[Federal Register Volume 66, Number 117 (Monday, June 18, 2001)]
[Notices]
[Pages 32878-32882]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-15349]



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Part II





Department of Education





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Office of Special Education and Rehabilitative Services; Special 
Education--Research and Innovation To Improve Services and Results for 
Children With Disabilities Program; Notice

  Federal Register / Vol. 66, No. 117 / Monday, June 18, 2001 / 
Notices  

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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Special 
Education--Research and Innovation To Improve Services and Results for 
Children With Disabilities Program

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 two FY 2001 competitions 
under one program authorized by the Individuals with Disabilities 
Education Act (IDEA), as amended: Special Education-- Research and 
Innovation to Improve Services and Results for Children with 
Disabilities.

National Education Goals

    The eight National Education Goals focus the Nation's education 
reform efforts and provide a framework for improving teaching and 
learning.
    This priority addresses the National Education Goals that promote 
new partnerships to strengthen schools and expand the Department's 
capacities for helping communities to exchange ideas and obtain 
information needed to achieve the goals.
    This priority 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, DC 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.

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) 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: For absolute priority 1, eligible applicants 
are: Institutions of higher education (IHEs), Local educational 
agencies (LEAs), and private nonprofit organizations. For absolute 
priority 2, eligible applicants are: IHEs and 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.

Priority

    Under 34 CFR 75.105(c)(3), we consider only applications that meet 
one of the following priorities:

Absolute Priority 1--Centers for Implementing K-3 Behavior and 
Reading Intervention Models (CFDA 84.324X)

    Background: Effective strategies that intervene early in a child's 
development are well recognized in improving results for children with 
disabilities. Unfortunately, approximately sixty percent of the 
children currently being served under IDEA are typically identified too 
late to receive full benefit from those interventions. This problem is 
most prominent with two specific populations of children--those 
identified for special education and related services under the 
categories ``emotional disturbance'' (ED) and ``specific learning 
disabilities'' (LD). These children are often not identified as being 
eligible for special education and related services until after their 
disabilities have reached severe proportions. These are children who, 
very early in their education, experience marked difficulties learning 
to read or exhibit behaviors that lead to discipline problems as they 
get older.
    There currently exists a substantial and compelling body of 
research describing how to assess, identify, and help these children. 
For instance, research indicates that both populations of children:
    (a) Can be assessed and identified early with relative ease and 
accuracy;
    (b) Are at high risk for dropping out of school, becoming 
discipline problems, and failing in school;
    (c) Often fall behind because they do not receive appropriate 
interventions earlier;
    (d) Can make tremendous gains when provided with effective services 
during early childhood; and
    (e) May need individually tailored interventions because one 
approach may not fit all children.
    A key feature of promising schoolwide programs is their emphasis on 
the inclusion of all students in the

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school. Effective support for reading and behavior begins by attending 
to all students. Providing such support, in turn, requires 
understanding the range of reading difficulties and behavioral problems 
students present in schools and a knowledge of the research-based 
strategies and practices for addressing those difficulties and 
challenges. To meet these varied needs, interventions need to be 
systemic and address a range of needs across three groups, representing 
three levels of intervention intensity:
    (a) Primary prevention involves universal instruction to avert the 
onset of behavioral problems and reading deficits such as research-
based schoolwide reading and behavior programs.
    (b) Secondary prevention refers to strategies and procedures that 
address small groups of students who need additional support or 
assistance to successfully acquire new skills in reading and behavior.
    (c) Tertiary prevention involves more intense, specialized 
interventions, such as one-on-one interventions, for individual 
students who despite previous instruction and intervention efforts 
experience chronic behavioral problems or marked difficulties in 
learning to read.
    Although previous research and model demonstration projects have 
evaluated many aspects of the reading process and approaches to 
behavior management, model demonstration projects have not been 
implemented and sustained extensively in LEAs to systematically 
evaluate--
    (a) Professional development for regular and special education 
teachers related to intervening early with children with marked 
difficulties in reading and behavior;
    (b) A continuum of varied interventions for children with reading 
and behavior difficulties;
    (c) Scaffolding or support in all curriculum areas for children in 
K-3 with reading and behavior difficulties while providing specialized 
or intensive interventions in reading or behavior;
    (d) Continuous assessment to determine and predict progress;
    (e) Systemic changes to ensure sustainability of the model;
    (f) Simultaneous reading and behavior interventions that target the 
interdependence of reading and behavior.

