[Federal Register Volume 67, Number 247 (Tuesday, December 24, 2002)]
[Notices]
[Pages 78428-78438]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-32273]


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DEPARTMENT OF EDUCATION

Office of Special Education and Rehabilitative Services


Applications for New Awards for Fiscal Year 2003

AGENCY: Department of Education.

ACTION: Notice inviting applications for new awards for fiscal year 
(FY) 2003.

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SUMMARY: This notice announces closing dates, priorities, and other 
information regarding the transmittal of grant applications for FY 2003 
competitions under four programs authorized under part D, subpart 2 of 
the Individuals with Disabilities Education Act, as amended. The four 
programs are: (1) Special Education--Research and Innovation to Improve 
Services and Results for Children with Disabilities (five priorities); 
(2) Special Education-Personnel Preparation to Improve Services and 
Results for Children with Disabilities (four priorities); (3) Special 
Education-Technology and Media Services for Individuals with 
Disabilities (one priority) and (4) Special Education--Training and 
Information for Parents of Children with Disabilities (one priority).
    Please note that significant dates for the availability and 
submission of applications, as well as important fiscal information, 
are listed in a table at the end of this notice.

Waiver of Rulemaking

    It is generally our practice to offer interested parties the 
opportunity to comment on proposed priorities. However, section 
661(e)(2) of IDEA makes the rulemaking procedures in the Administrative 
Procedure Act (5 U.S.C. 553) inapplicable to the priorities in this 
notice.

General Requirements

    (a) The projects funded under this notice must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities in project activities (see section 606 of IDEA).
    (b) Applicants and grant recipients funded under this notice must 
involve individuals with disabilities or parents of individuals with 
disabilities in planning, implementing, and evaluating the projects 
(see section 661(f)(1)(A) of IDEA).
    (c) The projects funded under these priorities must budget for a 
two-day Project Directors' meeting in Washington, DC during each year 
of the project.
    (d) In a single application, an applicant must address only one 
absolute priority in this notice.
    (e) 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 the number of pages 
listed in the table at the end of this notice, using the following 
standards:
    [sbull] A ``page'' is 8.5'' x 11'' (on one side only) with one-inch 
margins (top, bottom, and sides).
    [sbull] 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.
    [sbull] 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 without consideration or evaluation any application 
if --
    [sbull] You apply these standards and exceed the page limit; or
    [sbull] You apply other standards and exceed the equivalent of the 
page limit.

Application Procedures

    Note: 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.

Project for Electronic Submission of Applications

    In Fiscal Year 2003, 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 four 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, Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities--CFDA 84.326, and Training and Information 
for Parents of Children with Disabilities--CFDA 84.328 are included in 
the pilot project. If you are an applicant for a grant under any of the 
four 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) portion of the Grant Administration 
and Payment System (GAPS). Users of e-Application will be entering data 
on-line while completing their applications. You may not e-mail a soft 
copy of a grant application to us. If you participate in this voluntary 
pilot project by submitting an application electronically, the data you 
enter on-line will be saved into a database. We request your 
participation in e-Application. We shall continue to evaluate its 
success and solicit suggestions for improvement.
    If you participate in e-Application, please note the following:
    [sbull] Your participation is voluntary.
    [sbull] You will not receive any additional point value or penalty 
because you submit a grant application in electronic format, nor will 
we penalize you if you submit an application in paper format. When you 
enter the e-Application system, you will find information about its 
hours of operation.
    [sbull] 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.
    [sbull] After you electronically submit your application, you will 
receive an automatic acknowledgement, which will include a PR/Award 
number (an identifying number unique to your application).
    [sbull] Within three working days of submitting your electronic 
application, fax a signed copy of the Application for

[[Page 78429]]

