' section of this 
notice, budget for another annual two-day trip to Washington, D.C. to 
collaborate with the OSEP project officer by sharing information and 
discussing design, implementation, and dissemination issues.
    In deciding whether to continue this project for the fourth and 
fifth years, we will consider the requirements of 34 CFR 75.253(a), and 
in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary, which review will be conducted during the 
last half of the project's second year in Washington, D.C. Projects 
must budget for the travel associated with this review;
    (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 
demonstrate the potential for advancing significant new knowledge.

Competitive Preference

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, within 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 maximum award amount is $500,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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 4--Model Demonstration Projects for Children With 
Disabilities (84.324T)

    This priority supports model demonstration projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
providing early intervention, special education and related services to 
infants, toddlers, and children with disabilities, ages birth through 
21. Projects supported under this priority are expected to be major 
contributors of models or components of models for service providers 
and for outreach projects funded under IDEA.

Requirements for All Demonstration Projects

    A model demonstration project must--
    (a) Use rigorous quantitative or qualitative evaluation methods and 
data;
    (b) Evaluate the model by using multiple measures of results to 
determine the effectiveness of the model and its components or 
strategies;
    (c) Produce detailed procedures and materials that would enable 
others to replicate the model; and
    (d) Communicate with appropriate audiences through means such as 
special education technical assistance providers and disseminators, 
refereed journal publications and other publications, conference 
presentations, or a web site.
    If the project maintains a web site, it must include relevant 
information and documents in an accessible form.
    Federal financial participation for a project funded under this 
priority will not exceed 90 percent of the total annual costs of the 
project (see section 661(f)(2)(A) of IDEA).
    In addition to the annual two-day Project Directors' meeting in 
Washington, D.C. mentioned in the General Requirements section of this 
notice, projects must budget for another annual meeting in Washington, 
D.C. 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.
    Under this absolute priority, we will fund projects only in the 
focus areas listed below.
Focus 1--Model Demonstration Projects To Support Whole-School Reforms 
of Services for Children With Disabilities
    The reauthorization of IDEA in 1997 (Public Law 105-17) encouraged 
``incentives for whole-school approaches and pre-referral intervention 
to reduce the need to label children as disabled in order to address 
their learning needs'' (section 601(c)(5)(F)) and authorized: (a) IDEA 
support for schoolwide programs under Title I of the Elementary and 
Secondary Education Act of 1965 (section 613(a)(2)(D)); (b) Services 
and aids that also benefit nondisabled children (section 613(a)(4)(A)); 
(c) Integrated and coordinated service systems (section 613(a)(4)(B) 
and 613(f)); and (d) School-based improvement plans (section 613(g)).
    This focus supports model projects that demonstrate how promising 
and proven research-based practices and strategies can be used to 
develop whole-school approaches that benefit all students, including 
all students with disabilities, and fully implement all other 
requirements of the law. Applicants must demonstrate how they will 
improve results for both students with disabilities and other students.
    Specifically, applicants must describe activities to ensure that 
all students with disabilities have access to and succeed in the 
general curriculum; can participate in extracurricular activities, if 
available at the school; receive positive behavioral interventions, 
supports, and services when appropriate; and are included in State and 
local assessments.
    Flexibility and innovation are encouraged in the design of the 
models, but every model must involve regular and special education 
staff in early identification, intervention, and prevention services; 
provide for parent participation; and make available a continuum of 
services, aids, and supports to meet the needs of students with 
disabilities in the least restrictive environment. It is expected that 
models funded under this priority will build upon other models, 
strategies, and practices including those supported under IDEA national 
activities.
    Eligible applicants are invited to apply for these grants to foster 
whole-school projects at (a) Primary and

[[Page 6838]]

elementary school, (b) middle and junior high school, or (c) high 
school levels. Regardless of who the project applicant is, a 
partnership between the LEA and an IHE or a private nonprofit 
organization must be demonstrated and maintained throughout the 
duration of the project. Applicants are required to collaborate with 
existing OSEP technical assistance centers and evaluation efforts 
throughout the course of the project.
    Applicants must specify at least one school building, at each grade 
range addressed in the project, that will participate in the model 
demonstration project throughout the duration of the grant. Further, 
the LEA or consortium of an LEA and an IHE or a private nonprofit 
organization must agree to share evaluation data (with protections for 
anonymity of subjects) on student achievement and project effectiveness 
with OSEP-sponsored activities, which will synthesize research and 
evaluation information across the grantees. In addition projects must 
ensure and demonstrate how they will monitor and document challenges 
and progress throughout the project.
    Projects funded under this priority must schedule one trip, 
annually to Washington, D.C. (as specified in the ``General 
Requirements'' section of this notice), one trip, annually to 
Washington, D.C. (as specified in the ``Requirements for All 
Demonstration Projects'' section of this notice), and an additional 
meeting to take place by the end of the first month of the project.
    We intend to make approximately 15 awards under this priority. Each 
of the three grade ranges will be represented in the awards with at 
least three awards at each level.
    Maximum Award: Projects will be funded for up to 48 months. The 
maximum award amount is $150,000 (exclusive of any matching funds) 
during each of the first two 12-month funding periods, and $75,000 
(exclusive of any matching funds) during each of the two remaining 12-
month funding periods. Consistent with EDGAR 34 CFR 75.104(b), we will 
reject any application that proposes a project funding level for any 
year that exceeds the stated maximum award amount for that year. 
Requests for funding reasonable accommodations are not included in this 
limitation.
    Page Limits: The maximum page limit for this focus area 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.