Priority

    The purpose of this priority is to support six centers (two centers 
for reading, two centers for behavior, and two centers for reading and 
behavior) that will demonstrate school-based models of effective 
programs and practices to serve children grades K-3 who are identified 
as having marked difficulty learning to read or who exhibit serious 
behaviors that lead to discipline problems as they get older. The goals 
for these projects include:
    (a) To implement systemic improvements in the provision of 
effective reading (tertiary) and behavior interventions (primary, 
secondary, and tertiary) in K-3, including systems for professional 
development and technical assistance;
    (b) To improve reading and behavior results for children in grades 
K-3; and
    (c) To implement effective models which are cost effective.
    A coordination center will be funded separately to collect and 
analyze data from the six reading and behavior centers funded under 
this priority to determine the effectiveness across the three types of 
models--reading only, behavior only, and reading and behavior, and the 
cost effectiveness of the models. The reading and behavior centers and 
the coordination center must work together to decide on common 
measures. The reading and behavior centers must submit data to the 
coordination center according to a schedule that will be established 
during the first three months of the projects.
    Projects funded under this priority must:
    (a) Select schools for implementation in conjunction with the 
coordination center and subject to OSEP approval after the awards have 
been made.
    (b) Implement reading or behavior model demonstrations in at least 
seven elementary schools (K-5 or K-6) that are representative of 
schools across the nation, including, but not limited to, schools 
having multiple classes at each grade level K-3 and students with a 
variety of cognitive and behavioral abilities.
    (c) Provide comprehensive technical assistance to each of the 
schools.
    (d) Collect data requested by the coordination center, using the 
methods and instruments that will be determined during the first three 
months, for both reading and behavior as well as detailed budgets for 
the cost of implementation of the model at each school.
    (e) Cooperate with the coordination center and OSEP's evaluation 
efforts throughout the project period to determine core measures and 
instruments to use for assessment across projects, collect data on 
project challenges and progress throughout the project, and comply with 
the data collection procedures established with the coordination center 
and approved by OSEP.
    For the application process, applicants must demonstrate 
organizational capacity in each of the areas below, and once awards are 
made, applicants are expected to successfully implement the following 
requirements within the targeted schools:
    (a) Identifying students to participate who have a marked 
difficulty learning to read or who exhibit behaviors that lead to 
discipline problems later;
    (b) Ensuring the provision of effective research-based instruction 
as part of primary and secondary intervention strategies;
    (c) For a schoolwide focus on behavior, projects must demonstrate 
experience and success with developing the following components of 
schoolwide models:
    (i) A mission or purpose statement;
    (ii) A list of positively stated behavioral expectations or rules;
    (iii) Procedures for directly teaching these expectations to 
students;
    (iv) A continuum of strategies for encouraging these expectations;
    (v) A continuum of strategies for discouraging rule violations; and
    (vi) Procedures for record keeping and evaluation;
    (d) All projects must demonstrate experience and success in 
identifying schools with a commitment of the faculty to address 
behavior or reading as a schoolwide priority;
    (e) Establishing sustainable linkages, partnerships, and 
collaboration between local educational agencies (LEAs) and research 
and training programs at institutions of higher education (IHEs) or 
nonprofit educational organizations in the design, implementation, and 
evaluation of projects;
    (f) Ensuring the designation of an implementation coordinator and 
the establishment of a committee, including the principal in each 
school, to support the project;
    (g) Collaboration and linkages with Federally supported researchers 
and technical assistance providers;
    (h) Evaluations that address the following--
    (1) Providing information about how children at highest risk are 
identified;
    (2) Monitoring each child's progress on a frequent basis, including 
both formative and summative evaluations; and
    (3) Establishing criteria for a successful program;
    (i) For reading projects--
    (1) Identifying and describing the social, environmental, and 
cultural characteristics of each child; and
    (2) Developing comprehensive case studies of each child to 
determine