Federal Assistance (ED 424) to the Application Control Center after 
following these steps:
    1. Print ED 424 from the e-Application system.
    2. The institution's Authorizing Representative must sign this 
form.
    3. Place the PR/Award number in the upper right hand corner of the 
hard copy signature page of the ED 424.
    4. Fax the signed ED 424 to the Application Control Center at (202) 
260-1349.
    [sbull] We may request that you give us original signatures on all 
other forms at a later date.
    [sbull] Closing Date Extension in Case of System Unavailability: If 
you elect to participate in the e-Application pilot for any of the four 
programs in this announcement and you are prevented from submitting 
your application on the closing date because the e-Application system 
is unavailable, we will grant you an extension of one business day in 
order to transmit your application electronically, by mail or hand 
delivery. For us to grant this extension--
    (1) You must be a registered user of e-Application, and have 
initiated an e-Application for this competition; and
    (2)(a) The e-Application system must be unavailable for 60 minutes 
or more between the hours of 8:30 and 3:30 p.m., Washington, DC time, 
on the deadline date; or
    (b) The e-Application system must be unavailable for any period of 
time during the last hour of operation (that is, for any period of time 
between 3:30 p.m. and 4:30 p.m., Washington, DC time) on the deadline 
date.
    The Department must acknowledge and confirm these periods of 
unavailability before granting you an extension.
    To request this extension you must contact either (1) The Grants 
and Contracts Services Team listed elsewhere in this notice under FOR 
FURTHER INFORMATION CONTACT or (2) the e-GRANTS help desk at 1-888-336-
8930.
    You may access the electronic grant application for each of the 
four 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 between Paper and Electronic 
Applications) in the application packages.
    Due to the upgrading of software, we anticipate that the e-
Application system will be unavailable for several days in mid-
December. The tentative schedule for this down time is from 7 p.m., 
December 12, until 6 a.m., December 16, Washington, DC time. Please 
check http://e-grants.ed.gov for any updates on the unavailability of 
the e-Application system.

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 EDGAR 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 IHEs only.

Priorities

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

Absolute Priority 1--Student-Initiated Research Projects (84.324B)

    This priority supports short-term (up to 12 months) postsecondary 
student-initiated research projects focusing on special education and 
related services for children with disabilities and early intervention 
services for infants and toddlers with disabilities, consistent with 
the purposes of the program, as described in section 672 of IDEA.
    Projects must--
    (a) Develop research skills in postsecondary students; and
    (b) Include a principal investigator who serves as a mentor to the 
student researcher while the project is carried out by the student.
    Project Period: Up to 12 months.

Absolute Priority 2--Field-Initiated Research Projects (84.324C)

    This priority supports a wide range of field-initiated research 
projects that promote innovation, development, exchange, and the 
transfer of research into knowledge and practice as described in 
section 672 of IDEA including the improvement of early intervention, 
instruction, and learning for infants, toddlers, and children with 
disabilities.
    Projects must--
    (a) Adhere to rigorous, scientific methods and standards;
    (b) Prepare their procedures, findings, and conclusions in a manner 
that will improve results for children with disabilities by informing 
other interested researchers and advancing professional practice or 
improving programs and services to infants, toddlers, and children with 
disabilities and their families; and
    (c) Disseminate project procedures, findings, and conclusions to 
appropriate research institutes and technical assistance providers.

Invitational Priorities

    Within absolute priority 2 for FY 2003, we are particularly 
interested in applications that meet one or more of the following 
invitational priorities.
    (a) Projects to address the specific problems of over-
identification and under-identification of children with disabilities. 
(See section 672(a)(3) of IDEA).
    (b) Projects to develop and implement effective strategies for 
addressing inappropriate behavior of students with disabilities in 
schools, including strategies to prevent children with emotional and 
behavioral problems from developing emotional disturbances that require 
the provision of special education and related services. (See section 
672(a)(4) of IDEA).
    (c) Projects studying and promoting improved alignment and 
compatibility of regular and special education reforms concerned with 
curriculum and instruction, evaluation and accountability, and 
administrative procedures in order to improve results for children with 
disabilities. (See section 672(b)(2)(D) of IDEA).
    (d) Projects that advance knowledge about the coordination of 
education with health and social services in order to improve results 
for children with disabilities and their families. (See section 
672(b)(2)(G) of IDEA).
    (e) Projects that address causal questions which employ randomized 
experimental designs.
    Under 34 CFR 75.105(c)(1) we do not give to an application that 
meets one or more of these invitational priorities a competitive or 
absolute preference over other applications.
    Project Period: The majority of projects will be funded for up to 
36 months. Only in exceptional circumstances--such as research 
questions that require repeated measurement within a longitudinal 
design--will projects be funded for

[[Page 78430]]

more than 36 months, up to a maximum of 60 months.