Focus 2--Strengthening Childcare Infrastructures for Infants, Toddlers, 
and Preschoolers With Disabilities From Underserved Families and 
Communities
    This focus supports model projects that demonstrate new or 
innovative childcare models that address the developmental needs of 
infants, toddlers, and preschoolers with disabilities. In addition to 
identifying and supporting underserved children with disabilities and 
their families, projects must address the special and individualized 
intervention needs of young children without resulting in the removal 
of children from inclusive settings and typical experiences. To 
maximize sustainability of change, projects must incorporate multiple 
formal and informal service delivery systems that have evolved in a 
community over the years, when identifying and addressing challenges 
that contribute to uneven service provision.
    Challenges addressed under this focus area may include, but are not 
limited to, one or more of the following:
    (a) The lack of available mental health services for children under 
age 6;
    (b) Adverse environmental home or community conditions;
    (c) Cultural differences between service providers and families;
    (d) Differences between what child care programs offer and what 
families of young children with disabilities or at-risk for 
disabilities need or want;
    (e) Children living with mentally ill family members;
    (f) Children with complex medical concerns; and
    (g) Children in families dealing with the stresses of poverty, 
substance abuse, or violence.
    Measurements of model effectiveness should assess multiple 
influences longitudinally when reporting impact of community, family, 
and individual intervention variables on child development. Child 
competence measures should include observational measures of a child's 
underlying processing and executive functioning over time vis-a-vis the 
interventions received. In addition to measuring multi-level impact, 
models should examine whether the interventions can be implemented as 
planned, whether the participants for whom the program is designed 
actually participated, and how much the program costs.
    Projects funded under this focus must schedule one trip, annually 
to Washington, D.C. (as specified in the ``General Requirements'' 
section of this notice), one trip, annually to Washington, D.C. (as 
specified in the ``Requirements for All Demonstration Projects'' 
section of this notice), and an additional meeting to take place at the 
beginning of year one, to identify collaborations across sites that can 
result in increased sample sizes, and planned variations of critical 
variables, interventions, and outcomes.
    We intend to make approximately 3 awards under this focus area.
    Maximum Award: The maximum award amount is $180,000 (exclusive of 
any matching funds) per year. Consistent with EDGAR 34 CFR 75.104(b), 
we will reject any application that proposes a project funding level 
for any year that exceeds the stated maximum award amount for that 
year. Requests for funding reasonable accommodations are not included 
in this limitation.
    Page Limits: The maximum page limit for this focus 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.

Focus 3--Agency Participation in Transition
    This focus area supports model projects that demonstrate new or 
improved approaches to participation and successful interagency 
collaboration in transition planning.
    Projects must:
    (a) Involve collaboration between multiple systems, such as 
education, vocational rehabilitation, workforce development, employer 
organizations, community networks, health, youth and adult service 
agencies, and other relevant agencies.
    (b) Improve transitions between systems and eliminate service 
disruptions, including waiting lists for students exiting school; and
    (c) Demonstrate that student Individualized Education Programs 
(IEP's) are based on students' interests, preferences, and needs and 
include, as appropriate, a statement of interagency responsibilities 
and any needed linkages. The linkages must include, as appropriate, 
postschool environments such as postsecondary schools, employment, 
adult service programs, and local One-Stop Career Centers created under 
the Workforce Investment Act.
    Projects funded under this focus must schedule one trip, annually 
to Washington, D.C. (as specified in the ``General Requirements'' 
section of this notice), one trip, annually to Washington, D.C. (as 
specified in the ``Requirements for All Demonstration Projects'' 
section of this notice), and an

[[Page 6839]]

additional meeting to take place by the end of the first month of the 
project.
    We intend to make approximately 3 awards under this focus area.
    Maximum Award: The maximum award amount is $180,000 (exclusive of 
any matching funds) per year. Consistent with EDGAR 34 CFR 75.104(b), 
we will reject any application that proposes a project funding level 
for any year that exceeds the stated maximum award amount for that 
year. Requests for funding reasonable accommodations are not included 
in this limitation.
    Page Limits: The maximum page limit for this focus 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.

Competitive Preference for All Focus Areas

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 for All Focus Areas: Up to 48 months.

Absolute Priority 5--Improving Postschool Outcomes: Identifying and 
Promoting What Works (84.324W)

    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 process, known as secondary transition, 
has continued to be defined and developed in legislation, research, and 
practice. To a large extent, it 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 projects since 1984 to develop, refine and validate 
effective practices and programs.
    Priority: The purpose of this priority is to improve results for 
secondary-aged youth with disabilities by at a minimum, synthesizing, 
analyzing, and disseminating information in each of three areas:

--Improving academic results;
--Secondary transition practice; and
--Dropout prevention and intervention, including factors associated 
with early school exit for students with disabilities.

