[Federal Register Volume 67, Number 118 (Wednesday, June 19, 2002)]
[Notices]
[Pages 41792-41799]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-15395]



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Part V





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, Research and Innovation To Improve Services 
and Results for Children With Disabilities; Notice

  Federal Register / Vol. 67, No. 118 / Wednesday, June 19, 2002 / 
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, Research and Innovation To Improve Services 
and Results for Children With Disabilities

AGENCY: Department of Education.

ACTION: Notice inviting applications for new awards for fiscal year 
(FY) 2002.

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SUMMARY: This notice announces closing dates, applicable priorities, 
and other information regarding the transmittal of applications for two 
priorities in FY 2002 under the Special Education--Research and 
Innovation to Improve Services and Results for Children with 
Disabilities Program. This program is authorized by the Individuals 
with Disabilities Education Act (IDEA), as amended.
    Please note that significant dates for the availability and 
submission of applications, as well as important fiscal information, 
are listed in a table at the end of this notice.

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 rulemaking procedures in 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 in project activities 
qualified individuals with disabilities. (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) If a project maintains a Web site, it must include relevant 
information and documents in an accessible form.
    (e) In a single application an applicant must address only one 
target area under Absolute Priority 1 or one focus area under Absolute 
Priority 2 in this notice. Under Absolute Priority 1, there are three 
broad focus areas with specific target areas under each focus area. 
Under Absolute Priority 2, there are four focus areas.
    Page Limit: 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 under each applicable 
priority and in the table at the end of this notice, 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.
     Use a font that is either 12-point or larger or no smaller 
than 10 pitch (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 your application if--
     You apply these standards and exceed the page limit; or
     You apply other standards and exceed the equivalent of the 
page limit.

Instructions for Transmittal of Applications

    Some of the procedures in these instructions for transmitting 
applications differ from those in the Education Department General 
Administrative Regulations (EDGAR) (34 CFR 75.102). Under the 
Administrative Procedure Act (5 U.S.C. 553) the Department generally 
offers interested parties the opportunity to comment on proposed 
regulations. However, these amendments make procedural changes only and 
do not establish new substantive policy. Therefore, under 5 U.S.C. 
553(b)(A), the Secretary has determined that proposed rulemaking is not 
required.

Pilot Project for Electronic Submission of Applications

    In FY 2002, the U.S. Department of Education is continuing to 
expand its pilot project of electronic submission of applications to 
include additional formula grant programs and additional discretionary 
grant competitions. Special Education--Research and Innovation to 
Improve Services and Results for Children with Disabilities is one of 
the programs included in the pilot project. If you are an applicant 
under this program, 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.
     Within three working days of submitting your electronic 
application, fax a signed copy of the Application for Federal 
Assistance (ED 424) to the Application Control Center 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 
acknowledgement, 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 at (202) 260-1349.
     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 Number 84.324]

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

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improve educational and early intervention results for infants, 
toddlers, and children with disabilities.

Eligible Applicants

    Under Absolute Priority 1 and under focus areas 1 and 2 of Absolute 
Priority 2, eligible applicants are State educational agencies (SEAs), 
local educational agencies (LEAs), institutions of higher education 
(IHEs), other public agencies, private nonprofit organizations, 
outlying areas, freely associated States, and Indian tribes or tribal 
organizations.
    For focus area 3 under Absolute Priority 2, eligible applicants are 
limited to LEAs, and LEAs in consortia with one or more other LEAs, 
IHEs, other public agencies, or other organizations. However, in the 
event that the LEA forms a consortium with other organizations, the LEA 
must be the applicant and act in a manner consistent with 34 CFR 
75.129.
    For focus area 4 under Absolute Priority 2, eligible applicants are 
limited to SEAs, and SEAs in consortia with one or more LEA, IHE, or 
private nonprofit organizations. However, an LEA or SEA must be the 
applicant and act in a manner consistent with 34 CFR 75.129.


    Note: LEAs are not eligible unless in consortia with SEAs.