Absolute Priority 3--Model Demonstration Projects for Children With 
Disabilities (84.324M)

    This priority supports model demonstration projects that develop, 
implement, evaluate, and disseminate new or improved approaches for 
providing early intervention, educational, and related services to 
infants, toddlers, and children with disabilities and students with 
disabilities who are pursuing post-school employment, postsecondary 
education, or independent living goals. Projects supported under this 
priority are expected to be major contributors of models or components 
of models for service providers and for outreach projects funded under 
IDEA.

Requirements for All Demonstration Projects

    (a) A model demonstration project must--
    (1) Develop and implement the model with specific components or 
strategies that are based on theory, research, or evaluation data 
documenting improved results;
    (2) Determine the effectiveness of the model and its components or 
strategies by using multiple measures of results; and
    (3) Produce detailed procedures and materials that would enable 
others to replicate the model.
    (b) Federal financial participation for a project funded under this 
priority will not exceed 90 percent of the total annual costs of the 
project (see section 661(f)(2)(A) of IDEA).
    Within absolute priority 3, we intend to fund no more than two 
projects focusing on postsecondary education for students with 
disabilities.

Competitive Preference

    Within this absolute priority we will give the following 
competitive preference points under 34 CFR 75.105(c)(2)(i) to 
applications that are otherwise eligible for funding under this 
priority.
    Up to ten (10) points to an application that proposes to employ 
randomized experimental designs in conducting evaluations.
    Therefore, for the purpose of this competitive preference, an 
applicant can be awarded up to a total of 10 points in addition to 
those awarded under the published selection criteria for this priority. 
That is, an applicant meeting this competitive preference could earn a 
maximum total of 110 points.
    Project Period: Up to 48 months.

Absolute Priority 4--Initial Career Awards (84.324N)

Background
    There is a need to enable individuals in the initial phases of 
their careers to initiate and develop promising lines of research that 
would improve results for children with disabilities and their families 
through better early intervention services for infants and toddlers, 
and special education and related services for children with 
disabilities. Support for research activities among individuals in the 
initial phases of their careers is intended to develop the capacity of 
the early intervention and special education research community to more 
effectively meet the needs of children with disabilities and their 
families. This priority addresses the additional need to provide 
support for a broad range of field-initiated research projects--
focusing on the special education and related services for children 
with disabilities and early intervention for infants and toddlers--
consistent with the purpose of the program as described in section 672 
of IDEA.

Priority

    The purpose of this priority is to award grants to eligible 
applicants for the support of individuals in the initial phases of 
their careers to initiate and develop promising lines of research 
consistent with the purposes of the program. For purposes of this 
priority, the initial phase of an individual's career is considered to 
be the first three years after completing a doctoral program and 
graduating (i.e., for FY 2003 awards, projects may support individuals 
who completed a doctoral program and graduated no earlier than the 
1999-2000 academic year).
    At least 50 percent of the initial career researcher's time must be 
devoted to the project.
    Projects must--
    (a) Pursue a line of research that is developed either from theory 
or a conceptual framework. The line of research must establish 
directions for designing future studies extending beyond the support of 
this award. The project is not intended to represent all inquiry 
related to the particular theory or conceptual framework; rather, it is 
expected to initiate a new line or advance an existing one;
    (b) Include, in design and conduct, sustained involvement with one 
or more nationally recognized experts having substantive or 
methodological knowledge and expertise relevant to the proposed 
research. The experts do not have to be at the same institution or 
agency at which the project is located, but the interaction with the 
project must be sufficient to develop the capacity of the initial 
career researcher to effectively pursue the research into mid-career 
activities;
    (c) Prepare procedures, findings, and conclusions in a manner that 
improves results for children with disabilities by informing other 
interested researchers and is useful for advancing professional 
practice or improving programs and services to infants, toddlers, and 
children with disabilities and their families; and
    (d) Disseminate project procedures, findings, and conclusions to 
appropriate research institutes and technical assistance providers.
Invitational Priority
    Within absolute priority 4 for FY 2003, we are particularly 
interested in applications that meet the following invitational 
priority. Projects that include, in the design and conduct of the 
research project, a practicing teacher or clinician, in addition to the 
required involvement of nationally recognized experts.
    Under 34 CFR 75.105(c)(1) we do not give an application that meets 
the invitational priority a competitive or absolute preference over 
other applications.
    Project Period: Up to 36 months.