    The project must--
    (a) Synthesize the professional literature on each area. In 
conducting its syntheses, the project 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;
    (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 conflicts among 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, 
academic supports, transition practices, and dropout prevention and 
intervention;
    (7) Submit a draft report of the synthesis in each of the three 
focus areas, and based on review by OSEP staff, potential consumers, 
revise and submit a final report to OSEP and the Secondary Education 
and Transition Technical Assistance Center (SETAC) for dissemination to 
the field.
    (b) Conduct an analysis of each of the three areas to identify 
effective approaches and practices derived from model demonstration 
projects (including, but not limited to, projects funded by OSEP, the 
Rehabilitation Services Administration (RSA), the National Institute on 
Disability and Rehabilitation Research (NIDRR), the Office of 
Postsecondary Education (OPE), the Office of Education Research and 
Improvement (OERI), and the Office of Vocational and Adult Education 
(OVAE).
    In conducting its analyses, the project must:
    (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 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, researchers, educators, other 
relevant practitioners, individuals with disabilities, and parents;
    (3) Meet with OSEP and the OSERS transition work group to review 
the project's research questions and methodological approach for 
conducting the analysis prior to initiation;
    (4) 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 on outcome 
data. In addition, the analysis must link to the synthesis on this 
topic and provide for the future policy formulation, practice 
implementation, and research priorities; and

[[Page 6840]]

    (5) 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 to OSEP and SETAC for dissemination 
and publication to inform policy and practice.
    (c) Disseminate results of the project by collaborating with SETAC.
    In addition to the annual two-day Project Directors' meeting in 
Washington, D.C. listed in the ``General Requirements'' section of this 
notice, projects must budget for another meeting each year in 
Washington, D.C. with OSEP 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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $600,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    Page Limit: 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.

Special Education--Technical Assistance and Dissemination To 
Improve Services and Results for Children With Disabilities [CFDA 
84.326]

    Purpose of Program: The purpose of this program is to provide 
technical assistance and information, through such mechanisms as 
institutes, Regional Resource Centers, clearinghouses, and programs 
that support States and local entities in building capacity, to improve 
early intervention, educational, and transitional services and results 
for children with disabilities and their families, and address 
systemic-change goals and priorities.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, 86, 97, 98, and 99; (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--National Clearinghouse on Postsecondary Education 
(84.326H)

    Priority: This priority will support a National Clearinghouse on 
Postsecondary Education for Individuals with Disabilities. The 
Clearinghouse must--
    (a) Collect and disseminate information on the following:
    (1) Legislation affecting individuals with disabilities entering 
and participating in education and training programs after high school;
    (2) Policies, procedures, support services (including assistive 
technology and adaptations), and other resources available or 
recommended to facilitate the postsecondary education of individuals 
with disabilities;
    (3) Available resources and support services in postsecondary 
settings that include, or can be adapted to include individuals with 
disabilities; and
    (4) Sources of financial aid for the postsecondary education and 
training of individuals with disabilities.
    (b) Develop and disseminate a set of materials designed 
specifically to help prepare students with disabilities for transition 
to postsecondary education. Audiences for these materials should 
include vocational rehabilitation counselors, secondary guidance 
counselors, transition specialists, general and special education 
teachers, secondary career center and school-to-work staff, staff from 
Federally funded transition and postsecondary projects, such as, GEAR-
UP, 21st Century Schools and TRIO, and students with disabilities and 
their families.
    (c) Identify areas, in addition to those specified in paragraphs 
(a) and (b), in which information is needed and provide information in 
those areas;
    (d) Develop a coordinated network of professionals, appropriate 
organizations, secondary and postsecondary education associations, 
institutions of higher education, mass media, other clearinghouses, and 
governmental agencies at the Federal, State, and local levels for 
purposes of disseminating information, promoting awareness of issues 
related to the postsecondary education of individuals with 
disabilities, and referring individuals who request information to 
appropriate resources;
    (e) Respond to requests for information from individuals with 
disabilities, their parents, and professionals in secondary and 
postsecondary settings, education, vocational rehabilitation, and 
others who work with such individuals, so that persons may make 
informed decisions about postsecondary education and training. All 
information requests should be solicited and responses disseminated 
through multiple vehicles, accessible to individuals with disabilities. 
Such vehicles must include a toll free telephone number, a World Wide 
Web site, and electronic and regular mail. Technologies, such as CD-ROM 
and listservs should also be considered for information dissemination. 
Word Wide Web-based delivery of information must be maintained and 
updated on a regular basis.
    (f) Link with other Federally supported technical assistance 
projects concerned with the transition of students with disabilities 
from secondary to postsecondary settings, in collecting, developing, 
and disseminating information. These should include projects funded by 
the U.S. Department of Education, Office of Special Education and 
Rehabilitative

[[Page 6841]]

Services such as the Parent Training and Information Centers (PTIs); 
the Centers for Independent Living (CILs); the Regional Resource 
Centers (RRCs); the National Center on Educational Outcomes; the IDEA 
Partnership Projects; the National Center for Secondary Education and 
Transition Technical Assistance Center (NCSET); the National Center on 
the Study of Postsecondary Education Supports (NCSPES); all of the 
Demonstration Projects to Ensure Students With Disabilities Receive a 
Quality Higher Education, funded through the U.S. Department of 
Education's Office of Postsecondary Education; Historically Black 
Colleges and Universities (HBCUs); and other minority institutions.
    (g) Make information products available in accessible formats, and 
as appropriate, foreign languages.
    (h) Work with the American Council on Education (ACE) to ensure the 
successful transition of materials and resources from the HEATH 
Resource Center to the newly funded postsecondary clearinghouse.
    In deciding whether to continue this project for the fourth and 
fifth years, we will consider the requirements of 34 CFR 75.253(a), and 
in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary, which review will be conducted during the 
last half of the project's second year in Washington, D.C. Projects 
must budget for the travel associated with this review;
    (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 
demonstrate the potential for advancing significant new knowledge.