    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; and (b) The selection criteria for the 
priorities under this program; these criteria are taken from the EDGAR 
general selection criteria. The specific selection criteria for each 
priority are included in the application package 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--Directed Research Projects (84.324D)

    This priority supports projects that (1) advance and improve the 
knowledge base and (2) 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 educational environments and natural 
environments.
    Under this priority, projects must support innovation, development, 
exchange of information, and the transfer of research into knowledge 
and practice. Projects must (1) use exceedingly rigorous quantitative 
or qualitative research and evaluation methods and (2) communicate 
appropriately with target audiences.
    Maximum Award: We will reject any application that proposes a 
budget exceeding $180,000 for a single budget period of 12 months.
    Page Limit: The maximum page limit under this priority is 50 
double-spaced pages. Standards for the maximum page limit are described 
after the ``GENERAL REQUIREMENTS'' section of this notice.
    Also, under this priority, we will fund projects under specific 
target areas within the broad focus areas of: (A) Access to Learning; 
(B) Accountability and Reform; and (C) Social and Emotional Development 
and Intervention. The specific target areas under the three broad focus 
areas are as follows:

Focus A--Access to Learning

Target Area (1)--Access to the General Education Curriculum for 
Students with Significant Cognitive Disabilities

Background
    This target area supports research to increase our understanding of 
access to the general education curriculum for students with 
significant cognitive disabilities. A project must investigate what 
access to the general education curriculum entails and how to provide 
that access in the least restrictive environment (LRE).
    The barriers and challenges concerning access to the general 
education curriculum for students with significant cognitive 
disabilities are multifaceted and involve the following:
    (A) Professional Development. IHEs are not adequately preparing or 
graduating school personnel to work with students with significant 
cognitive disabilities in regular school settings. In addition, 
recruitment and retention of qualified personnel is a major concern, 
and attrition is a big drain on resources.
    (B) General Education Curriculum. Some districts have not aligned 
their curriculum and instruction to learning standards for grades K-12. 
Many special education teachers do not have sufficient content 
background to be active partners in the curriculum. In addition, there 
is a pervasive lack of family and community involvement in curriculum 
development. Differentiated instruction is often nonexistent because 
school personnel often do not know how to identify and modify the 
curriculum and instruction to produce positive student outcomes by 
meeting the needs of diverse learners. This is especially true for 
students with significant cognitive disabilities; and
    (C) LRE Issues. There are major barriers in providing access to the 
general education curriculum including student participation in 
statewide assessments when students are in separate sites. Including 
students with disabilities in public accountability systems and high 
stakes assessments has been described as a major disincentive for (i) 
including students with significant cognitive disabilities in inclusive 
schools and (ii) providing them access to the general education 
curriculum.
    Universal design for learning (UDL) holds great promise for 
teaching, learning and assessment, and new media technologies to 
respond to differences among individual learners. For more information 
on UDL, please visit the following Web sites:
     Center for Applied Special Technology's (CAST) http://www.cast.org/udl/
     Universal Design for Learning from ERIC/OSEP: http://www.cec.sped.org/osep/ud-sec3.html
     A Curriculum Every Student Can Use: Design Principles for 
Student Access at: http://www.cec.sped.org/osep/udesign.html
Target Area
    A project funded under this target area must--
    (a) Describe and define access to the general education curriculum 
for students with significant cognitive disabilities, including student 
participation, student progress, and location of service;
    (b) Analyze and address how to meet the barriers and challenges 
related to professional development, the general education curriculum, 
and LRE issues, such as the challenges identified in the background 
section for this target area;
    (c) Create partnerships that include both an SEA and an LEA to 
design, implement, evaluate, and disseminate high quality access to the 
general education curriculum in inclusive school environments; and
    (d) Employ these six key features in designing, implementing, 
evaluating, and disseminating access:
     Family, community and school partnerships.
     Performance standards for students.
     Curricula and established accountability systems that are 
aligned with State initiatives.
     School accountability for all students.
     Ongoing professional development systems.