Absolute Priority 5--Outreach Projects for Children with Disabilities 
(84.324R)

    This priority supports projects that will improve results by 
assisting educational and other agencies in replicating proven models, 
components of models, and other exemplary practices that improve 
services for infants, toddlers, children with disabilities, and 
students with disabilities who are pursuing post-school employment, 
postsecondary education, or independent living goals.
    For the purposes of this priority, a ``proven model'' is a 
comprehensive description of a theory or system that, when applied, has 
been shown to be effective through scientifically based research. 
``Exemplary practices'' are effective strategies and methods used to 
deliver educational, related, or early intervention services.
    The models, components of models, or exemplary practices that are 
selected for outreach may include those developed for preservice and 
inservice personnel preparation. However, they do not need to have been 
developed through projects funded under IDEA, or by the applicant.
    Applicants must:

[[Page 78431]]

    (a) Provide supporting data or other documentation in the 
application showing how scientifically based research demonstrates the 
effectiveness of the model, components of a model, or exemplary 
practices selected for outreach.
    (b) Specify in the application if the primary focus of the models, 
components of models, or exemplary practices intended for outreach are 
for preservice or inservice personnel preparation.
    Projects must--
    (a) Select implementation sites in multiple regions within one 
State or multiple States and describing the criteria for their 
selection;
    (b) Describe the expected costs, needed personnel, staff training, 
equipment, and sequence of implementation activities associated with 
the replication efforts, including a description of any modifications 
to the model or practice made by the sites;
    (c) Include public awareness, product development and 
dissemination, training, and technical assistance activities as part of 
the implementation of the project;
    (d) Evaluate the effectiveness of the replication of the model and 
its components or strategies by using multiple measures of results.
    (e) Coordinate dissemination and replication activities conducted 
as part of outreach with dissemination projects, technical assistance 
providers, consumer and advocacy organizations, State and local 
educational agencies, and the lead agencies for Part C of IDEA, as 
appropriate; and
    (f) Prepare products from the project in formats that are useful 
for specific audiences, including parents, administrators, teachers, 
early intervention personnel, related services personnel, and 
individuals with disabilities. (See section 661(f)(2)(B) of IDEA).
    Federal financial participation for a project funded under this 
priority will not exceed 90 percent of the total annual costs of the 
project (see section 661(f)(2)(A) of IDEA).
    In addition to the annual two-day Project Directors' meeting in 
Washington, DC mentioned in the ``General Requirements'' section of 
this notice, projects must budget annually for another annual meeting 
in Washington, DC to collaborate with the Federal project officer and 
the other projects funded under this priority, to share information and 
discuss project implementation issues.
    Within absolute priority 5, we intend to fund no more than two 
projects focusing on postsecondary education for students with 
disabilities.
Competitive Preference
    Within this absolute priority we will give the following 
competitive preference points under 34 CFR 75.105(c)(2)(i) to 
applications that are otherwise eligible for funding under this 
priority.
    Up to ten (10) points to an application that employs randomized 
experimental designs in conducting evaluation of outreach activities.
    Therefore, for the purpose of this competitive preference, an 
applicant can be awarded up to a total of 10 points in addition to 
those awarded under the published selection criteria for this priority. 
That is, an applicant meeting this competitive preference could earn a 
maximum total of 110 points.
    Project Period: Up to 36 months.