Competitive Preference

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $500,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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 2--National Technical Assistance Project for Infants, 
Toddlers, and Children Who Are Deaf-Blind (84.326T)

Background

    IDEA includes provisions designed to help ensure that each child 
with a disability is provided a high-quality individual program of 
services to meet their developmental and educational needs. For 
children who are deaf and blind to receive such services, intensive 
technical assistance must be afforded State and local educational 
agencies to appropriately address the special needs of these children. 
In addition, given the low-incidence nature of this population, many 
early intervention programs or educational agencies lack personnel with 
the training or experience to serve children who are deaf-blind. For 
these reasons, the following priority supports a project of national 
scope that provides specialized technical assistance regarding the 
provision of early intervention, special education, related services, 
and transitional services to children who are deaf-blind and their 
families.
    Priority: This priority supports one national project that provides 
technical assistance, training, and information to State deaf-blind 
projects, families, model demonstration projects, and other agencies 
and organizations that are responsible for the provision of early 
intervention, special education, related services, and transitional 
services for infants, toddlers, and children who are deaf-blind.
    The project must:
    (a) Identify specific project goals, objectives, and activities in 
providing an array of services to State projects, families, model 
demonstration projects, other agencies and organizations that are 
responsible for providing services to children who are deaf-blind.
    (b) Assist State projects and agencies to facilitate local, 
regional, or State systemic change initiatives that include children 
who are deaf-blind.
    (c) Assist State projects and agencies to increase the States' 
capacities to improve early intervention, special education, related 
services, and transitional services to improve outcomes for children 
who are deaf-blind and their families.
    (d) Provide technical assistance, training, and information that 
focus on the implementation of research-based, effective practices that 
will result in improved capacity of States and LEAs in providing 
appropriate assessment, planning, placement, and services.
    (e) Provide technical assistance, training, and information that 
focus on the implementation of IDEA specific to children who are deaf-
blind and their families.
    (f) Implement and maintain an assessment of the needs of individual 
States and the overall needs of States to determine the array, type, 
and intensity of technical assistance to be provided.
    (g) Facilitate activities and enhance relationships that build the 
capacity of deaf-blind children and their families for advocacy, 
empowerment, and increased knowledge.
    (h) Evaluate project goals, objectives, and activities to determine 
the effectiveness of project strategies and the overall impact of 
technical assistance.
    (i) Collaborate with other Federal technical assistance projects 
and State agencies that provide early intervention, special education, 
related services, and transitional services through programs such as 
Developmental Disabilities, Vocational Rehabilitation, Centers for 
Independent Living, and Parent Training and Information Centers in the 
provision of technical assistance, training, and information sharing.
    (j) Develop and disseminate materials and products to supplement 
technical assistance and training. These materials and products must be 
made available through an accessible Internet web site.
    (k) Assist personnel training programs to work collaboratively to 
impact a greater number of teachers and paraprofessionals so that they 
can more effectively provide services to children who are deaf-blind.
    (l) Gather, maintain, and analyze demographic information on 
children who are deaf-blind for the purpose of developing project 
priorities based on

[[Page 6842]]

data documenting the needs of these children.
    (m) Assist OSEP in conducting the annual Project Directors' Meeting 
and other Federal initiatives.
    (n) Develop and implement strategies to promote coordination among 
State and local agencies and organizations and children who are deaf-
blind and their families specific to, but not limited to, the 
following:
    (1) Early identification, assessment, placement and service 
provision;
    (2) Alternate assessment as well as appropriate modifications and 
accommodations;
    (3) Participation in the general curriculum and inclusion in 
natural environments;
    (4) Access to appropriate and necessary assistive technology, 
including augmentative and alternative communication systems;
    (5) Family-educator partnerships;
    (6) Transition services including appropriate and timely 
assessment, planning, vocational training, interagency collaboration, 
and job placement and support;
    (7) Consumer self-determination and self-advocacy; and
    (8) Designing appropriate evaluation strategies for children who 
are deaf-blind.
    (o) Establish and maintain an advisory committee to assist in 
promoting project activities. The committee must include at least one 
individual with deaf-blindness, one parent of a child with deaf-
blindness, one representative of a State educational agency, and at 
least three professionals with training and experience in serving 
children with deaf-blindness, and other individuals representing 
appropriate agencies.
    In deciding whether to continue this project for the fourth and 
fifth years, we will consider the requirements of 34 CFR 75.253(a), and 
in addition --
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary, which review will be conducted during the 
last half of the project's second year in Washington, DC Projects must 
budget for the travel associated with this review;
    (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 promotes best practices 
designed to demonstrate the potential for advancing significant new 
knowledge in the area of services to children who are deaf-blind.

