[Federal Register Volume 67, Number 136 (Tuesday, July 16, 2002)]
[Notices]
[Pages 46792-46806]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-17882]



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Part III





Department of Education





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Office of Special Education and Rehabilitative Services; Applications 
for New Awards for Fiscal Year (FY) 2002; Notice

  Federal Register / Vol. 67, No. 136 / Tuesday, July 16, 2002 / 
Notices  

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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; 
Applications for New Awards for Fiscal Year (FY) 2002

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, priorities, and other 
information regarding the transmittal of grant applications for FY 2002 
competitions under three programs authorized under part D, subpart 2 of 
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 (three 
priorities); (2) Special Education--Personnel Preparation to Improve 
Services and Results for Children with Disabilities (five priorities); 
and (3) Special Education--Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities (four 
priorities).
    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 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) In a single application an applicant must address only one 
absolute priority in this notice.
    (e) If a project maintains a Web site, it must include relevant 
information and documents in an accessible form.
    Page Limit: If you are an applicant, Part III of each application, 
the application narrative, is where you address the selection criteria 
that are used by reviewers in evaluating the application. You must 
limit Part III to the equivalent of no more than 70 pages, 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 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.
    Project Period: Each project funded in this notice is for a project 
period of up to 60 months.

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. The three programs in this announcement: Research 
and Innovation to Improve Services and Results for Children with 
Disabilities--CFDA 84.324, Personnel Preparation to Improve Services 
and Results for Children with Disabilities--CFDA 84.325, and Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities--CFDA 84.326 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.
     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 each of the 
three programs included in this notice at: http://e-grants.ed.gov
    We have included additional information about the e-APPLICATION 
pilot project (see Parity Guidelines

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between Paper and Electronic Applications) in the application packages.

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 improve the results of education and early intervention for infants, 
toddlers, and children with disabilities.
    Eligible Applicants: State educational agencies (SEAs); local 
educational agencies (LEAs); institutions of higher education (IHEs); 
other public agencies; nonprofit private organizations; outlying areas; 
freely associated States; and Indian tribes or tribal organizations.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81, 
82, 85, 86, 97, 98, and 99; and (b) The selection criteria, chosen from 
the general selection criteria in 34 CFR 75.210. The specific selection 
criteria for each priority are included in the application package for 
that competition.


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


Priorities

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

Absolute Priority (1)--Research and Training Center on Scientifically 
Based Practices for Successful Early Childhood Transitions (84.324V)

Background
    Early school success for young children with disabilities depends 
on the identification and implementation of scientifically based 
practices in programs supported by parts B and C of the IDEA. Effective 
transition services that help young children with disabilities and 
their families move from one service delivery system to another, such 
as childcare, healthcare, and early education, can enhance children's 
development and accomplishments at each subsequent level.
    Effective preparation for kindergarten and early school holds 
promise of success for all children, including young children with 
disabilities. When children reach their third birthday, they transfer 
out of early intervention services under part C and into either 
preschool special education services or into other community-based 
services or programs. Young children with disabilities and their 
families experience the effects of transition as they move into an 
unfamiliar service delivery system. In turn, this transition process 
may affect early school success.
    The use of scientifically based practices during transitions will 
boost cognitive ability and early literacy skills and encourage early 
identification and prevention of reading difficulties. These practices 
will also improve the ability of the States to meet the statutory and 
regulatory requirements for a smooth and effective transition.
Priority
    As authorized under sections 672 and 673 of IDEA, the Assistant 
Secretary establishes an absolute priority for an Early Childhood 
Transition Research and Training Center to build on the existing 
research of successful early intervention and early childhood 
practices. The Center must identify, validate, and disseminate the most 
successful practices available for young children, ages birth through 
five, with disabilities and their families as the children grow and 
transition from early intervention services under part C into preschool 
services under part B, and eventually out of preschool special 
education programs. The Center must provide the conceptual framework 
and research for practices for implementing IDEA transition 
requirements.
    The Center's activities must include, but are not limited to, the 
following:
    (a) Implementing a research plan to identify and validate 
strategies that will maximize learning and development as children 
transition out of (1) early intervention services delivered under 
IDEA--part C (ages birth through two) and out of (2) preschool services 
delivered under IDEA--part B (ages three through five).
    (b) Studying the multiple factors--including cultural factors--that 
affect children's transition experiences as these influences relate to 
later learning success. These factors must include the impact of 
family, school systems, and community resources.
    (c) Identifying early school success predictors that can be 
documented during transition planning and addressed through IDEA 
services.
    (d) Examining the interaction between young children's development 
and how service providers and teachers determine children's readiness 
in all areas of a child's development.
    (e) Measuring the effectiveness of transition planning, with regard 
to the composition of teams that make decisions, types of transition 
planning services, settings where transition planning takes place, 
funding sources, and improved outcomes for young children with 
disabilities.
    (f) Making it easier for researchers who promote the use of 
research findings and products to communicate and collaborate with one 
another.
    (g) Improving linkages among researchers and providers to 
facilitate the exchange of knowledge related to or generated by the 
Center.
    (h) Developing, validating, and disseminating--
    (1) A curriculum for training early childhood transition 
professionals based on the knowledge gained from the Center's research 
activities; and
    (2) Reports and documents on research findings and products from 
the Center in formats that are useful for specific audiences, including 
families, administrators, policymakers, early interventionists, related 
service personnel, teachers, and individuals with disabilities (see 
section 661(f)(2)(B) of IDEA).
    (i) In planning and implementing its research and training, working 
together with part C lead agencies; preschool programs; parent training 
and information centers; community parent resource centers; 
professional and advocacy organizations; IHEs, including Historically 
Black Colleges and Universities; agencies and organizations involved in 
delivery of services to minority infants and toddlers with 
disabilities, especially those who are African American, Native 
American, Hispanic, and Asian American; and other agencies and 
organizations involved in providing services to infants and toddlers 
with disabilities and their families.
    (j) Maintaining a Web site with current information on research 
findings.
    (k) Disseminating findings through collaborative efforts with the 
Early Childhood Technical Assistance Center and other OSEP-funded 
projects.
    (l) Conducting national and regional meetings, in collaboration 
with SEAs and LEAs, to assist providers in meeting the needs of young 
children entering and exiting IDEA service delivery systems.
    (m) Using external and internal evaluators to measure and report to 
OSEP on the progress of the Center.
    (n) Meeting 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.
    (o) Funding each year as research assistants at least three 
graduate students who have concentrations in early childhood 
development and early childhood policy issues.

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Other Requirements
    The Center must also--
    (a) Establish, maintain, and meet at least annually with an 
advisory committee consisting of at least three members from part C 
lead agencies; three members from State agency preschool programs, one 
of whom is an early childhood transition coordinator; three parents of 
young children, ages birth through five, with disabilities; an early 
childhood service provider; and a certified kindergarten or regular 
education teacher; and
    (b) In addition to the two-day Project Directors' Meeting listed in 
the General Requirements section of this notice, budget for an 
additional two-day trip annually to Washington, DC. The purposes of 
this additional trip are (1) to attend an additional Project Directors' 
meeting; and (2) to meet and collaborate with the OSEP project officer 
and other funded projects for purposes of cross-project collaboration 
and information exchange.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) The degree to which the project's design and methodology 
demonstrate the potential for advancing significant new knowledge.
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority (2)--Center on Early Identification, Child Find, and 
Referral of Young Children with Disabilities (84.324G)