Special Education--Personnel Preparation To Improve Services and 
Results for Children With Disabilities [CFDA Number 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: Institutions of higher education are eligible 
applicants for Absolute Priorities 1-4 under this program.
    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 EDGAR 
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--Preparation of Special Education, Related 
Services, and Early Intervention Personnel To Serve Infants, Toddlers, 
and Children With Low-Incidence Disabilities (84.325A) Background

    The national demand for special education, related services, and 
early intervention personnel to serve infants, toddlers, and children 
with low-incidence disabilities exceeds available supply. However, 
because of the relatively small number of personnel needed to serve 
infants, toddlers, and children with low-incidence disabilities in each 
State, institutions of higher education and individual States have 
limited incentive to develop and support programs that train such 
personnel. Moreover, of the programs that do exist, many fail to 
produce graduates with the skills necessary to meet the needs of the 
low-incidence disability population. Thus, Federal support is required 
to increase the supply of personnel who possess the skills and 
experience necessary to serve children with low-incidence disabilities.
Priority
    This priority supports projects that increase the number and 
quality of personnel to serve children with low-incidence disabilities 
by providing preservice preparation of special educators, early 
intervention personnel, and related services personnel at the 
associate, baccalaureate, master's, or specialist level. For the 
purpose of this priority, the term ``low-incidence disability'' means a 
visual or hearing impairment, or simultaneous visual and hearing 
impairments, a significant cognitive impairment, or any impairment for 
which a small number of personnel with highly specialized skills and 
knowledge are needed in order for children with that impairment to 
receive early intervention services or a free appropriate public 
education (IDEA, section 673(b)(3)). Training for personnel to serve 
children with mild-moderate mental retardation, specific learning 
disabilities, speech or language disorders, or emotional and behavioral 
disabilities is addressed under the priority for the preparation of 
personnel to serve children with high-incidence disabilities (84.325H), 
and, therefore, is not supported under this priority.
    A preservice program is a program that leads toward a degree, 
certification, professional license or endorsement (or its equivalent), 
and may include the preparation of currently employed personnel who are 
seeking additional

[[Page 78432]]