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     Universal design for learning; and
    (e) Increase our understanding of access to the general education 
curriculum for students with significant cognitive disabilities by (1) 
investigating what access to the general education curriculum entails, 
and how to provide it in the LRE, and (2) documenting student results 
using quantitative and qualitative data.

Target Area (2)--Instructional Interventions and Results for Children 
With Disabilities

Background
    The President's No Child Left Behind (NCLB) initiative is based on 
four principles: accountability for results, use of scientifically 
based methods, expansion of local flexibility, and empowerment of 
parents and students. Successful implementation of IDEA requires the 
consistent application of these principles.
    With over 70 percent of children with disabilities spending over 40 
percent of their school day in regular classrooms (U.S. Department of 
Education, 2000), both regular and special education teachers need 
relevant and accessible information about how students with 
disabilities learn curriculum and learn about accommodations, supports, 
and resources.
    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, especially in 
high schools.
    Core courses such as Algebra I, foreign languages, and science are 
considered ``gateway courses,'' which are critical to students who plan 
to earn a high school diploma and pursue transition goals that include 
postsecondary education. A better understanding of pedagogy, the use of 
universal design, and the learning needs of students with disabilities 
in certain core courses: (1) Would increase the rate of students with 
disabilities who graduate with a high school diploma; and (2) would 
improve the learning opportunities for all students who have special 
learning needs.
Target Area
    A project supported under this target area must investigate issues 
related to providing instruction in the general education curriculum 
for children with disabilities in high school level courses (those 
earning Carnegie Units toward high school graduation with a diploma) in 
Algebra I, foreign language, or science. These issues must include, but 
are not limited to, the following:
    (a) The relationship of universally designed instruction and 
curriculum to results for students with disabilities in Algebra I, 
foreign language, or science, including measures linked to passing high 
school exams and obtaining a diploma.
    (b) Contextual variables that influence access to the general 
education curriculum for students with disabilities, including, for 
example, classroom design; the relative roles of regular educators and 
special educators; groupings or management strategies, curricular 
design, delivery, or materials; and family and staff interaction.
    (c) Universally designed instructional and curricular approaches 
that ensure that students with disabilities have access to the general 
education curriculum in these core courses.

Target Area (3)--Pre-Literacy and Early Literacy for Infants, Toddlers, 
and Other Young Children with Visual Impairments Including Blindness

Background
    Current research documents the link between the development of pre-
literacy and early literacy skills for infants, toddlers, and other 
young children and subsequent reading and academic success. The 
development of pre-literacy and early literacy skills for young 
children with visual impairments, including blindness, poses additional 
challenges for families and professionals.
Target Area
    A project funded under this target area must investigate issues and 
promising practices in the development of pre-literacy and early 
literacy skills for young children with visual impairments. The project 
must address ages birth to 3, 3 through 6 years, or the full age range 
of birth through 6 years. The project must address, but is not limited 
to, the following issues:
    (1) Assessment of the needs of young children with visual 
impairments as those needs relate to the development of pre-literacy 
and early literacy skills.
    (2) Use of new or innovative intervention strategies to promote 
pre-literacy and early literacy skills for all young children, 
including those who have visual impairments.
    (3) Integration of intervention strategies in communication and 
other developmental domains with pre-literacy and early literacy 
intervention methods for infants, toddlers, and preschoolers with 
visual impairments.
    (4) For the development of pre-literacy and early literacy skills, 
access to and use of new and developing technologies with young 
children with visual impairments.