Background
    Locating and accessing appropriate services within various early 
childhood systems can be particularly problematic for families of 
infants, toddlers, and preschoolers with disabilities. Families whose 
young children are in need of diagnostic services often experience 
lengthy periods of searching for the appropriate agency or agencies to 
provide these services. Timely referral to the LEA or part C Lead 
Agency (LA) can prevent these delays.
    IDEA requires SEAs, LEAs, and LAs to carry out early 
identification, child find, and referral of infants, toddlers, and 
preschoolers with disabilities for evaluation and the provision of 
services under section 619 of Part B of IDEA, and under part C of IDEA.
Priority
    As authorized under sections 672 and 673 of IDEA, the Assistant 
Secretary establishes a Center to identify and promote the use of 
effective models for early identification, child find, and referral for 
infants, toddlers, and young children with disabilities and their 
families.
    The Center must carry out the following activities:
    (a)(1) Conduct a comprehensive review and synthesis of the research 
literature on early identification, child find, and referral of 
infants, toddlers, and preschoolers with disabilities and those who are 
suspected of having disabilities; and (2) identify and investigate gaps 
in knowledge.
    (b) Use the review and synthesis to determine the components of 
scientifically based models of early identification, child find, and 
referral designed to be implemented by SEAs, LAs, and their agency 
partners.
    (c) Develop, validate, and disseminate effective scientifically 
based training units for use by SEAs, LAs, and their agency partners 
and assist these agencies in the implementation and evaluation of the 
training units. These units must be appropriate for implementation in 
all communities, including those with families representing diverse 
cultures.
    (d) Through mechanisms including, but not limited to, an accessible 
Web site, broadly disseminate the training units and Center's findings 
on scientifically based practices in early identification, child find, 
and referral.
    (e) In planning, developing, and implementing its research and 
training activities, work together with SEAs; LAs; parent training and 
information centers; community parent resource centers; professional 
and advocacy organizations; IHEs, including Historically Black Colleges 
and Universities; agencies and organizations involved in delivery of 
services to minority infants, toddlers, and preschoolers with 
disabilities, including those who are African American, Native 
American, Hispanic, and Asian American; and other agencies and 
organizations involved in providing services to infants, toddlers, and 
preschoolers with disabilities and their families.
    (f) Consult with SEAs and LAs in which either the States' self-
assessments or OSEP monitoring of the States' systems have identified 
early identification, child find, and referral as areas in need of 
improvement.
    (g) Meet with the OSEP project officer in the first three months of 
the project to review the Center's proposed plans for (1) the 
literature review and (2) the development and implementation of the 
training units.
    (h) Prepare the Center's findings and products in formats that are 
useful for specific audiences, including families, administrators, 
early interventionists, related service personnel, teachers, and 
individuals with disabilities (see section 661(f)(2)(B) of IDEA).
    (i) Evaluate the effectiveness and impact of the training units and 
their implementation.
    In carrying out these activities, the Center must examine the 
following with regard to identification, child find, and referral:
    (a) The major characteristics of model programs.
    (b) The roles and responsibilities of SEAs, LAs, and their 
respective partner agencies, such as the States' Departments of Health 
and Departments of Human Services.
    (c) Scientifically based practices for improving the quality, 
acquisition, and implementation of the major components of these models 
by agencies responsible for these activities.
    (d) Implementation of scientifically based training units with 
particular attention to areas of high density population, rural areas, 
and areas of high poverty.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.

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    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) The degree to which the project's design and methodology 
demonstrate the potential for advancing significant new knowledge.
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority (3)--Center on Students Requiring Intensive Social, 
Emotional, and Behavioral Interventions (84.324Q)

Background
    In recent years, educators and mental health practitioners have 
fostered schoolwide efforts that promote for all children good behavior 
and adherence to a system of rules in schools. Educators and 
practitioners have been especially supportive of a model that typically 
incorporates three stages of prevention and intervention:
    (1) The first stage, often called ``Primary Prevention'';
    (2) The second stage, typically termed ``Secondary Prevention'' or 
``At-Risk Intervention,''; and
    (3) The third stage, sometimes called ``Tertiary'' or ``Intensive 
Intervention.''
    The third stage addresses the needs of children who have failed to 
benefit from early intervention or whose unacceptable behavior, lack of 
maturation, or other weaknesses in social and emotional development 
indicate a serious deficit.
    All who support this increasingly popular model agree that each 
stage is a necessary component, and a large number of OSEP-funded 
projects have targeted this tripartite approach. Nevertheless, research 
continues to document serious limitations in the relative effectiveness 
of interventions directed to the third group of children, those who 
require more intensive interventions and services.
Priority
    As authorized under section 672 of IDEA, the Assistant Secretary 
establishes an absolute priority to support a Center to study and 
disseminate information on effective practices to improve outcomes for 
students with severe social, emotional, and behavioral deficits. The 
Center's focus encompasses students with, or at risk of, emotional 
disturbance, as well as students within other disability categories 
whose behavioral or emotional problems indicate a need for additional 
interventions. The focus includes students with ``acting out'' 
problems, as well as students who exhibit internalizing problems.
    The Center must carry out the following activities:
    (1) Synthesize Research: Conduct a literature review on the nature 
and efficacy of specific practices that are used in schools and other 
settings to improve results for students with social, emotional, and 
behavioral deficits.
    (2) Conduct Longitudinal Research: Implement a quantitative and 
qualitative examination of the effectiveness of interventions for these 
students in three to five school districts, selected to represent a 
diversity of conditions, practices, and settings and to produce 
reliable findings that can be generalized to other settings.
    (3) Disseminate Findings: Beginning in the second year of funding, 
implement a plan to provide usable information in suitable formats to 
other researchers and practitioners. While initially using information 
based on the literature review, the Center must eventually include 
information based on findings from the Center's research.
    (4) Establish and Convene an Advisory Group: Establish and convene 
an advisory group to help support, guide, and define Center activities. 
The advisory group must meet at least once a year in Washington, DC. 
The group must include members of families with children that have 
disabilities, and representatives of the medical community, educational 
agencies, mental health agencies, and other agencies that identify and 
serve children with social, emotional and behavioral deficits.
    An applicant should provide evidence of agency support for its 
proposal but refrain from securing specific commitments to serve on the 
advisory group until after the award has been made.
    (5) Research Findings and Products: Produce research findings and 
products in formats that are useful and accessible for specific 
audiences including: professional development personnel; parents and 
other family members of affected children; local, State, and national 
policymakers; and the broad range of service providers. The Center must 
collaborate and coordinate dissemination activities with other OSEP-
funded research and dissemination Centers that address the emotional 
and behavioral needs of children.
    During the fourth or fifth year of the project, the Center must 
plan for and implement a national conference or other culminating event 
to foster the dissemination of findings and gauge reactions from 
affected parties.
    (6) Budget for Trips: The Center must budget for three trips to 
Washington, DC during the first year, and two trips to Washington, DC 
each subsequent year. One trip would be for the purpose of meeting with 
the OSEP project officer during the first month of the project award to 
review the design of the project. A second annual trip is intended to 
meet the ``General Requirements'' section of this notice. The third 
annual trip would be for the purpose of meeting and collaborating with 
the OSEP project officer on matters other than the design of the 
project.
Cooperative Agreement
    During the first three months of the award, the Center must work 
with the OSEP project officer to develop a strategic plan that will 
serve as the centerpiece of the cooperative agreement. The agreement 
will provide the foundation for all subsequent work in this project. 
Cooperative agreements are grants in which the Government has a direct 
interest and works closely with the grantee to ensure that the 
intentions and requirements of the priority are carried out.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) The degree to which the project's design and methodology 
demonstrate the potential for advancing significant new knowledge.
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

[[Page 46796]]

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Special Education--Personnel Preparation to Improve Services and 
Results for Children with Disabilities [CFDA 84.325]

    Purpose of Program: The purposes of this program are to (1) help 
address State-identified needs for qualified personnel in special 
education, related services, early intervention, and regular education 
to work with children with disabilities; and (2) ensure that those 
personnel have the skills and knowledge derived from practices that 
have been determined through research and experience to be successful--
that are needed to serve those children.
    Eligible Applicants: Eligible applicants for Absolute Priorities 1, 
4 and 5 are: State educational agencies (SEAs); local educational 
agencies (LEAs); institutions of higher education (IHEs); other public 
agencies; nonprofit private organizations; outlying areas; freely 
associated States; and Indian tribes or tribal organizations. Eligible 
applicants for Absolute Priority 2 are IHEs. Eligible applicants for 
Absolute Priority 3 are nonprofit private organizations.
    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 regulations for this program in 
34 CFR part 304; and (c) The selection criteria chosen from the general 
selection criteria in 34 CFR 75.210. The specific selection criteria 
for each priority are included in the application package for that 
competition.