degrees, certifications, endorsements, or licenses.
    Applicants may propose to prepare one or more of the following 
types of personnel:
    (a) Early intervention personnel who serve children with low-
incidence disabilities, ages birth through age 2 (until the third 
birthday),and their families. For the purpose of this priority, all 
children who require early intervention services are considered to have 
a low-incidence disability. Early intervention personnel include 
persons who train, or serve as consultants to, service providers and 
service coordinators;
    (b) Special educators, including early childhood, speech and 
language, adapted physical education, and assistive technology, and 
paraprofessional personnel who work with children with low-incidence 
disabilities and their families; or
    (c) Related services personnel who provide developmental, 
corrective, and other support services (such as psychological, 
occupational or physical and recreational therapy) to children with 
low-incidence disabilities and their families. Comprehensive programs 
and specialty components within a broader discipline that are designed 
to prepare personnel for work with the low-incidence population may be 
supported. For the purpose of this priority, eligible related service 
providers do not include physicians.
    We particularly encourage projects that address the personnel needs 
of more than one State, provide multi-disciplinary training, and 
provide for collaboration among several training institutions and 
between training institutions and public schools. In addition, we 
encourage projects that foster successful coordination between special 
education and regular education professional development programs to 
meet the needs of children with low-incidence disabilities in inclusive 
settings.
    Each project funded under this absolute priority must--
    (a) Use curricula and pedagogy that are shown to be effective as 
demonstrated through scientifically based research, in order to prepare 
personnel equipped to improve outcomes for students with low-incidence 
disabilities, and foster appropriate access to and achievement in the 
general education curriculum whenever appropriate;
    (b) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program;
    (c) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of appropriate personnel who share 
responsibility for providing effective services to children with 
disabilities;
    (d) Prepare personnel to address the specialized needs of children 
with low-incidence disabilities from diverse cultural and language 
backgrounds by--
    (1) Determining the competencies needed for personnel to work 
effectively with culturally and linguistically diverse populations; and
    (2) Infusing those competencies into early intervention, special 
education, and related services training programs;
    (e) Develop or improve and implement mutually beneficial 
partnerships between training programs and schools to promote 
continuous improvement in preparation programs and service delivery;
    (f) If field-based training is provided, include field-based 
training opportunities for students in schools and other diverse 
settings, including schools and settings in high poverty communities;
    (g) If the project prepares personnel to provide services to 
visually impaired or blind children that can be appropriately provided 
in Braille, prepare those individuals to provide those services in 
Braille.
    (h) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high quality services that result in improved outcomes for 
children with disabilities; and communicate the results of this 
evaluation process to the Office of Special Education Programs (OSEP) 
in required annual performance reports and the final performance 
report;
    (i) Describe how the proposed training program is aligned with 
State learning standards for children; and
    (j) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (b) of this section of the 
priority.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(i) of the Act and 
34 CFR part 304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that such State or States need personnel in 
the area or areas in which the applicant proposes to provide 
preparation, as identified in the States' comprehensive systems of 
personnel development under Part B orC of the Act;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more SEAs or, if appropriate, lead agencies for providing early 
intervention services, to plan, carry out, and monitor the project;
    (c) Provide letters from one or more States specifying that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities or serving infants and toddlers with 
disabilities;
    (d) Meet State and professionally-recognized standards for the 
preparation of special education, related services, or early 
intervention personnel;
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(1) of the Act and the regulations in 34 CFR part 304. 
Applicants must describe how they will inform scholarship recipients of 
this service obligation requirement; and
    (f) As authorized under section 673(i) of the Act and Sec.  304.20 
of the regulations, use at least 55 percent of the total requested 
budget for student scholarships.
    Under this absolute priority, we plan to award approximately:
    [sbull] 60 percent of the available funds for projects that support 
careers in special education, including early childhood educators;
    [sbull] 10 percent of the available funds for projects that support 
careers in educational interpreter services for hearing impaired 
individuals;
    [sbull] 15 percent of the available funds for projects that support 
careers in related services, other than educational interpreter 
services; and
    [sbull] 15 percent of the available funds for projects that support 
careers in early intervention.
Competitive Preference
    Within this absolute priority, we will give the following 
competitive preference points under section 673(g)(3)(B) of IDEA and 34 
CFR 75.105(c)(2)(i) to applicant institutions that are otherwise 
eligible for funding under this priority:
    Up to ten (10) points based on the extent to which IHEs 
successfully recruit and prepare individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals.

[[Page 78433]]

    Therefore, for purposes of this competitive preference, applicants 
can be awarded up to a total of 10 points in addition to those awarded 
under the published selection criteria for this priority. That is, an 
applicant meeting these competitive preferences could earn a maximum 
total of 110 points.
    Project Period: Up to 60 months.

Absolute Priority 2--Preparation of Leadership Personnel (84.325D)