Focus B--Accountability and Reform

Target Area (1)--Universal Design of Assessments

Background
    This target area supports research on universal design of 
assessments for use with students with disabilities. The term 
``universally designed assessments'' refers to large-scale assessments 
that are designed to be accessible and valid for the widest possible 
range of students. Federal laws call for the participation of students 
with disabilities in State and districtwide assessments, with 
accommodations and alternate assessments provided as needed. Universal 
design of assessments will not eliminate the need for accommodations or 
alternate assessments. However, it will expand the range of students 
who can participate in general assessments, reduce the need for 
accommodations, and minimize problems of comparability and validity of 
scores if accommodations are used.
    Universal design has implications for all phases of test 
development, including definition of constructs, formulation of test 
specifications, development of items, test tryouts and analysis, test 
revision, and item bias review.
    Information on universal design of assessments is available on the 
Web site of the National Center on Educational Outcomes: http://www.coled.umn.edu/nceo/
Target Areas
    A project funded under this target area must conduct research on 
one or both of the following:
    (1) Development and testing of techniques for universal design of 
assessments as applied to students with disabilities.
    (2) Demonstration of the impact of universal design of assessments 
on the participation and performance of students with disabilities and 
on the validity of their scores.

Target Area (2)--Charter Schools and Students With Disabilities

Background
    This target area supports research specific to students with 
disabilities in charter schools. A study of data collected in 1997 and 
1998 indicates that students with disabilities are served in charter 
schools, but the types of disabilities and the services provided

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vary considerably by specific school and curricular focus. The study is 
available at the following Web site: http://www.uscharterschools.org/
pub/uscs__docs/fr/sped__natl__study.htm
    National surveys of charter schools supported by the U.S. 
Department of Education and an evaluation of the U.S. Public Charter 
Schools Programs indicate that (1) students with disabilities are well 
represented in charter schools, and (2) even charter schools not 
specifically designed for students with special needs attract a large 
proportion of students with disabilities. These surveys and assessments 
are available at the following Web sites: http://www.ed.gov/pubs/charter4thyear/ http://www.ed.gov/offices/OUS/PES/chartschools/index.html
    Additionally, small scale research by the Department's Office of 
Special Education Programs (OSEP) and recently completed by the 
National Association of State Directors of Special Education reinforces 
the important role of State charter school policies and State special 
education policies in the ability of charter schools to meet their 
obligations under IDEA. This research is available at the following Web 
site: http://www.nasdse.org/project__search__doc2.pdf
Target Area
    A project supported under this target area must investigate one or 
more of the following issues related to charter schools and students 
with disabilities:
    (1) How and why students with disabilities and their parents choose 
charter schools.
    (2) How and why charter schools attract students with disabilities 
to their schools.
    (3) Policies and practices used by charter schools to determine the 
initial and continued eligibility of students for special education and 
related services.
    (4)(i) The relationship among State charter school legislation, 
authorizing entities and procedures, appeal procedures, special 
education rules or regulations, and other State level policies; and 
(ii) how these policies affect the access to special education and 
related services and delivery of services to students with disabilities 
in charter schools.
    (5) Differences and similarities between newly established or 
converted charter schools and longer-established charter schools in 
terms of access and services to students with disabilities.
    (6) The role of special education and related services in the 
different phases of developing and operating charter schools (i.e., 
authorization, start-up, oversight and supervision, review and 
renewal).
    Because data on students with disabilities in the wide variety of 
charter schools is needed, we encourage proposals for projects that 
combine case study and survey approaches.

Target Area (3) ``--Accountability, Reform, and Results for Children 
With Disabilities

Background
    IDEA requires a strong emphasis on public accountability for 
improved results for students with disabilities. Given that achievement 
levels and graduation rates of students with disabilities in high 
schools are at levels significantly lower than for their nondisabled 
peers, it is critical that we study schoolwide approaches to the 
effective education of students with disabilities in high schools, as 
well as those effective practices designed to meet the individual needs 
of students with disabilities.
Target Area
    A project funded under this target area must--
    (1) Identify, describe, and validate schoolwide approaches that 
involve significant collaboration, such as those approaches used in 
nationally recognized high schools that consistently support and 
produce good results for students with disabilities; and
    (b) Address the following issues:
    (1) How special education services are delivered in high-performing 
high schools.
    (2) How students with disabilities are attaining their goals in the 
general education curriculum in high performing high schools.
    (3) How special education and regular education programs have 
coordinated the educational services for students with disabilities.
    (4) How these three issues and other issues are related to positive 
results for students with disabilities.
    The Assistant Secretary encourages applications that emphasize 
accountability for results, expand local flexibility, and increase 
empowerment of parents and students.