Priorities

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

Absolute Priority 1--Center for Educating and Providing Early 
Intervention Services to Children with Autism and Autistic Spectrum 
Disorders (84.325g)

Background
    Increasing numbers of children have been diagnosed with autism and 
autistic spectrum disorders (ASD), such as autistic disorder, 
Asperger's disorder, atypical autism, and pervasive developmental 
disorder (PDD). These children are receiving special education and 
related services under part B of IDEA and early intervention services 
under part C of IDEA.
    The research literature, including the National Academy of Sciences 
(NAS) report, ``Educating Children with Autism'' (2001), recommends 
strategies to enhance these children's development and improve their 
educational results. The report identifies the need for additional 
training for educators and other personnel responsible for planning and 
providing special education, related services, and early intervention 
services. A copy of the report can be obtained by writing to NAS at the 
following address: 2001 Wisconsin Avenue, NW., Washington, DC 20007. 
The report is also available at the following Web site: http://www.nap.edu
    In developing this priority, the Assistant Secretary has 
incorporated several elements that the Assistant Secretary believes are 
necessary for a Center to be effective in addressing the educational 
and early intervention needs of children with autism and ASD. These 
elements include--
    (1) Multiple approaches to improving education and early 
intervention for children with autism and ASD;
    (2) Site-based professional development;
    (3) Professional development that uses scientifically based methods 
to maximize the likelihood that the intended results will be achieved;
    (4) Follow-up professional development provided in the work 
settings of the training participants; and
    (5) Training provided to teams.
Priority
    The Center must do the following:
    (a)(1) Synthesize data on methods and practices related to special 
education and early intervention for children with autism and ASD. (2) 
Using information in the NAS report ``Educating Children with Autism'' 
and other sources, identify an array of methods and practices that may 
improve education and early intervention for these children.
    (b) Verify that scientifically based research shows that the 
methods and practices in paragraph (a) are effective. This verification 
may be done by a representative panel of individuals knowledgeable 
about scientific method and education and about early intervention for 
children with autism and ASD, or by other methods.
    (c) In carrying out activities in (a) and (b) the Center should 
coordinate with the Center for Children with Other Health Impairments, 
Tramatic Brain Injury, Orthopedic Impairments, and Developmental Delays 
Who Have Neurologically Based Disabilities.
    (d) Provide site-based training. In providing this training, the 
Center must--
    (1) Identify sites that are--
    (A) Distributed across the country in order to reduce both travel 
time and costs for trainees,
    (B) Effectively implementing the scientifically-based methods and 
practices that have been verified by the Center, and
    (C) Willing to provide trainees opportunities to see and engage in 
the identified methods and practices in authentic settings; and
    (2) Develop an outreach program to identify, select, and enroll a 
variety of trainees. Trainees must include representatives from lead 
agencies, LEAs, SEAs, early intervention personnel, related service 
personnel, parent training and information projects, Regional Resource 
Centers, parents, special and regular educators, parent advocacy 
groups, and other groups and agencies. Whenever practical, trainees 
should attend the training in teams.
    (e) Provide a range of other training opportunities, through 
activities such as regional workshops, targeted conferences, summer 
programs, dissemination of training materials that the Center has 
developed, and other similar activities.
    (f) Provide follow-up training and technical assistance to all 
trainees who desire to develop and implement practices and methods to 
improve programs in their home communities.
    (g) Include an evaluation component based on clear, measurable 
performance and outcome goals, if possible, clearly linked to results.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

[[Page 46797]]

Maximum Award

    Note: The maximum award amount of $1,000,000 is exclusive of any 
matching funds provided by SEAs, LEAs, or agencies for site-based 
professional development.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority 2--Center to Guide Personnel Preparation Policy and 
Practice in Early Intervention and Preschool Education (Birth to 
Five)(84.325J)

Background
    The cornerstone of successful implementation of the IDEA Amendments 
of 1997 is the assurance that infants, toddlers, and preschoolers with 
disabilities are served by an adequate number of highly qualified 
personnel.
Priority
    The Assistant Secretary establishes an absolute priority to support 
a Center to guide the development of policy and practice for personnel 
preparation in early intervention and preschool education. The Center 
is to do this by examining issues and recommending actions to ensure an 
adequate supply of well-qualified personnel to serve infants, toddlers, 
and preschoolers with disabilities. These personnel include early 
intervention service providers, special educators, speech-language 
pathologists, audiologists, occupational therapists, physical 
therapists, psychologists, social workers, nurses, nutritionists, 
family therapists, orientation and mobility specialists, pediatricians 
and other physicians, and paraprofessionals.
    The Center must do the following:
    (a) Conduct a comprehensive review of literature in the following 
subject areas:
    (1) Licensure and certification standards and requirements, 
including alternative certification options, for personnel serving 
infants, toddlers, and preschoolers with disabilities. This review must 
include, at a minimum, available information across all States and for 
each type of personnel, on --
    (i) Motivations for changes in, and resulting modifications to, 
licensure standards and requirements; and
    (ii) Intended versus actual impacts of these standards and 
requirements, and changes to these standards and requirements, on 
personnel quantity and quality.
    (2) Preservice preparation for personnel to serve infants, 
toddlers, and preschoolers with disabilities. The purpose of this 
review is to develop a profile of current training programs for all 
types of personnel who serve infants, toddlers, and preschoolers with 
disabilities. The profile must provide detailed descriptions of 
training programs at the institutional, State, and national levels. The 
review must include, at a minimum, available information on--
    (i) Mechanisms for entering programs, such as admissions criteria 
and recruitment strategies;
    (ii) Features of programs, such as program level (associate, 
undergraduate, graduate), faculty-trainee ratios, the ratios of tenure-
track faculty to adjunct faculty, internal and external sources of 
support (including State support and OSEP and other Federal support), 
training emphasis (for example, multi-age program, multi-age program 
with early childhood focus, early-intervention program, preschool 
program), and program history;
    (iii) Content features of programs, such as alignment with the 
principles and requirements of IDEA, alignment with current licensure 
and certification standards, the extent to which program content 
reflects research-based knowledge and practice, practicum 
opportunities, cross-disciplinary arrangements with other relevant 
programs, and collaborative relationships with service providers for 
infants, toddlers, and young children with disabilities to provide 
employment support;
    (iv) Demographic characteristics of students, such as age, prior 
training and experience, racial and cultural diversity, and disability;
    (v) Indicators of program quality assurance, such as procedures for 
assessing program quality (including on-the-job performance of students 
completing the program); and
    (vi) Program outcomes, such as (A) the number of students 
completing the program; and (B) employment data regarding relevant 
positions for students completing the program, including the length of 
employment and proximity to the location of the training program.
    (3) Current and projected supply of, and demand for, personnel to 
serve infants, toddlers, and preschoolers with disabilities. This 
review must include, at a minimum, available information, at the 
national, State, and local levels, on--
    (i) The extent to which there exists, or will exist, an imbalance 
between available personnel and demand for personnel;
    (ii) The extent to which identified discrepancies in supply and 
demand vary by personnel type and locality; and
    (iii) Factors that influence discrepancies in supply and demand, 
such as salaries and wages, general economic climate, population 
demographics, licensure and certification standards and requirements, 
and proximity to relevant training programs.
    (b) Identify critical gaps in current knowledge, and design and 
conduct a program to address these gaps. The project must identify the 
most critical gaps on the basis of the review described in paragraph 
(a). The program to address the gaps must--
    (1) Be guided by a conceptual framework that (i) integrates the 
most pressing needs for expanded knowledge; and (ii) yields information 
that can be used to develop policies and practices at all levels 
(Federal, State, and local, as well as in institutions of higher 
education);
    (2) Use a scientifically based research and evaluation methodology 
that is reviewed and accepted by panels of content, research, and 
evaluation experts. The project must identify these panels in 
collaboration with OSEP staff and convene the panels; and
    (3) Be designed to enhance, not duplicate, any current research and 
evaluation efforts, including those supported by OSEP and other Federal 
agencies.
    (c)(1) Develop and disseminate recommendations regarding policy and 
practice. On the basis of the review conducted under paragraph (a), and 
the results of the program designed and conducted under paragraph (b), 
the project must develop recommendations for policy and practice 
related to: meeting current and projected demand for qualified 
personnel; establishing quality licensure and certification standards 
and requirements; and providing effective training programs that 
produce highly qualified personnel to serve infants, toddlers, and 
preschoolers with disabilities.
    (2) Recommendations regarding policy and practice must be reviewed 
and accepted by panels of experts in the identified topics. The project 
must identify these panels in collaboration with OSEP staff and convene 
the panels.
    (3) The project must design and carry out dissemination activities 
in collaboration with: OSEP technical assistance providers and 
disseminators; professional organizations representing the various 
disciplines involved in the provision of services to infants, toddlers 
and preschoolers with disabilities; and organizations and associations 
that