    This priority supports projects that conduct the following 
activities for leadership personnel:
    (a) Preparing personnel at the doctoral, and postdoctoral levels to 
administer, enhance, or to provide special education, related services, 
or early intervention services for children with disabilities; or
    (b) Developing Master's and specialist level programs in special 
education administration.
    Projects funded under this absolute priority must--
    (a) Prepare leadership personnel to work with culturally and 
linguistically diverse populations by--
    (1) Determining the competencies needed by leadership personnel to 
understand and work with culturally and linguistically diverse 
populations; and
    (2) Infusing those competencies into early intervention, special 
education and related services training programs.
    (b) Include coursework reflecting current research and pedagogy 
on--
    (1) Participation and achievement in the general education 
curriculum and improved outcomes for children with disabilities; or
    (2) The provision of coordinated services in natural environments 
to improve outcomes for infants and toddlers with disabilities and 
their families.
    (c) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program.
    (d) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of all personnel who share 
responsibility for providing effective services to children with 
disabilities.
    (e) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high quality services that result in improved outcomes for 
children with disabilities. Communicate the results of this evaluation 
process to OSEP in required annual performance reports and the final 
performance report;
    (f) Describe, if appropriate, how the proposed training program is 
aligned with State learning standards for children; and
    (g) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (c) of this section of the 
priority.
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(i) of IDEA and 34 
CFR part 304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that each State needs personnel in the area 
or areas in which the applicant proposes to provide preparation, as 
identified in the State's comprehensive systems of personnel 
development under Parts B and C of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more State educational agencies or, if appropriate, lead 
agencies for providing early intervention services, to plan, carry out, 
and monitor the project;
    (c) Meet State and professionally recognized standards for the 
preparation of leadership personnel in special education, related 
services, or early intervention fields;
    (d) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(2) of IDEA and the regulations in 34 CFR part 304. 
Applicants must describe how they will inform scholarship recipients of 
this service obligation requirement; and
    (e) As authorized under section 673(i) of IDEA and Sec.  304.20 of 
the regulations, use at least 65 percent of the total requested budget 
for student scholarships.
Competitive Preferences
    Within this absolute priority, we will give the following 
competitive preference points under section 673(g)(3)(B) of IDEA and 34 
CFR 75.105(c)(2)(i) to applicant institutions that are otherwise 
eligible for funding under this priority:
    Up to ten (10) points based on the extent to which institutions of 
higher education successfully recruit and prepare individuals with 
disabilities and individuals from groups that are underrepresented in 
the profession for which they are preparing individuals.
    Therefore, for purposes of these competitive preferences, 
applicants can be awarded up to a total of 10 points in addition to 
those awarded under the published selection criteria for this priority. 
That is, an applicant meeting these competitive preferences could earn 
a maximum total of 110 points.
    Project Period: Up to 48 months.

Absolute Priority 3--Preparation of Personnel in Minority Institutions 
(84.325E)

    This priority supports awards to IHEs with minority student 
enrollments of at least 25 percent, including Historically Black 
Colleges and Universities, for the purpose of preparing personnel to 
work with children with disabilities.
    This priority supports projects that provide preservice preparation 
of special educators, early intervention personnel, and related 
services personnel at the associate, baccalaureate, master's, 
specialist, doctoral, or post-doctoral level.
    A preservice program is a program that leads toward a degree, 
certification, professional license or endorsement (or its equivalent), 
and may include the preparation of currently employed personnel who are 
seeking additional degrees, certifications, endorsements, or licenses.
    Applicants may propose to prepare one or more of the following 
types of personnel:
    (a) Special educators, including early childhood, speech and 
language, adapted physical education, and assistive technology, and 
paraprofessional personnel who work with children with disabilities;
    (b) Related services personnel who provide developmental, 
corrective, and other support services (such as psychological, 
occupational or physical and recreational therapy) to children with 
disabilities. Comprehensive programs and specialty components within a 
broader discipline that are designed to prepare personnel for work with 
children with disabilities, may be supported. For the purpose of this 
priority, eligible related services providers do not include 
physicians; or
    (c) Early intervention personnel who serve children birth through 
age 2 (until the third birthday) and their families. Early intervention 
personnel include persons who train, or serve as consultants to, 
service providers and service coordinators.
    Projects funded under this absolute priority must--
    (a) Use curricula and pedagogy that are shown to be effective as 
demonstrated through scientifically based research in order to prepare

[[Page 78434]]