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factors associated with risk, how they perform in other areas, how they 
performed in preschool, and characteristics related to reading (e.g., 
prereading development; language, speech and articulation; primary and 
secondary language);
    (j) For behavior projects--
    (1) Describing the social, environmental and cultural 
characteristics of participating groups of children or individual 
children; and
    (2) Developing comprehensive case studies of groups of children or 
individual children to determine risk factors and possible causes, how 
the children perform in other areas, how they performed in preschool, 
and characteristics related to behavior;
    (k) Establishing a school and family link related to reading or 
behavior;
    (l) Describing a process for evaluating the needs at the school 
level (including school size and number of target students) and the 
amount of money requested; and
    (m) Describing how an effective model will be sustained when the 
grant ends.
    Projects funded under this priority must schedule three trips to 
Washington, D.C. the first year and two trips to Washington, DC each 
subsequent year: (1) One trip annually (as specified in the ``General 
Requirements'' section of this notice); (2) one trip annually 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; and (3) one 
trip by the end of the first month of the project for a planning 
meeting with the coordination center and the other reading and behavior 
centers.
    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: Under this priority, we will make two reading, two 
behavior and two reading and behavior for six cooperative agreements 
with project periods of up to 60 months.
    Maximum Award: The maximum award amount is $900,000 for one 
component or $1,250,000 for two components for any single budget period 
of 12 months. Consistent with EDGAR 34 CFR 75.104(b), we will reject 
any application that proposes a budget funding level for any year that 
exceeds the stated maximum award amount for that year.
    Page Limits: The maximum page limits for this focus are 70 double-
spaced pages for one component (reading or behavior) and 100 double-
spaced pages for two components (reading and behavior).


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


Absolute Priority 2--Coordination Center for the K-3 Reading and 
Behavior Intervention Models (84.324Y)

    Background: A priority (CFDA 84.324X) for six centers (two centers 
for reading, two centers for behavior, and two centers for reading and 
behavior) is being announced concurrently with this priority for a 
coordination center. The six centers will implement demonstrations of 
school-based models of effective programs and practices to serve 
children grades K-3 who are identified as having marked (i.e., 
tertiary) difficulty learning to read or who exhibit behaviors that may 
lead to discipline problems as they get older.

Priority

    The purpose of this priority is to fund one cooperative agreement 
that will coordinate with the reading and behavior projects to conduct 
an evaluation of the six reading and behavior centers, as implemented 
by the entities receiving grants under the competition (CFDA 84.324X).
    (a) The project must systematically evaluate:
    (1) Professional development for regular and special education 
teachers related to intervening early with children with marked 
difficulties in reading and behavior;
    (2) A continuum of varied interventions for children with reading 
and behavior difficulties;
    (3) Scaffolding or support in all curriculum areas for children in 
K-3 with reading and behavior difficulties while providing specialized 
or intensive interventions in reading or behavior;
    (4) Continuous assessment to determine and predict progress;
    (5) Sustainability of the model; and
    (6) Simultaneous reading and behavior interventions that target the 
interdependence of reading and behavior.
    (b) The evaluation must provide information and recommendations 
regarding the extent to which the reading and behavior centers are 
meeting, and are likely to meet in the future, their fundamental goals 
individually and across the three types of centers (i.e., reading, 
reading and behavior, and behavior):
    (1) To implement systemic improvements in the provision of 
effective reading and behavior interventions in K-3, including systems 
for professional development and technical assistance;
    (2) To improve reading and behavior results for children in grades 
K-3; and
    (3) To implement effective models that are cost effective.
    (c) At a minimum, this project must--
    (1) Propose a design for the evaluation that includes:
    (i) An initial set of evaluation questions based on the purposes of 
the evaluation as stated previously;
    (ii) A description of the overall approach or type of evaluation to 
be conducted, ensuring that the design effectively controls for 
competing explanations of treatment effects;
    (iii) A description of how control groups, which are representative 
of schools across the nation, having, for example, multiple classes at 
each grade level K-3, and a variety of cognitive and behavioral 
abilities, have been established in prior work and how they