[[Page 46798]]

represent policymakers at the Federal, State, and local levels.
    (4) Dissemination activities must incorporate the use of current 
communications technology and include information that is available and 
accessible through a Web site. Documents must be in an accessible form.
    (d) Collaborate with OSEP staff in strategic planning throughout 
the term of the project. The Center must schedule a meeting in 
Washington, DC with OSEP to review the proposed project activities 
within one month of the project award date.
    (e)(1) In addition to the annual two-day Project Directors' meeting 
in Washington, DC mentioned in the ``General Requirements'' section of 
this notice, and the meeting mentioned in paragraph (d), budget for two 
additional meetings in Washington, DC to collaborate with the Federal 
project officer, to share information, and to discuss issues related to 
the development of models, evaluation, and project implementation 
issues.
    (2) A proposed project must also include in its budget costs 
associated with convening panels of experts as identified under 
paragraphs (b) and (c).
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) The degree to which the project's design and methodology 
demonstrate the potential for advancing significant new knowledge.
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority (3)--Statewide Models for Ensuring That Special 
Education Students in Inclusive Schools are Served by Highly Qualified 
Teachers (84.325M)

Background
    The percentage of students with disabilities served in settings 
with nondisabled students is rising. There must be a corresponding 
increase in the number of regular and special education teachers well 
prepared to provide these children access to the general education 
curriculum and opportunities to meet high standards.
    Standards for State licensure and certification and for training 
programs and the preservice training of regular and special educators 
must be aligned to incorporate the research-based knowledge and skills 
that regular and special education teachers need to meet the needs of 
these children.
Priority
    The Assistant Secretary announces an absolute priority to establish 
a support center to develop exemplary models for building statewide 
systems of training and improved licensure and certification. These 
systems are needed to ensure that beginning regular and special 
education teachers are well prepared to meet the learning and 
behavioral needs of children with disabilities.
    The Center must do the following:
    (a) Identify States that are committed to--
    (1) Establishing a team of decisionmakers--such as, elected 
officials, faculty at teacher training institutions, personnel 
directors, and others within the State--that represents the full 
spectrum of personnel responsible for ensuring that regular and special 
education teachers are well prepared to effectively promote learning 
for all students. This team must be committed to support change within 
the State.
    (2) Improving teacher licensure and certification standards for 
regular and special education teachers. These standards must reflect 
the research-based knowledge and skills that teacher candidates need to 
ensure that all students, including children with disabilities, have 
access to the general education curriculum and meet high academic 
standards;
    (3) Establishing or revising a system of accountability for teacher 
quality to ensure that personnel licensed or certified in the State 
demonstrate competency in content and pedagogical knowledge and skills 
that--
    (i) The improved licensure and certification standards require;
    (ii) Are research-based; and
    (iii) Lead to improved outcomes for children with disabilities.
    (4) Working with all institutions of higher education and other 
entities in the State, including LEAs, that provide preservice 
preparation and staff development for regular and special education 
teachers to ensure that all professional development in the State is--
    (i) Founded on training program standards that are aligned with 
improved, research-based certification or licensure standards;
    (ii) Designed to incorporate and assess knowledge and skill mastery 
in research-based content and pedagogy;
    (iii) Part of a continuous system that incorporates preservice 
preparation, mentoring and induction for beginning teachers, and 
continuing, comprehensive staff development; and
    (iv) Designed to establish and promote partnerships between 
preservice training programs and local schools and LEAs.
    (5) Cooperating with the Center to permit ongoing, comprehensive 
study and documentation of all aspects of the model as it progresses;
    (6) Reducing burden and streamlining the process of model 
development by coordinating efforts with other initiatives and 
activities in the State, including those supported with Federal funds.
    (b) Establish an advisory panel of representatives from national 
organizations--such as the American Federation of Teachers, National 
Education Association, Association of American Educators, Education 
Leaders Council, Council of Chief State School Officers, National 
Association of State Directors of Teacher Certification, and National 
Council on Teacher Quality--that together represent the full spectrum 
of organizations responsible for ensuring that regular and special 
education teachers are well prepared. These partners must advise the 
Center and assist it in securing expert support to meet the model 
development needs of the participating States.
    (c) Design and structure the operation and management of the Center 
to--
    (1) Be most responsive to the technical assistance needs identified 
by the participating States as they proceed with their commitment;
    (2) Use current communications technology to plan and implement the 
activities of the Center;
    (3) Identify and describe all aspects and stages of the models as 
they evolve in each State, including all factors in each State that may 
influence the process of developing a model;

[[Page 46799]]