Competitive Preference:

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $1,700,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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.

Technology and Media Services for Individuals With Disabilities 
(CFDA 84.327)

    Purpose of Program: The purpose of this program is to promote the 
development, demonstration, and utilization of technology and to 
support educational media activities designed to be of educational 
value to children with disabilities. This program also provides support 
for some captioning, video description, and cultural activities.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, 86, 97, 98, and 99; (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 687 of IDEA and 34 CFR 75.105(c)(3), we 
consider only applications that meet the following priority:

Absolute Priority 1--Video Description (84.327C)

Background

    This priority supports cooperative agreements to provide video 
description for national broadcast, satellite, and cable television 
programs. The purpose of this activity will be to describe television 
programs and videos in order to make television programming and videos 
accessible to children and adults who are blind or have low vision. The 
intent of this priority is to allow children who are blind or have low 
vision to engage in age appropriate activities that include the 
watching of television. Only educational, news, and informational 
television and videos may be described after September 30, 2001.
    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 and support a diverse consumer advisory group 
including parents and educators, that would meet at least annually;
    (c) Identify the total number of hours and cost for each program to 
be described;
    (d) Identify for each program or video to be described, the source 
and amount of any private or other public support, if any;
    (e) Demonstrate the willingness of program providers to permit 
video description and distribution of their program or video; and
    (f) Evaluate the effectiveness of the methods and technologies used 
in providing this service and the impact on intended populations.
    Video descriptions produced under these awards must be provided on 
request to owners or rights holders of programming, and may be 
reformatted or otherwise adapted by them for future airings or other 
distributions.

[[Page 6843]]

Competitive Preference:

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $350,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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--Accessible Educational TV (84.327E)

Background

    This priority supports cooperative agreements to provide for the 
description and captioning of widely available, noncommercial, 
educational, and instructional programming that is suitable for use in 
the classroom and shown on broadcast, satellite, or basic cable 
television networks. Captioning provides a visual representation of the 
audio portion of the programming while video description provides a 
narrative of what takes place visually on the screen. This will allow 
children with disabilities in the areas of vision or hearing to engage 
in age appropriate activities that includes the watching of television. 
Only educational, news, and informational television and videos may be 
captioned or described after September 30, 2001.
    Priority: To be considered for funding under this competition, a 
project must --
    (a) Include criteria that takes into account the preference of 
educators, students, and parents for particular educational and 
instructional programs, the diversity of this type of programming 
available, and the contribution of this type of programming to the 
general educational experience of students who have disabilities in the 
areas of vision or hearing;
    (b) Identify and support a diverse consumer advisory group, 
including parents and educators, that would meet at least annually;
    (c) Identify the extent to which the programming is widely 
available;
    (d) Identify the extent to which this commercial-free programming 
may be taped for later classroom use;
    (e) Identify the total number of program hours to be made 
accessible and the cost per hour for captioning and description;
    (f) Identify for each program to be made accessible, the source of 
any private or other public support, and the projected dollar amount of 
that support, if any;
    (g) Demonstrate the willingness of program providers or owners of 
programs to permit and facilitate the quality captioning and 
description of their programs;
    (h) Provide assurances from program providers or owners of programs 
stating the extent to which programs made accessible under this project 
will air, and will continue to air, without the need for reformatting 
or additional description;
    (i) Evaluate the effectiveness of the methods and technologies used 
in providing this service and the impact on intended populations; and
    (j) Conduct nationwide outreach activities that target the 
potential audience for this type of programming. To accomplish this 
objective, the applicant must employ multiple dissemination mechanisms 
and approaches, such as a user-friendly web site that incorporates 
hotlinks to other web sites such as the National Clearinghouse in order 
to further promote and inform the target audiences about the service. 
This web site must be fully accessible and customized to attract 
individuals from culturally and economically diverse backgrounds and 
individuals with disabilities, across varying age levels and 
professional experiences.
    Captions and video descriptions produced under these awards must be 
provided on request to owners or rights holders of programming, and may 
be reformatted or otherwise adapted by them for future airings or other 
distributions.

Competitive Preferences

    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 described and captioned at least 52 hours a year of 
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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, for purposes of this competitive preference, 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 36 months.
    Maximum Award: The maximum award amount is $225,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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--Open-Captioned Educational Media: Video Selection, 
Captioning, and Distribution (84.327N)

Background

    This priority supports one cooperative agreement for the selection, 
acquisition, open-captioning, and distribution of media on a nonprofit 
free loan-basis, for use by students who are deaf or hard of hearing, 
parents of deaf or hard of