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will be established for the evaluation of the reading and behavior 
projects;
    (iv) A matrix of potential sources of evaluation data for reading 
and behavior projects receiving funds during the term of this 
cooperative agreement, the methods of data collection, the suggested 
instruments to be used, and other measurement issues related to each of 
the evaluation questions. Qualitative or quantitative data collection 
methods may be proposed, however, the methods chosen must allow data to 
be collected with precision, maximize validity and reliability, and 
include measures that are sufficiently robust to assess effects of 
alternative interventions across all grants; and
    (v) A plan that outlines the type of data to be gathered and the 
specific analyses to be conducted, including appropriate statistical or 
valuational criteria to be applied to these data. The plan should also 
indicate how best to communicate the results of the analyses to OSEP 
and other interested parties.
    (2) Demonstrate knowledge of research-based practices and prior 
experience with schoolwide reading and behavior programs;
    (3) Propose a timeline for implementing the design over the 5 years 
of the project period that allows for refining the evaluation design 
with the reading and behavior centers in the first year, determining 
testing instruments, and initiating human subjects clearance, as 
needed;
    (4) Submit a final design report at the end of 3 months from the 
start date;
    (5) Propose a communication plan with OSEP that describes:
    (i) Methods for providing consistent and timely updates regarding 
the progress of this project and for identifying any constraints or 
barriers that arise in implementing the final evaluation design, budget 
changes, preliminary findings, and reports. The communication plan 
should include the annual Grant Performance Report for Continuation 
Funding and trips to Washington, DC as described elsewhere in this 
priority;
    (ii) A series of interim reports containing study findings relative 
to the research questions and consistent with the timeline for 
implementing the design; and
    (iii) A final technical report of the evaluation (due 60 months 
following the start date of the project). A detailed outline of the 
final report must be submitted for review by the project officer 57 
months after the start date of the project. In addition, the project 
officer shall have an opportunity to provide input on a draft version 
of the final report 59 months after the start date. The report is due 
60 months after the start date of the project and must contain, at 
minimum, the following sections:
    (A) Executive Summary;
    (B) Background information on the reading and behavior programs;
    (C) Description of the evaluation study;
    (D) Results;
    (E) Discussion of results; and
    (F) Conclusions, recommendations, and options; and
    (iv) Implement the evaluation consistent with the design, timeline, 
and communication plan;
    (6) Collaborate with the reading and behavior centers in the 
selection of schools subject to OSEP approval;
    (7) Disseminate the best practices to other schools and LEAs in 
consultation with OSEP; and
    (d) The project funded under this priority must schedule three 
trips to Washington, DC the first year and two trips to Washington, DC 
each subsequent year: (1) One trip, annually (as specified in the 
``General Requirements'' section of this notice); (2) one trip, 
annually to collaborate with the Federal project officer and the 
projects funded under the Centers for Implementing K-3 Schoolwide 
Behavior and Reading Intervention Models (84.324X), to share 
information and discuss model development, evaluation, and project 
implementation issues; and (3) one trip by the end of the first month 
of the project for: (i) A planning meeting with the reading and 
behavior centers, and (ii) a meeting with the OSEP project officer and 
other OSEP staff to review and revise, if necessary, the proposed 
evaluation design (including the evaluation questions and analysis 
plan), the timeline and communication plan. The final versions of these 
documents, including any changes resulting from this meeting, will be 
incorporated into the requirements of the cooperative agreement.
    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: Under this priority, we will make one award for a 
cooperative agreement with a project period of 60 months subject to the 
requirements of 34 CFR 75.253(a) for continuation awards.
    Maximum Award: The maximum award amount is $1,200,000 for any 
single budget period of 12 months. Consistent with EDGAR 34 CFR 
75.104(b), we will reject any application that proposes a budget 
funding level for any year that exceeds the stated maximum award amount 
for that year.
    Page Limits: The maximum page limit for this priority is 100 
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]).
    If you request an application from ED Pubs, be sure to identify 
these competitions as follows: CFDA 84.324X and CFDA 84.324Y.

FOR FURTHER INFORMATION CONTACT: Grants and Contracts Services Team,

[[Page 32882]]

U.S. Department of Education, 400 Maryland Avenue, S.W., 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.

                                   Individuals With Disabilities Education Act Application Notice For Fiscal Year 2001
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                      Application     Deadline for      Maximum
           CFDA No. and name             Application    deadline   intergovernmental  award (per          Project period          Page Limit   Estimated
                                          available       date           review       of year) 1                                       2      No. awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324X  Centers for Implementing K-3       06/22/01     08/03/01        10/02/01     ..........  Up to 60 mos..................  ..........           6
 Behavior and Reading Intervention
 Models.
1 component............................  ...........  ...........  .................    $900,000  ..............................          70  ..........
2 components...........................  ...........  ...........  .................   1,250,000  ..............................         100  ..........
84.324Y  Coordination Center for            06/22/01     08/03/01        10/02/01      1,200,000  Up to 60 mos..................         100          1
 Implementing K-3 Behavior and Reading
 Intervention Models.
--------------------------------------------------------------------------------------------------------------------------------------------------------
1 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.
2 Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted. 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.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (PDF) on the internet at the following site: 
www.ed.gov/legislation/FedRegister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at the previous site. If you have questions about using PDF, call 
the U.S. Government Printing Office (GPO), toll free, at 1-888-293-
6498; or in the Washington, DC, area at (202) 512-1530.


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


    Program Authority:  20 U.S.C. 1472.

    Dated: June 13, 2001.
Francis V. Corrigan,
Deputy Director, National Institute on Disability and Rehabilitation 
Research.
[FR Doc. 01-15349 Filed 6-15-01; 8:45 am]
BILLING CODE 4000-01-P