Focus (C)--Social and Emotional Development and Intervention

Target Area (1)--Research on Early Childhood Mental Health

Background
    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 the elements that support linguistic 
and cognitive development.
Target Area
    A project funded under this target area must--
    (a) Conduct research to document effective practices for 
identifying and addressing the affective and behavioral problems of 
young children with or at risk of disabilities.
    (b) Focus on the mental health of infants and toddlers (0-2 years 
old), or preschoolers (3-5 years old) or both, who are receiving 
services under the part C or part B programs of IDEA.
    (c) Describe steps the applicant will take to ensure that it will 
disseminate findings from its research to research and training centers 
(RTCs) funded by the Office of Special Education and Rehabilitative 
Services. These centers include the two children's mental health 
rehabilitative research and training centers (RRTCs) funded by the 
National Institute on Disability and Rehabilitation Research (NIDRR) 
and the RTCs funded by OSEP on the ``Development of Infants, Toddlers, 
and Preschoolers with or At Risk of Disabilities'' and ``Evidence-Based 
Practice: Young Children with Challenging Behavior.''

Target Area (2)--Assessing Self-Determination Skills

Background
    Self-determination has been identified as an important outcome of 
the educational process for children with disabilities. Research to 
date has not addressed: (1) The critical components of the cultural 
issues involved with providing self-determination skills to children 
with disabilities from culturally and linguistically diverse 
backgrounds; (2) the self-determination needs of children in elementary 
schools; and (3) the development of measures for self-determination 
skills.
Target Area
    A project funded under this target area must pursue research that 
focuses on one of the following issues:
    (a) Cultural variables that influence the development and 
implementation of self-determination skills in children with 
disabilities, including children from culturally and linguistically 
diverse backgrounds. These may include (1) variables that promote the 
development of effective self-determination skills; and (2) the role of 
families from culturally and linguistically diverse backgrounds.

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    (b) The development of benchmarks, policies, and procedures to 
monitor and report the progress of students in self-determination 
skills. These skills may include, for example, leadership, problem 
solving, goal setting and self advocacy.
    (c) The identification of: (1) Developmentally appropriate self-
determination skills for young children with disabilities; and (2) 
effective teaching strategies and curricula directed to elementary-
school-aged students. These teaching strategies and curricula should be 
relevant to families, program implementers, and policymakers at the 
community, district, building, and classroom levels. The strategies and 
curricula may also include information on how to promote the importance 
of early self-determination for the later success of children with 
disabilities.

Target Area (3)--Implementation of Schoolwide Positive Behavior 
Supports in High School

Background
    Since the inclusion of the term positive behavior support in the 
reauthorization of IDEA in 1997, much attention has been directed at 
implementing schoolwide systems of positive behavior support. The 
concept has come to mean a broad range of systemic and individualized 
strategies for achieving important social and learning outcomes while 
preventing challenging behavior of all students. This systemic emphasis 
is based on a three-tier prevention model that provides: primary 
interventions--interventions for all students; secondary 
interventions--either targeted interventions or interventions for 
targeted small groups of children; and a third level of interventions--
very intensive, individualized interventions for a small number of 
children.
    Throughout the past four years, schoolwide positive behavior 
support models, developed with OSEP support, have been implemented at 
the school, district, and State levels and yielded positive results 
among elementary and middle school students. Success in high schools 
has been less evident. Thus, additional research is needed to determine 
(1) the barriers and challenges of implementing schoolwide positive 
behavior support in high schools, and (2) the critical components 
needed to duplicate success at this level.
Target Area
    A project supported under this target area must address the 
following:
    (a) The critical features that make high schools different from 
middle schools.
    (b) The strategies and systemic components needed to implement the 
three-tier schoolwide approach to positive behavior support at the high 
school level.
    (c) The critical features needed to effectively implement each of 
the three tiers.
    (d) The relationship between schoolwide positive behavior support 
and academic achievement.
    The Secretary encourages projects to address (1) the types and 
patterns of behavioral problems exhibited in high schools; and (2) the 
use of alternative settings and more restrictive placements in high 
schools to address these problems.