    (4) Provide constructive feedback to each State;
    (5) Establish and carry out formal agreements with each State that 
clearly specify the contributions and responsibilities of the State and 
the Center. The Assistant Secretary urges each State and the Center to 
contribute fiscally toward developing a model;
    (6) Establish a clearinghouse to provide links to resources and 
services the State may use to enhance (i) the research-based knowledge 
and skills; and (ii) the quality of preservice preparation and staff 
development; and
    (7) Disseminate, through a variety of mechanisms, the models 
developed within each participating State, the factors that influenced 
the development of the model, and the products and outcomes identified 
by the Center. Dissemination mechanisms must include collaborative 
arrangements with appropriate technical assistance and dissemination 
centers funded by the Department of Education.
    (d) Design and conduct a comprehensive evaluation of all aspects of 
the work of the Center with clearly measurable goals and objectives. 
This evaluation must be designed to guide refinements to the structure, 
activities, management, and products of the Center in order to improve 
the ultimate effectiveness of the Center;
    (e) Fund, as project assistants each year, at least three doctoral 
students who have concentrations in relevant topics such as special 
education, teacher education, curriculum and instruction, and 
educational policy;
    (f) Obtain and submit with the application for this priority strong 
letters of commitment from --
    (1) Identified States. These letters of commitment must respond to 
paragraphs (a)(1)-(6); and
    (2) National organization partners. These letters of commitment 
must describe the resources and expertise the partners will contribute 
to the work of the Center; and
    (g) In addition to the annual two-day Project Directors meeting in 
Washington, DC mentioned in the ``General Requirements'' section of 
this notice, projects must budget for two additional meetings in 
Washington, DC to collaborate with the Federal project officer to share 
information and discuss issues related to the development of model, 
evaluation, and project implementation.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) The degree to which the Center is making a positive 
contribution and its strategies are demonstrating the potential for 
disseminating significant new knowledge.
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority 4--Research and Training Center to Prepare Personnel 
to Promote Parent and Professional Collaboration (84.325R)

Background
    In the fall of 2001, OSERS held seven public forums on the 
reauthorization of the Individuals with Disabilities Education Act 
(IDEA). One of the most frequent concerns expressed by parents and 
professionals centered on their lack of skills and knowledge in trying 
to develop collaborative working relationships with each other in 
special education planning. This planning includes initial evaluations, 
determinations of eligibility, meetings about the Individualized Family 
Service Plan (IFSP) and Individualized Education Program (IEP), and 
continuing decisionmaking regarding the children's academic or 
functional behavior.
    Efforts to establish collaborative working relationships in 
planning for children with disabilities were likely to slip into 
adversarial conflicts because the two parties lacked the skills to work 
out disagreements. Moreover, both parties involved in the complex 
decisionmaking about these children focused on the difficulties of 
building positive interactions based on mutual trust.
    There was a strong feeling that training in collaborative 
strategies might prevent misunderstandings and differences of opinion 
in planning for these children and reduce the possibilities of 
mediation processes, due process hearings, and lawsuits.
    In developing this priority, the Assistant Secretary has 
incorporated several elements that the Assistant Secretary believes are 
necessary for a center to be effective in improving parent and 
professional collaboration. These include (1) multiple approaches to 
improving parent and professional collaboration; (2) site-based 
professional development; (3) professional development that uses 
scientifically based methods to maximize the likelihood that the 
intended results will be achieved; (4) follow-up professional 
development provided in the work settings of the training participants; 
and (5) training provided to teams.
Priority
    As authorized under sections 672, 673 and 685 of IDEA, the 
Assistant Secretary announces this absolute priority for the purpose of 
improving the interaction of parents and professionals in 
collaboratively planning and implementing early intervention and 
educational programs for children with disabilities.
    The Center must do the following:
    (a) Review and synthesize research and examine the current and 
most-promising practices across the country to improve parent and 
professional collaboration.
    (b) Verify by scientifically based research that practices 
identified in paragraph (a) are effective. This verification may be 
done (i) by a representative panel of individuals knowledgeable about 
scientific method and about building effective parent and professional 
collaboration, or (ii) by other methods.
    (c) If the panel fails to identify methods and practices that are 
scientifically based, identify for the interim some promising practices 
to be used for training. However, the Center must implement procedures 
to develop scientifically based models and approaches for training 
parents and professionals.
    (d) Develop a coordinated program of research to address gaps in 
knowledge.
    (e) Make efforts to establish a cooperative partnership with 
Consortium for Appropriate Dispute Resolution in Special Education 
(CADRE) to coordinate activities regarding mediation.
    (f) Establish an advisory panel, which may be identical to the 
evaluation panel referred to in (b) above. A representative from CADRE 
should be on the advisory panel.

[[Page 46800]]

    (g) Provide site-based training. In providing this training, the 
Center must--
    (1) Select sites that are (i) distributed across the country in 
order to reduce both travel time and costs for trainees; (ii) 
effectively implementing the scientifically based methods and practices 
that have been verified by the Center; and (iii) willing to serve as 
training sites where trainees will be provided opportunities to see and 
engage in the identified methods and practices in authentic settings; 
and
    (2) Develop an outreach program to identify, select, and enroll a 
variety of trainees. These trainees must include personnel from lead 
agencies, local educational agencies (LEAs), State educational 
agencies, parent training and information projects, Regional Resource 
Centers, the National Technical Assistance Center to Parents, parent 
advocacy groups, and other agencies, groups, and programs. If 
practical, trainees should attend the training in teams.
    (h) Provide follow-up training and technical assistance to all 
trainees who desire to develop and implement a program to improve 
parent-professional collaboration in their home community.
    (i) Provide a range of other training opportunities, through 
activities such as regional workshops, targeted conferences, 
dissemination of training materials that the Center has developed, and 
similar activities. If possible, the Center should take advantage of 
training activities using advanced technology.
    (j) Develop a plan to conduct several leadership training academies 
for both parents and professionals related to parent and professional 
collaboration in order to promote the likely development of new methods 
and practices.
    (k) Train parents and professionals to work together productively 
at the State and local levels to improve results for children with 
disabilities. Training should enable participants to work together 
successfully at school, LEA, and State levels; to identify and 
implement best practices; to improve policy, implement changes in 
systems, and promote flexibility and accountability for results, while 
focusing on successful approaches; and to enhance parental involvement 
in improving special education and student outcomes.
    (l) Conduct an evaluation based on clear, measurable performance 
and outcome goals that are related to parent and professional 
collaboration and, if possible, clearly linked to improving results.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) The degree to which the Center is making a positive 
contribution--and its strategies are demonstrating the potential for 
disseminating significant knowledge--to improve collaboration.
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority 5--Center for Children with Other Health Impairments, 
Traumatic Brain Injury, Orthopedic Impairments and Developmental Delays 
Who Have Neurologically Based Disabilities (84.325T)

Background
    Children with neurological impairments may be eligible for services 
under a number of categories under the Individuals with Disabilities 
Education Act (IDEA). These categories include Other Health Impairments 
(OHI), Traumatic Brain Injury (TBI), Orthopedic Impairments (OI), and 
Developmental Delays. Infants and toddlers may also have neurologically 
based developmental delays or diagnosed conditions that make them 
eligible for services under part C of IDEA. This priority addresses the 
needs of a wide range of children with neurological impairments who are 
eligible under IDEA and who require similar types of educational 
interventions or early intervention services.
    Many children in the OHI category are identified because of 
Attention Deficit Disorder/Attention Deficit Hyperactive Disorder (ADD/
ADHD).
    TBI is an acquired neurological disorder that typically impacts 
learning and behavior, though academic skills per se are not always 
impaired. Many of the problems involve difficulties with memory, 
organization, and behavior that are not like those experienced by 
children with ADD/ADHD.
    Children identified with OI commonly have concomitant congenital 
neurological disorders involving the brain that impact learning. For 
example, spina bifida is the most common severely disabling birth 
defect in the United States. Children with spina bifida are often 
unable to walk, but problems with math and attention are also common. 
Children with cerebral palsy have difficulties with ambulation, but the 
neurological basis for the impairment often also impacts learning.
    The Assistant Secretary is establishing a Center for educating and 
providing early intervention services to children with neurological 
disabilities who are eligible under IDEA. The Center will ensure that 
parents and professionals have the most current, scientifically based 
methods and practices for planning and implementing educational and 
early intervention services to improve results for these children.
    In developing this priority, the Assistant Secretary has 
incorporated several elements that he believes are necessary for a 
center to be effective in addressing the educational and early 
intervention needs of children with neurological impairments. These 
include (1) multiple approaches to improving education and early 
intervention of children with neurologically based disabilities; (2) 
site-based professional development; (3) professional development that 
uses scientifically based methods to maximize the likelihood that the 
intended results will be achieved; (4) follow-up professional 
development provided in the work settings of the training participants; 
and (5) training provided to teams.
Priority
    As authorized under sections 673 and 685 of IDEA, the Assistant 
Secretary announces an absolute priority to establish a Center for 
educating and providing early intervention services to children with 
OHI, TBI, OI, and developmental delays who have neurologically based 
disabilities.
    The Center must do the following:
    (a)(1) Synthesize available data on methods and practices for 
serving children with neurologically based disabilities; and (2) 
identify an array of scientifically based methods and practices that 
may improve the education of eligible children.