[[Page 6844]]

hearing persons, individuals directly involved in activities promoting 
the advancement of individuals who are deaf or hard of hearing, and 
other individuals with disabilities in the United States. This priority 
would ensure that students and other individuals who are deaf or hard 
of hearing, as well as other individuals with disabilities, might 
benefit from the same media used to enrich the educational experiences 
of students and other individuals who do not have disabilities.
    Priority: To be considered for funding under this priority, the 
project must:
    (a) Develop strategies and procedures to be used in determining 
curricular needs of students who are deaf or hard of hearing in all 
types of school settings for captioned media;
    (b) Obtain media from producers and distributors for screening, 
evaluation, and captioning. Select from titles submitted by evaluators 
those that closely match the curricular needs identified under 
paragraph (a) of this priority, taking into account the media most 
commonly used in school districts across the nation for students.
    (c) Make arrangements with respective producers and distributors to 
purchase, caption, and distribute selected media, including 
distribution in alternate formats. Captioned masters must be made 
available to producers and distributors in an effort to promote the use 
of captioned media.
    (d) For selected media purchased, have captions prepared by 
captioning agencies that meet guidelines for captioned media take into 
account the age and reading levels of the likely target audience.
    (e) Establish guidelines to ensure even and maximum participation 
of captioning service providers in providing captions.
    (f) Develop and implement quality control guidelines and procedures 
for checking media after it has been captioned, and procedures for 
training captioning agencies that express the desire to caption for the 
program.
    (g) Prepare up to 300 copies of each title purchased for 
distribution through the distribution system. Twenty five percent of 
the annual acquisition also must be captioned in Spanish so those 
Latino students who are deaf or hard of hearing can have access to 
media.
    (h) For selected videos to be used in classrooms, select and train 
writers to prepare lesson guides.
    (i) Develop strategies and procedures to be implemented in 
operating a distribution system, consisting of local and regional 
depositories for distribution of captioned educational media, and one 
central general interest and one central educational distribution 
center. Local and regional depositories may include State schools, 
public or private school systems, public libraries, colleges or 
universities, or other distribution points. The system must be 
computerized and allow electronic ordering, booking, and shipping of 
materials, including interdepository circulation of free loan captioned 
media. Explore and utilize alternate delivery methods (i.e., via CD 
Rom, Internet, or Satellite) of captioned media.
    (j) Describe and establish computerized registration procedures, 
accessible via the Internet, that will be used to register eligible 
users, schedule captioned media retrieval, and track and record 
consumer feedback and usage information.
    (k) Prepare, update, and distribute copies of a catalog listing all 
captioned media available under this project, including copies of 
lesson guides, as they become available. Both lesson guides and 
catalogs must be made available online.
    (l) In years 2 and 4 of the award, convene a meeting of local and 
regional depository managers, librarians, and audiovisual and other 
personnel from State educational agencies for the purpose of training 
and planning. The year two meeting will be held at the project site and 
the year four meeting will be held in the Washington, D.C. Metropolitan 
area. Regional meetings of depository managers shall be held in years 1 
and 3 of the project and shall coincide with meetings scheduled under 
paragraph (m). All dates should be coordinated with the Project 
Officer.
    (m) Establish an advisory group of 7 members, which shall meet 
annually, consisting of video producers and distributors, captioning 
service providers, consumers of captioned media, parents of students 
with hearing impairments, public and private school administrators and 
educational personnel, and members from minority communities. This 
advisory group shall develop an evaluation program for incorporating 
the reactions and suggestions of users into the selection and 
captioning process, provide input regarding the impact on program 
activities and services, review effectiveness of the system and make 
recommendations to ensure maximum effectiveness. The Project Officer 
must approve committee membership. Format, agenda and dates of advisory 
group meetings shall require prior approval by the Project Officer. A 
set of recommendations for program enhancements recommended by the 
advisory group shall be forwarded to the Department annually.
    (n) Develop and maintain a comprehensive database containing 
information related to the availability of open and closed captioned 
media, information regarding the captioned media loan service, and 
captioning service providers and procedures for applying for free loan 
services. In addition, the project shall maintain a clearinghouse of 
information on the subject of captioning for use by consumers, 
agencies, corporations, businesses, and schools. All information should 
be accessible via the Internet.
    In deciding whether to continue this project for the fourth and 
fifth years, we will consider the requirements of 34 CFR 75.253(a), and 
in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary, which review will be conducted during the 
last half of the project's second year in Washington, D.C. Projects 
must budget for the travel associated with this review; and
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project; and

Competitive Preference

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $3,350,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.

[[Page 6845]]

    Page Limits: The maximum page limit for this priority is 80 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--Closed Captioned Daytime Television Programs 
(84.327S)

    This priority supports cooperative agreements to continue and 
expand the variety of daytime television programming available 
nationally to individuals who are deaf or hard of hearing through 
captioning. Captioning provides a visual representation of the audio 
portion of television programming and enables children, young adults, 
and adults who are deaf or hard of hearing to engage in age-appropriate 
behavior with their nondisabled peers by participating in shared 
educational, social, and cultural experiences which include the 
watching of television. Federal funds may not be used to fund more than 
65 percent of captioning costs in Year One of the project, no more than 
60 percent of the captioning costs in year two, and no more than 55 
percent in year three. For the purpose of this activity, program hours, 
or the costs of captioning associated with those programs, that are 
funded by promotional billboards shall not be considered as an in-kind 
cost, or a private sector match, for those Federal funds. Only 
educational, news, and informational television and videos may be 
captioned after September 30, 2001.
    Priority: To be considered for funding under this priority, a 
project must--
    (a) Include procedures and criteria for selecting programs for 
captioning that take into account the preference of consumers from 
diverse communities for particular daytime programs;
    (b) Provide a backup system that will ensure quality captioning 
service;
    (c) Identify and support a consumer advisory group, which would 
meet at least annually;
    (d) Identify the total number of hours and the captioning 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;
    (f) Demonstrate the willingness of major national commercial 
broadcast or basic cable networks to permit and facilitate the quality 
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 must be provided on request to 
owners or rights holders of programming, including networks or 
syndicators and may be reformatted or otherwise adapted by them for 
future airings or other distributions.