Absolute Priority 2--Model Demonstration Projects for Children with 
Disabilities (84.324T)

    This priority supports model demonstration projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
providing early intervention, special education, and related services. 
These are services provided to 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 Model Demonstration Projects

    (a) A model demonstration project funded under this priority must--
    (1) Use exceedingly rigorous quantitative or qualitative evaluation 
methods and data;
    (2) Evaluate the model by using multiple measures of results to 
determine the effectiveness of the model and its components or 
strategies;
    (3) Produce detailed procedures and materials to enable others to 
replicate the model; and
    (4) Communicate appropriately with target audiences through means 
such as special education technical assistance providers and 
disseminators, professional journals and other publications, conference 
presentations, or a Web site.
    (b) 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).
    (c) In addition to the annual two-day Project Directors' meeting in 
Washington, DC (as specified in paragraph (c) of the GENERAL 
REQUIREMENTS section of this notice), a project must budget for another 
annual meeting in Washington, DC to collaborate with the Federal 
project officer and the other projects funded under this priority, to 
share information, and to discuss issues related to development of a 
model, evaluation, and project implementation.
    Maximum Award for All Model Demonstration Projects: We will reject 
any application that proposes a budget exceeding $180,000 (exclusive of 
any matching funds) for a single budget period of 12 months.
    Page Limits for All Model Demonstration Projects: The maximum page 
limit for this priority is 50 double-spaced pages. Standards for the 
maximum page limit are described after the GENERAL REQUIREMENTS section 
of this notice.
    Under this absolute priority, we will fund projects in the 
following focus areas only:

Focus Area 1--Model Demonstration Projects To Support Quality 
Educational and Transition and Aftercare Programs in the Justice 
System for Youth with Disabilities

Background
    This focus area supports model projects that demonstrate new or 
innovative models for youth in the justice system.
    Ensuring that youth acquire educational skills is one of the most 
effective approaches to reducing recidivism. Yet, students in jails, 
detention centers, and short-term facilities receive considerably 
poorer instruction and less time in instruction.
    Transition and aftercare services are the most neglected components 
in dealing with this group of children. The primary problem stems from 
the lack of communication between multiple service agencies and an 
overall lack of community support for delinquent youths. This critical 
transition should involve a seamless system of care, identifying the 
needs and services to be provided by multiple agencies if needed to 
ensure successful reintegration and after care support.
Focus Area
    A model funded under this focus area must address a comprehensive 
coordinated system to facilitate the successful reintegration of youth 
from a facility back into his or her home school.
    A model must address one of the following: (1) The provision of 
quality special education services within facilities; or (2) the 
provision of quality

[[Page 41797]]

transition and aftercare services to support the reintegration of youth 
with disabilities into their home schools and communities.
    A model addressing the provision of special education services must 
address, but is not limited to, one or more of the following:
    (a) The requirements of IDEA as they apply to youth in facilities, 
including: least restrictive environment, access to the general 
education curriculum, and implementation of Individualized Education 
Programs (IEPs).
    (b) Immediate screening of each youth's present levels of 
performance and services needed while in the facility.
    (c) Efficient transfer of IEP records.
    (d) Coordination with each youth's home school on the current IEP 
and processes for ensuring the transfer to the home school of credit, 
and acceptance of work completed by the youth within the facility.
    (e) An identification process, if needed, for a youth with 
disabilities who has previously not been identified before entering the 
facility.
    (f) Provision of needed remediation and instruction in basic skills 
that has been shown to be effective by scientifically based research, 
especially in reading.
    A model addressing transition and aftercare must address, but is 
not limited to, one or more of the following:
    (a) The requirements of IDEA as they apply to youth in facilities, 
including: least restrictive environment, access to the general 
education curriculum, and implementation of IEPs.
    (b) Efficient transfer of each youth's IEP records and educational 
performance and progress while the youth is in in the facility.
    (c) Coordination with each youth's home school on the current IEP 
and processes for ensuring the transfer to the home school for credit, 
and acceptance of work completed by the youth within the facility.
    (d) Mentoring programs and supportive transition networks to ensure 
the successful reintegration of the youth into the home school and 
community.
    (e) Parental involvement.
    OSEP intends to fund an equal number of models in (1) the provision 
of special education services and (2) the provision of transition and 
aftercare.