[[Page 46801]]

    (b) Verify that these methods and practices are effective through 
scientifically based research that is done by a representative panel of 
individuals knowledgeable about scientific method and about the 
education of eligible children with neurologically based disabilities, 
or by other methods.
    (c) In carrying out the activities in (a) and (b) the Center must 
coordinate with the Center for Educating and Providing Early 
Intervention Services to Children with Autism and Autistic Spectrum 
Disorders.
    (d) Provide site-based training. In providing this training, the 
Center must--
    (1) Select sites that are (i) reasonably distributed across the 
country in order to reduce both travel time and costs for trainees; 
(ii) effectively implementing the scientifically based methods and 
practices that have been verified by the Center; and (iii) willing to 
provide trainees opportunities to see and engage in the identified 
methods and practices in authentic settings, and
    (2) Develop an outreach program to identify, select, and enroll a 
variety of trainees. These trainees must include personnel from lead 
agencies, local educational agencies, State educational agencies, 
parent training and information projects, Regional Resource Centers, 
parent advocacy groups, institutions of higher education, related 
service providers, and other groups and programs. If practical, 
trainees should attend the training in teams.
    (e) Provide a range of other training opportunities, through 
activities such as regional workshops, targeted conferences, 
dissemination of training materials that the Center has developed, and 
other activities.
    (f) Provide follow-up training and technical assistance to all 
trainees who desire to develop and implement a program to improve the 
education of eligible children in their home community.
    (g) Conduct an evaluation based on clear, measurable performance 
and outcome goals related to the education and early intervention for 
children with neurologically based disabilities.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Special Education--Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities

    Purpose of Program: The purpose of this program is to provide 
technical assistance and information--through such mechanisms as 
institutes, regional resource centers, clearinghouses, and programs 
that support States and local entities in building capacity--to (1) 
improve early intervention, educational, and transitional services and 
results for children with disabilities and their families; and (2) 
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; and (b) The selection criteria, chosen 
from the general selection criteria in 34 CFR 75.210. The specific 
selection criteria for each priority are included in the application 
package for that competition.


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


    Eligible Applicants: State educational agencies, local educational 
agencies, institutions of higher education, other public agencies, 
nonprofit private organizations, for-profit organizations, outlying 
areas, freely associated States, and Indian tribes or tribal 
organizations.

Priorities

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

Absolute Priority 1--Technical Assistance Center on Disproportionate 
Representation of Culturally and Linguistically Diverse Students in 
Special Education (84.326E)

Background
    The National Academy of Sciences (NAS) recently completed a 
congressionally mandated study on minorities in special education. The 
NAS report supports the data in the Twentieth Annual Report to Congress 
on the Implementation of the Individuals with Disabilities Education 
Act: 1998 indicating that African Americans are overrepresented in the 
mentally retarded category and Native Americans are overrepresented in 
the learning disabilities category. Both reports have similar data on 
disproportionate over-or under representation for Hispanics and for 
Asians and Pacific Islanders.
    The NAS report also includes information on the special education 
placement rate by States of students from culturally diverse 
backgrounds. The information indicates a wide variation among States 
and notable inconsistencies within States.
    The report concludes by providing practical recommendations that 
can be implemented by State educational agencies (SEAs) and local 
educational agencies (LEAs) to reduce disproportionate representation 
of culturally and linguistically diverse students in special education.
    Section 618(c) of IDEA requires States to collect and examine data 
on students by disability and race to determine if significant 
disproportionate representation by disability categories or placement 
exists based on race. There is some evidence that SEAs and LEAs are 
experiencing difficulty with analyzing and interpreting the data and 
need assistance in developing plans and strategies to address 
disproportionate representation.

Priority

    This priority establishes a center to provide technical assistance 
enabling SEAs and LEAs to effectively address and reduce incidences of 
disproportionate representation of minorities in special education 
resulting from inappropriate or ineffective educational practices.
    The Center's activities must include, but are not limited to, the 
following:
    (a) Collaborating with Project Forum, currently at the National 
Association of State Directors of Special Education (NASDSE), to 
determine the level of compliance for each State in collecting

[[Page 46802]]

the data required in section 618(c) of IDEA.
    (b) Assisting SEAs with analyzing and interpreting the data 
collected on representation of minorities in special education.
    (c) Assisting SEAs with developing a plan to address 
disproportionality using the recommendations in the NAS report and 
focusing on effective early intervention, reading, and behavioral 
programs.
    (d) Summarizing and disseminating--through a Web site and by other 
means--reports and documents on research findings and related topics to 
guide policy and practice.
    (e) Conducting national and regional meetings, in collaboration 
with other centers such as the Regional Resource Centers, to help SEAs 
and LEAs address disproportionate representation of minorities in 
special education.
    (f) Communicating and collaborating with--
    (1) Other technical assistance centers, including the Elementary 
and Middle School Technical Assistance Center, Regional Resource 
Centers, Federal Resource Center, projects funded under the priority 
for ``Linking Policy and Practice Audiences with the 1997 Amendments of 
IDEA,'' Regional Educational Laboratories, and the planned national 
center for Reading First technical assistance;
    (2) Organizations including NASDSE, the Council for Exceptional 
Children, 100 Black Men, and the National Association of Bilingual 
Education (NABE); and
    (3) Other projects funded by OSEP concerning effective practices 
for reducing disproportionate representation.
    (g) Communicating and collaborating with reading and behavioral 
research centers to ensure that LEAs and SEAs incorporate effective 
scientifically based reading and behavioral strategies into their plans 
for addressing disproportionate representation.
    (h) Collaborating with institutions of higher education--including 
Historically Black Colleges and Universities, Hispanic-serving 
institutions, and other minority institutions--and recipients of State 
Improvement grants to produce quality teachers by designing and 
implementing scientifically based early intervention, reading, 
behavioral, and classroom management practices.
    The Center must also do the following:
    (a) Establish, maintain, and meet at least annually with an 
advisory committee--consisting of representatives of SEAs and LEAs, 
individuals with disabilities, parents, educators, professional 
organizations and advocacy groups, researchers, and other appropriate 
groups--to review and advise on the Center's activities and plans. The 
committee must include membership that represents urban school and 
minority populations.
    (b) In addition to the two-day Project Directors' meeting in 
Washington, DC mentioned in the General Requirements section of this 
notice, budget for an additional two-day trip annually to Washington, 
DC (1) to attend an additional Project Directors' meeting and (2) to 
meet and collaborate with the OSEP project officer and other funded 
projects for purposes of cross-project collaboration and information 
exchange; and
    (c) Budget for at least a monthly trip to attend appropriate 
meetings convened by the Department of Education (such as the regional 
Improving America's Schools conferences), NABE, NASDSE, and other 
Centers and organizations.