Competitive Preferences

    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 described and captioned at least 52 hours a year of 
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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, for purposes of this competitive preference, 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 36 months.
    Maximum Award: The maximum award amount is $200,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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--Research Institute on the Use of Technology In 
Early Intervention (84.327X)

Background

    Technology has shown great potential in supporting the growth and 
development of children. This is particularly true with infants and 
toddlers with disabilities. The years from birth to three represent a 
pivotal stage in a child's life. During this period, young children 
make important gains in mobility, communication, social awareness, and 
cognitive understanding. It is also a period of time in which 
children's development is intrinsically tied to interaction with those 
who care for them. Technology has the potential to empower families and 
caregivers to provide the type of environment in which infants and 
toddlers with disabilities can reach their maximum potential for growth 
and learning.
    The IDEA lists assistive technology devices and services as early 
intervention services that could be provided to meet the developmental 
needs of each child and the needs of their families relating to 
enhancing the child's development. These services are selected in 
collaboration with the parents and provided in conformity with an 
individualized family service plan (IFSP) (34 CFR 303.12(a)).
    Section 602(1) of IDEA defines an assistive technology (AT) device 
as ``any item, piece of equipment, or product system, whether acquired 
commercially off the shelf, modified, or customized, that is used to 
increase, maintain, or improve functional capabilities of a child with 
a disability.'' According to Section 602(2), an assistive technology 
service means, ``any service that directly assists a child with a 
disability in the selection, acquisition, or use of an assistive 
technology device * * *'' The law lists such services as evaluation, 
purchasing, selection, coordination with other interventions, and 
training for the child and family, as well as training or technical 
assistance for professionals.
    Even though technology appears to hold great benefits for infants 
and toddlers with disabilities, the knowledge base on this topic is 
limited. Evidence of the use and effectiveness of assistive technology 
for this population is for the most part anecdotal and practitioner-
oriented. Comprehensive research on the subject is scarce.
    There is little argument that technology devices can help infants 
and toddlers with disabilities interact with their environment. Some 
useful AT devices could be off-the-shelf commercial items or materials 
that have been modified or adapted according to the specific needs of 
the child. Examples include head pointers, picture boards with symbols 
or pictures, and pull toys. More complex technologies may involve 
computers or electronics that often are specially ordered and fitted. 
Examples are electronic scooters,

[[Page 6846]]

drawing software, or a musical mat. Whatever device or application is 
chosen, it is important, that when considering the use of technology 
with young children, the professional involved goes beyond merely 
matching tools to the child's abilities and disabilities. The decision 
also should reflect the family's goals and be another tool in helping 
young children to grow and develop within the context of the family.
    Priority: This priority is for a research institute to study the 
use of technology to enhance the development of infants and toddlers 
with disabilities ages birth to three years.
    The Institute must:
    (a) Select a range of settings within States reflecting diverse 
demographics;
    (b) Use methodologies such as interviews, case studies, focus 
groups, reviews of records, observations, and policy analyses;
    (c) Consider what factors enhance or impede decisionmaking, 
planning, acquisition, maintenance, and training in the use of 
technology;
    (d) Answer, at a minimum, the following research questions:
    (1) Prevalence: What percentage of infants and toddlers with 
disabilities use technology as part of their IFSP? What functions are 
these devices and services intended to perform for the individual 
child?
    (2) Policy and Resources: What policies or guidelines and processes 
are in place to help the IFSP team make decisions about the use of 
technology? What resources are in place to finance the provision of 
technology? What mechanisms are in place to ensure leveraging of 
resources among appropriate agencies? How do early intervention 
programs acquire technology? How is the technology managed and 
maintained?
    (3) Individualized decisionmaking: How are the child's needs for 
the technology evaluated? How does the IFSP team determine when a 
technology device or service is appropriate? How is the appropriate 
technology selected, designed, or adapted to the individual child?
    (4) Training and Support: What training and technical assistance is 
available for service providers, caregivers, families, and other 
appropriate individuals regarding technology? Are structures in place 
to promote collaboration among appropriate agencies and service 
providers?
    (e) Design and implement a dissemination approach that promotes the 
use of current knowledge and ongoing research findings. In support of 
this approach, the Institute must:
    (1) Develop links with appropriate Department of Education 
technical assistance providers to communicate research findings and 
distribute products;
    (2) Develop a web site to link participating early intervention 
programs and to provide up-to-date information on findings;
    (3) Prepare the research findings in formats that are useful for 
specific audiences, such as families, service providers, 
administrators, and policy makers;
    (4) Meet with the OSEP project officer and appropriate OSEP staff 
within the first three months of the project to review the strategic 
work plan and the approach to dissemination;
    (f) Fund at least three graduate students per year as research 
assistants who have concentrations in early childhood development, 
early intervention issues, and technology; and
    (g) Budget for trips to Washington, DC (one trip during the first 
year of the project to meet and collaborate with U.S. Department of 
Education officials; one trip annually, as specified in the ``General 
Requirements'' section of this notice, to attend the two-day OSEP 
Research Project Directors' Conference; and one trip annually to attend 
the three-day Early Childhood Combined Conference).
    In deciding whether to continue this project for the fourth and 
fifth years, we will consider the requirements of 34 CFR 75.253(a), and 
in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary, which review will be conducted during the 
last half of the project's second year in Washington, DC. Projects must 
budget for the travel associated with this review;
    (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 
demonstrate the potential for advancing significant new knowledge.