Focus Area 2--Strengthening Childcare Infrastructures for Infants, 
Toddlers, and Preschoolers With Disabilities From Underserved 
Families and Communities

Background
    This focus area supports projects that demonstrate new or 
innovative childcare models that address the developmental needs of 
infants, toddlers, and preschoolers with disabilities from underserved 
families and communities.
Focus Area
    A project funded under this focus must--
    (a) Identify and support children with disabilities from 
underserved families and communities.
    (b) Address the special and individualized intervention needs of 
young children without removing the children from inclusive settings 
and typical experiences.
    (c) In identifying and addressing challenges that contribute to the 
uneven provision of services, incorporate multiple formal and informal 
service delivery systems that have evolved in a community over the 
years.
    (d) Address, under this focus area, one or more of the following 
issues:
    (1) The lack of available mental health services for children under 
age 6.
    (2) Adverse home or community conditions.
    (3) Cultural differences between service providers and families.
    (4) Differences between what childcare programs offer and what 
families of young children with disabilities or at-risk for 
disabilities need or want.
    (5) Children living with mentally ill family members.
    (6) Children with complex medical conditions.
    (7) Children in families dealing with poverty, substance abuse, or 
violence;
    (e) Measure the effectiveness of models with regard to children's 
development by assessing multiple influences longitudinally in 
reporting on the impact of the variables of community, family, and 
individual intervention on child development. Measures of a child's 
competence must include observation of a child's underlying functioning 
over time with regard to the interventions the child has received.
    (f) Examine whether the proposed interventions were implemented as 
planned, whether the participants for whom the program is designed 
actually participated, and how much the program costs.
    A project funded under this focus area must schedule (1) one trip 
annually to Washington, DC (as specified in paragraph (c) of the 
GENERAL REQUIREMENTS section of this notice), (2) one trip annually to 
Washington, DC (as specified in the Requirements for All Demonstration 
Projects section of this priority), and (3) an additional meeting, to 
take place at the beginning of year one, to identify collaborations 
across projects under this focus area that can result in increased 
sample sizes and planned variations of critical variables, 
interventions, and outcomes.

Focus Area 3--Agency Participation in Transition

Background
    This focus area supports model projects that demonstrate (1) new or 
improved approaches to participation in transition by multiple systems 
and (2) successful interagency collaboration in planning transition 
from school to work, postsecondary education, or other post-school 
activities.
Focus Area
    A project funded under this focus area 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 among the types of systems referred to in 
paragraph (a) and eliminate service disruptions, including waiting 
lists for students exiting school; and
    (c) Include student IEPs that are based on each student's 
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.
    (d) Schedule (1) one trip annually to Washington, DC (as specified 
in paragraph (c) of the GENERAL REQUIREMENTS section of this notice), 
(2) one trip annually to Washington, DC (as specified in the 
Requirements for All Demonstration Projects section of this priority), 
and (3) an additional meeting to take place by the end of the first 
month of the project.