Fourth and Fifth Years of Project

    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority 2--Center to Improve Access to the General Education 
Curriculum for Students with Disabilities at the Elementary and Middle 
School Levels (84.326K)

Absolute Priority
Background
    The 1997 reauthorization of the Individuals with Disabilities 
Education Act (IDEA '97) created expectations that students with 
disabilities would be included in State and local reform and 
accountability efforts. IDEA required that students with disabilities 
have access to the general curriculum and that States provide for the 
participation of students with disabilities in State and district-wide 
assessments and public reporting of the assessment results. IDEA also 
required States to establish performance goals for students with 
disabilities.
    The No Child Left Behind Act of 2001 (NCLB), which reauthorized the 
Elementary and Secondary Education Act (ESEA), further strengthened the 
accountability for results for children with disabilities. Under NLCB 
each State must develop and implement a single, statewide 
accountability system that applies the same high standards of 
achievement to all students, including students with disabilities, and 
ensures that all school districts and public schools in the State make 
adequate yearly progress. The State's definition of adequate yearly 
progress must include separate annual measurable objectives for 
continuous and substantial improvement in mathematics and reading for 
all students and for each of four groups, including students with 
disabilities.
    The overall quality of services children with disabilities receive 
varies widely by LEAs and across States. Many children are performing 
below their potential.
    In trying to improve this situation, national technical assistance 
activities can play a pivotal role in building the capacity States need 
to support schoolwide change.
    Identifying effective, scientifically validated practices; 
disseminating and replicating them through national, State, and local 
channels; and evaluating their use with children with disabilities has 
the potential to strengthen the overall education system and to improve 
achievement for all children, including children with disabilities.
Priority
    The purpose of this priority is to increase access to and improve 
the quality of education in the general curriculum in areas of reading, 
language arts, mathematics, and science for children with disabilities 
in elementary and middle schools.
    The Center must do the following:
    (a) At the national level--
    (1) Collaborate with the Office of Educational Research and 
Improvement's new ``What Works Clearinghouse'' to identify studies that 
may represent scientifically valid practices first in the area of 
reading and

[[Page 46803]]

language arts (particularly, with regard to children who do not respond 
to class-wide interventions), next in mathematics, and then in science;
    (2) Work with researchers and developers to incorporate effective 
educational strategies based on scientifically based research;
    (3) Support work to implement research-based information and 
instructional practice at national, State, and local levels.
    (b) At the State level, collaborate with the Regional Resource 
Centers (RRCs) to help States --
    (1) Establish measurable annual IEP objectives for continuous and 
substantial improvement for students with disabilities;
    (2) Strengthen efforts to continuously improve access to and the 
quality of education in the subject areas; and
    (3) Assist States in ``scaling up'' scientifically based practices 
through existing in-State technical assistance systems.
    (c) Disseminate findings and approaches to appropriate audiences 
through the project's communication mechanism and the collaborative 
national and State partnerships;
    (d) At the local level--
    (1) Identify a number of LEAs (i) that have successfully used 
scientifically based practices to monitor and effect continuous and 
substantial progress for students with disabilities; and (ii) that are 
willing to work with other LEAs that have been less successful;
    (2) Provide continuous assistance to the LEAs to help them work 
with less successful LEAs; and
    (e) At the local level--
    (1) Identify a number of LEAs that have been less successful in 
their efforts to continuously monitor progress and show evidence of 
progress--first in reading and language arts, next in mathematics, then 
in science;
    (2) In concert with the successful LEAs, provide training and 
technical assistance through other means to help schools in less 
successful LEAs adapt and implement scientifically based practices;
    (3) Observe and document the process of change; and
    (4) Help less successful LEAs build capacity to solve problems.
    (f) Establish an evaluation mechanism to continuously analyze the 
implementation of scientifically based practices, the outcomes of the 
technical assistance provided, including effect on student academic 
outcomes. The evaluation should not only document successful practices, 
but, also--
    (1) Analyze less successful approaches to technical assistance to 
determine what changes could strengthen those approaches;
    (2) Examine patterns and strategies for implementing effective 
practices across successful LEAs;
    (3) Identify research areas of limited knowledge where further 
research is needed to identify effective practices; and
    (4) Compile documentation to assist other LEAs and other technical 
assistance providers in implementing research-based practices.
    (g) Develop training materials to support and train, on site, 
participating RRCs, States, and LEAs.
    (h) Prepare and disseminate information and products for specific 
audiences, as appropriate, such as parents, administrators, teachers, 
related-services personnel, researchers, and individuals with 
disabilities.
    (i)(1) Communicate, collaborate, and form partnerships, as 
appropriate, with entities such as technical assistance providers at 
national, regional, and local levels; centers that are part of the 
Special Education Technical Assistance and Dissemination Network; the 
National Center on Educational Outcomes; OSEP-funded projects; business 
and professional organizations; and universities.
    (2) In particular, the project must build and maintain 
communication and collaboration with research and demonstration 
projects that are addressing issues related to the focus of this 
priority.
    (j) Establish, maintain, and meet at least annually with an 
advisory committee consisting of representatives of SEAs and LEAs, 
individuals with disabilities, parents, educators and other interested 
parties--such as, professional organizations, and advocacy groups, 
researchers, persons conversant with literature on reform and change, 
and other appropriate groups--to review and advise on the Center's 
plans, products, and activities.
    (k) In addition to the annual two-day Project Directors' meeting in 
Washington, DC mentioned in the ``General Requirements'' section of 
this notice, budget for two additional trips annually to Washington, DC 
(1) to attend the Technical Assistance and Dissemination Project 
Directors' meeting and (2) to meet and collaborate with the OSEP 
project officer and with other projects focusing on access to the 
general education curriculum.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards. The Secretary will also consider the 
following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority 3--Center to Promote Involvement by Minority 
Institutions in Discretionary Programs under IDEA (CFDA 84.326L)

Background
    Congress has concluded that success in educating children with 
disabilities from minority backgrounds can be improved if we increase 
the participation by Historically Black Colleges and Universities 
(HBCUs), and other institutions of higher education whose minority 
student enrollment is at least 25 percent (OMIs) in awards under IDEA. 
These awards include grants, cooperative agreements and contracts 
(section 661(d)(2) of IDEA).
Priority
    The purpose of this priority is to improve educational results for 
children with disabilities by supporting a national center to: (a) 
Promote the participation by, and increase the number of awards to 
HBCUs and OMIs in competitions under IDEA designed to prepare 
personnel; and (b) increase the capacity of HBCUs and OMIs to prepare 
personnel to work with children with disabilities.
    The Center must do the following:
    (a) Establish and maintain contacts with HBCUs and OMIs.
    (b) Analyze the performance of HBCUs and OMIs as a basis for 
providing technical assistance to them, especially in (1) recruiting 
and retaining students in personnel preparation programs; (2) improving 
the quality of those programs; (3) placing students after graduation; 
(4) and related activities that contribute to improved results for 
children with disabilities;
    (c) Develop materials and implement strategies that are necessary 
to carry out the Center's activities.
    (d) Prepare and disseminate to the HBCUs and OMIs materials 
explaining

[[Page 46804]]

personnel preparation competitions under section 673 of IDEA.
    (e)(1) Analyze the results of each applicable discretionary grant 
competition under IDEA in terms of the degree to which HBCUs and OMIs 
applied, and the degree to which they were successful; and (2) submit 
this analysis to the Department and the HBCUs and OMIs served by the 
project.
    (f) Disseminate practices found to be effective (1) to assist with 
the development of new special education personnel preparation programs 
in HBCUs and OMIs; and (2) to expand existing special education 
programs.
    (g) Provide professional development to faculty to ensure that 
current research knowledge and methods are used in all special 
education personnel preparation programs in HBCUs and OMIs.
    (h) Increase the participation of faculty from HBCUs and OMIs at 
national and State policy-setting meetings.
    (i) As requested by the Department, provide advice on strategies to 
further the purposes of part D of IDEA.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