Competitive Preference

    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 effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, 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 maximum award amount is $500,000 per year. 
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application 
that proposes a project funding level for any year that exceeds the 
stated maximum award amount for that year. Requests for funding 
reasonable accommodations are not included in this limitation.
    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.

    For Applications Contact: Education Publications Center (ED Pubs), 
P.O. 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, DC 20202-2550. Telephone: (202) 
260-9182.
    If you use a TDD you may call the Federal Information Relay Service 
(FIRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact persons listed in the preceding 
paragraph.
    Individuals with disabilities may obtain a copy of the application 
package in an alternative format by contacting the Department as listed 
above. However, the Department is not able to reproduce in an 
alternative format the standard forms included in the application 
package.

[[Page 6847]]

Intergovernmental Review

    All programs in this notice (except for the Research and Innovation 
to Improve Services and Results for Children with Disabilities Program) 
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.

                                   Individuals With Disabilities Education Act Application Notice for Fiscal Year 2001
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                   Application     Deadline for      Maximum                                                  Estimated
         CFDA No. and name           Applications    deadline   intergovernmental   award (per          Project period           Page limit   number of
                                       available       date           review         year) *                                         **         awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324D  Directed Research Projects      01/19/01     03/02/01  .................     $180,000  Up to 36 mos..................           50           27
84.324K  Research and Training           01/19/01     03/09/01  .................      500,000  Up to 60 mos..................           70            1
 Center on the Development of
 Infants, Toddlers, and Preschool
 Children with or At Risk of
 Disabilities.
84.324Q  Research Institute on           01/19/01     03/09/01  .................      500,000  Up to 60 mos..................           70            1
 Early Literacy for Infants,
 Toddlers, and Young Children with
 Visual Impairments.
84.324T  Model Demonstration             01/19/01     03/16/01  .................  ...........  Up to 48 mos..................           50           21
 Projects for Children with
 Disabilities.
    Focus Area 1: First two 12-      ............  ...........  .................      150,000  ..............................  ...........  ...........
     month funding periods.
    Focus Area 1: Final two 12-      ............  ...........  .................       75,000  ..............................  ...........  ...........
     month funding periods.
    Focus Areas 2 and 3............  ............  ...........  .................      180,000  ..............................  ...........  ...........
84.324W  Improving Post School           01/19/01     03/09/01  .................      600,000  Up to 36 mos..................           70            1
 Outcomes: Identifying and
 Promoting What Works.
84.326H  National Clearinghouse on       01/19/01     03/09/01        05/08/01         500,000  Up to 60 mos..................           70            1
 Postsecondary Education.
84.326T  National Technical              01/19/01     03/09/01        05/08/01       1,700,000  Up to 60 mos..................           70            1
 Assistance Project for Infants,
 Toddlers, and Children Who Are
 Deaf-Blind.
84.327C  Video Description.........      01/19/01     03/09/01        05/08/01         350,000  Up to 36 mos..................           50            2
84.327E  Accessible Education TV...      01/19/01     03/16/01        05/15/01         225,000  Up to 36 mos..................           50            5
84.327N  Open-Captioned Educational      01/19/01     03/09/01        05/08/01       3,350,000  Up to 60 mos..................           80            1
 Media: Selection, Captioning and
 Distribution.
84.327S  Closed Captioned Daytime        01/19/01      3/23/01        05/23/01         200,000  Up to 36 mos..................           50            5
 Television Programs.
84.327X  Research Institute on           01/19/01     03/30/01        05/30/01         500,000  Up to 60 mos..................           70           1
 Technology for Early Intervention.
--------------------------------------------------------------------------------------------------------------------------------------------------------
* Consistent with EDGAR 34 CFR 75.104(b), we will reject any application that proposes a project funding level for any year that exceeds the stated
  maximum award amount for that year. We will consider, and may fund, requests for additional funding as an addendum to an application to reflect the
  costs of reasonable accommodations necessary to allow individuals with disabilities to be employed on the project as personnel on project activities.
** Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted above. Please refer to the ``Page Limit''
  requirements included under each priority description and the page limit standards described in the ``General Requirements'' section. We will reject
  and will not consider an application that does not adhere to this requirement.


[[Page 6848]]

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    Note:
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is available on GPO Access at: http://www.access.gpo/nara/index.html


    Program Authority: 20 U.S.C. 1405, 1461, 1472, 1474, and 1487.

    Dated: January 10, 2001.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 01-1241 Filed 1-19-01; 8:45 am]
BILLING CODE 4000-01-P