[[Page 41798]]

Focus Area (4)--Assessments and Accountability

Background
    This focus area supports State educational agencies (SEAs) and 
local education agencies (LEAs) (in consortia with SEAs) in developing 
and evaluating new or improved models for the meaningful and effective 
participation of students with disabilities in large-scale assessments 
and accountability systems.
Focus Area
    A project funded under this focus area must develop and evaluate a 
model that includes all students with disabilities--those who 
participate in general large-scale assessments (with and without 
accommodations) and those who participate in alternative assessments.
    A project funded under this focus area must also develop and 
evaluate a model with the following characteristics:
    (a) The model must fully include students with disabilities, and 
those students must have the same impact as other students in State and 
local systems of educational accountability.
    (b) Public reports on assessments and accountability must fully and 
clearly present data on the participation and performance of students 
with disabilities, aggregated with the data of all other students and 
disaggregated for students with disabilities.
    (c) In its decisions regarding corrective actions, resource 
allocation, improvement plans, and similar processes, the SEA or LEA 
must give assessment data of students with disabilities consideration 
equal to the consideration it gives data of all other students.
    (d) An SEA or LEA must provide IEP teams with training and support 
in making decisions about how students with disabilities will 
participate in assessments.
    (e) The model must provide for ongoing evaluation to determine if 
undesired patterns of participation or undesired consequences are 
occurring. This evaluation may include, but is not limited to: 
determining that all students with disabilities are, in fact, 
participating in assessments, reports and accountability; tracking the 
use of ``nonallowed'' accommodations that limit how performance data 
can be used; studying the characteristics of students who participate 
in alternate assessments; and analyzing retention and drop-out rates to 
detect undesired trends.
    (f) The model must provide for continued improvement of the 
assessment and accountability system over time by means of monitoring, 
evaluation, systematic training, dissemination, and similar processes.
    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. If you use a 
telecommunications device for the deaf (TDD) you 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 you may contact Ed Pubs at its e-mail address: 
[email protected]
    If you request an application from ED Pubs, be sure to identify the 
competition by the appropriate CFDA number.

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 under FOR FURTHER 
INFORMATION CONTACT.
    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 2002]
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                    Estimated       Estimated      Maximum                         Estimated
       CFDA No. and name          Applications     Application      range of      average size    award (per    Project period     number of      Page
                                    available     deadline date      awards         of awards       year)*                           awards     limit **
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324D  Directed Research             06/19/02        07/22/02  $152,000-180,0        $179,000     $180,000  Up to 36..........  ...........         50
 Projects.                                                                   00
    Broad Focus Area A--Access   ..............  ..............  ..............  ..............  ...........  ..................           10
     to Learning.
    Broad Focus Area B--         ..............  ..............  ..............  ..............  ...........  ..................            8
     Accountability and Reform.
    Broad Focus Area C--Social   ..............  ..............  ..............  ..............  ...........  ..................            8
     and Emotional.

[[Page 41799]]

 
Development and Intervention...
84.324T  Model Demonstration           06/19/02        07/22/02  115,000-180,00         150,000     $180,000  Up to 48 mos......  ...........         50
 Projects for Children with                                                   0
 Disabilities.
Focus Area 1--Model              ..............  ..............  ..............  ..............  ...........  ..................            4
 Demonstration Projects to
 Support Quality Educational
 and Transition and Aftercare
 Programs in the Justice System
 for Youth with Disabilities.
Focus Area 2--Strengthening      ..............  ..............  ..............  ..............  ...........  ..................            2
 Childcare Infrastructures for
 Infants, Toddlers, and
 Preschoolers with Disabilities
 from Underserved Families and
 Communities.
Focus Area 3--Agency             ..............  ..............  ..............  ..............  ...........  ..................            2
 Participation in Transition.
Focus Area 4--Assessments and    ..............  ..............  ..............  ..............  ...........  ..................           2
 Accountability.
--------------------------------------------------------------------------------------------------------------------------------------------------------
*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.
**Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted above. Please refer to the ``Page Limit''
  requirements and the page limit standards described in the ``General Requirements'' section included under each priority description. We will reject
  and will not consider an application that does not adhere to this requirement.



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

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 Adobe 
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 this 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. 1405, 1461, 1472, 1474, and 1487.

    Dated: June 13, 2002.
Andrew J. Pepin,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 02-15395 Filed 6-18-02; 8:45 am]
BILLING CODE 4000-01-P