Absolute Priority 4--National Center on Monitoring and Evidence-Based 
Decisionmaking (CFDA 84.326Y)

Background
    Monitoring and enforcement of IDEA has always been a topic of great 
concern among advocates, LEA and State administrators, and Federal 
officials. The Assistant Secretary is supporting an effort to implement 
a focused monitoring system in which data collection and a small number 
of carefully chosen priorities drive the process, and intervention and 
enforcement occur according to set criteria. Although this model system 
is replicable at the State and local levels, there is still a pressing 
need to assist States in their efforts to design, implement, and manage 
data systems and compliance-monitoring processes that can support data-
based decisions about special education.
Priority
    The Assistant Secretary announces an absolute priority for a 
technical assistance center to support the implementation of focused 
monitoring and, thereby, help SEAs and LEAs improve results for 
children with disabilities.
    The Center's activities must include, but are not limited to, the 
following:
    (a)(1) Providing technical assistance to States and LEAs to develop 
effective practices in monitoring and accountability to implement IDEA. 
(2) This activity must focus on assistance in data management. This 
includes the process of collecting accurate and effective data and the 
development of data systems that focus on data-based decisionmaking. 
(3) In addition, this project must assist States in (i) using special 
education data to align with State accountability standards and (ii) 
organizing and presenting data to decisionmakers and policymakers in an 
understandable and convincing manner.
    (b) Identifying effective practices in monitoring and 
accountability.
    (c) Working with OSEP, the RRCs, and the States to effectively 
communicate and improve results for children through technical 
assistance, training, and dissemination of information.
    (d) Preparing and disseminating through a Web site and by other 
means reports and documents on research findings and related topics, 
including a comprehensive analysis of the monitoring literature.
    (e) Maintaining communication and collaboration with other 
Department-funded projects concerning effective practices by States and 
LEAs that will improve results for children.
    (f) Disseminating findings through collaboration with the National 
Information Center for Children and Youth with Disabilities and the 
Regional Resource and Federal Centers Network.
    (g) Providing technical assistance and support to OSEP's Monitoring 
and State Improvement Planning Division.
    (h) Presenting findings and providing training at national and 
regional conferences; and
    (i) Using an outside evaluator to measure the progress of the 
Center.
    The Center must also do the following:
    (a) Establish, maintain, and meet, as needed, with an advisory 
committee to review and advise on the Center's activities and progress. 
The advisory committee must consist of individuals whose organizations 
or perspectives were part of the group that worked with OSEP on focused 
monitoring. The committee must include, but is not limited to, 
representatives of SEAs and LEAs, individuals with disabilities, 
parents, educators, professional organizations, advocacy groups, 
researchers, and other appropriate groups. The committee also must 
include membership from otherwise underrepresented populations.
    (b) In addition to the annual two-day Project Directors' Meeting 
mentioned in the ``General Requirements'' section of this notice, 
budget for two additional two-day trips annually to Washington, DC (1) 
to attend a Project Directors' meeting and (2) to meet and collaborate 
with the OSEP Project Officer and other funded projects for purposes of 
cross-project collaboration and information exchange.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC during the last half of the project's second year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the negotiated cooperative agreement have been or are being met by the 
project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.

Number of Awards

    Under this priority, the Secretary will make one award for a 
cooperative agreement.

[[Page 46805]]



              Individuals With Disabilities Education Act, Application Notice for Fiscal Year 2002
----------------------------------------------------------------------------------------------------------------
                                                                  Deadline for                       Estimated
      CFDA No. and name         Applications     Application   intergovernmental   Maximum award     number of
                                  available     deadline date        review        (per year) *       awards
----------------------------------------------------------------------------------------------------------------
84.324V  Research and                07/17/02        08/19/02          09/19/02         $700,000               1
 Training Center on
 Scientifically Based
 Practices and Succesful
 Early Childhood Transitions.
84.324G  Center on Early             07/17/02        08/19/02          09/19/02          700,000               1
 Identification, Child Find,
 and Referral of Young
 Children with Disabilities..
84.324Q  Center on Students          07/17/02        08/19/02          09/19/02          700,000               1
 Requiring Intensive Social,
 Emotional, and Behavioral
 Interventions...............
84.325G  Center for Educating        07/17/02        08/19/02          09/19/02        1,000,000               1
 and Providing Early
 Intervention Services to
 Children with Autism and
 Austistic Spectrum Disorders
84.325J  Center to Guide             07/17/02        08/19/02          09/19/02          600,000               1
 Personnel Preparation Policy
 and Practice in Early
 Intervention and Preschool
 Education (Birth to 5)......
84.325M  Statewide Models for        07/17/02        08/19/02          09/19/02        1,000,000               1
 Ensuring that Special
 Education Students in
 Inclusive Schools are Served
 by Highly Qualified Teachers
84.325R  Research and                07/17/02        08/19/02          09/19/02          650,000               1
 Training Center to Prepare
 Personnel to Promote Parent
 and Professional
 Collaboration...............
84.325T  Center for Children         07/17/02        08/19/02          09/19/02          650,000               1
 with Other Health
 Impairments, Traumatic Brain
 Injury, Orthopedic
 Impairments and
 Developmental Delays Who
 Have Neurologically Based
 Disabilities................
84.326E Technical Assistance         07/17/02        08/19/02          09/19/02         $700,000               1
 Center on Disproportionate
 Representation of Culturally
 and Linguistically Diverse
 Students in Special
 Education...................
84.326K Center to Improve            07/17/02        08/19/02          09/19/02        1,800,000               1
 Access to the General
 Education Curriculum for
 Students with Disabilities
 at the Elementary and Middle
 School Levels...............
84.326L Center to Promote            07/17/02        08/19/02          09/19/02        1,656,000               1
 Involvement by Minority
 Institutions in
 Discretionary Programs under
 IDEA........................
84.326Y National Center on           07/17/02        08/19/02          09/19/02        1,000,000              1
 Monitoring and Evidence-
 Based Decisionmaking........
----------------------------------------------------------------------------------------------------------------
*We will reject any application that proposes a budget exceeding the maximum award for a single budget period of
  12 months.
Note: The Department of Education is not bound by any estimates in this notice.

    For Applications Contact: If you want an application for any 
competition in this notice, 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 at 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 in this notice by the appropriate CFDA number.

FOR FURTHER INFORMATION CONTACT: If you want additional information 
about any competition in this notice, contact the 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 telecommunications device for the deaf (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 Grants and Contracts Services Team under 
FOR FURTHER INFORMATION CONTACT. However, the Department is not able to 
reproduce in an alternative format the standard forms included in the 
application package.

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. One of the objectives of the Executive 
order is to foster an intergovernmental partnership and a strengthened 
federalism. The Executive Order relies on processes developed by State 
and local governments for coordination and review of proposed Federal 
financial assistance. This document provides early notification of our 
specific plans and actions for these programs.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal

[[Page 46806]]

Register, in text or Adobe Portable Document Format (PDF) on the 
internet at the following site: http://www.ed.gov/legislation/FedRegister
    To use the PDF you must have Adobe Acrobat Reader, which is 
available free at this site. If you have questions about using the PDF, 
call the U.S. Government Printing Office (GPO), toll free, at 1-888-
293-6498; or in the Washington, DC, area at (202) 512-1530.


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


    Program Authority: 20 U.S.C. 1405, 1461, 1472, 1473, and 1485.

    Dated: July 11, 2002.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 02-17882 Filed 7-15-02; 8:45 am]
BILLING CODE 4000-01-P