personnel equipped to improve outcomes for students with disabilities 
and to foster access to and achievement in the general education 
curriculum where appropriate;
    (b) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program.
    (c) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of appropriate personnel who share 
responsibility for providing effective services to children with 
disabilities;
    (d) Prepare personnel to address the specialized needs of children 
with disabilities from diverse cultural and language backgrounds by--
    (1) Determining the competencies needed for personnel to work 
effectively with culturally and linguistically diverse populations; and
    (2) Infusing those competencies into early intervention, special 
education, and related services training programs;
    (e) Develop or improve and implement mutually beneficial 
partnerships between training programs and schools to promote 
continuous improvement in preparation programs and in service delivery;
    (f) If field-based training is provided, include field-based 
training opportunities for students in schools and other diverse 
settings including schools and settings in high poverty communities;
    (g) Employ effective strategies for recruiting students from 
culturally and linguistically diverse populations; and
    (h) Provide student support systems (including tutors, mentors, and 
other innovative practices) to enhance student retention and success in 
the program.
    (i) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high quality services that result in improved outcomes for 
children with disabilities. Communicate the results of this evaluation 
process to OSEP in required annual performance reports and the final 
performance report;
    (j) Describe how the proposed training program is aligned with 
State learning standards for children; and
    (k) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (b) of this section of the 
priority
    To be considered for an award, an applicant must satisfy the 
following requirements contained in section 673(f)-(i) of IDEA and 34 
CFR part 304--
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that each State needs personnel in the area 
or areas in which the applicant proposes to provide preparation, as 
identified in the State's comprehensive systems of personnel 
development under Parts B and C of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more SEAs or, if appropriate, lead agencies for providing early 
intervention services, to plan, carry out, and monitor the project;
    (c) Provide letters from one or more States specifying that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities or serving infants and toddlers with 
disabilities;
    (d) Meet State and professionally recognized standards for the 
preparation of special education, related services, or early 
intervention personnel, if the purpose of the project is to assist 
personnel in obtaining degrees;
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(1) of IDEA and the regulations in 34 CFR part 304. 
Applicants must describe how they will inform scholarship recipients of 
this service obligation requirement; and
    (f) As authorized under section 673(i) of IDEA and Sec.  304.20 of 
the regulations, use at least 55 percent of the total requested budget 
for student scholarships or provide sufficient justification for any 
designation less than 55 percent of the total requested budget for 
student scholarships.
    Sufficient justification for proposing less than 55 percent of the 
budget for student support would include activities such as program 
development, expansion of a program, or the addition of a new emphasis 
area. Examples include the following:
    [sbull] A project that is starting a new program may request up to 
a year for program development and capacity building. In the initial 
project year, no student support would be required. Instead, a project 
could hire a new faculty member, or a consultant to assist in program 
development.
    [sbull] A project that is proposing to build capacity may hire a 
field supervisor so that additional students can be trained.
    [sbull] A project that is expanding or adding a new emphasis area 
to the program may initially need additional faculty or other resources 
such as expert consultants, additional training supplies or equipment 
that would enhance the program.
    Projects that are funded to develop, expand, or to add a new 
emphasis area to special education or related services programs must 
provide information on how these new areas will be maintained once 
Federal funding ends.
Competitive Preferences
    Within this absolute priority, we will give the following 
competitive preference points under 34 CFR 75.105(c)(2)(i) to applicant 
institutions that are otherwise eligible for funding under this 
priority:
    Up to ten (10) points to applicant institutions that have not 
received a FY 2002 or FY 2003 award under the IDEA personnel 
preparation program.
    In addition, we will give the following competitive preference 
points under section 673(g)(3)(B) of IDEA and 34 CFR 75.105(c)(2)(i) to 
applicant institutions that are otherwise eligible for funding under 
this priority:
    Up to ten (10) points based on the extent to which IHEs 
successfully recruit and prepare individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals.
    Therefore, for purposes of these competitive preferences applicants 
can be awarded up to a total of 20 points in addition to those awarded 
under the published selection criteria for this priority. That is, an 
applicant meeting all of these competitive preferences could earn a 
maximum total of 120 points.
    Project Period: Up to 48 months.

Absolute Priority 4--Improving the Preparation of Personnel To Serve 
Children with High-Incidence Disabilities (84.325H)

Background
    State agencies, university training programs, local schools, and 
other community-based agencies and organizations confirm both the 
importance and the difficulty of improving training programs for 
personnel to serve children with high-incidence disabilities. 
Localities nationwide are experiencing chronic shortages of such 
personnel.
Priority
    Consistent with section 673(e) of IDEA, the purpose of this 
priority is to

[[Page 78435]]

develop or improve, and implement, programs that provide preservice 
preparation for special and regular education teachers and related 
services personnel in order to meet the diverse needs of children with 
high incidence disabilities and to enhance the supply of well-trained 
personnel to serve these children in areas of chronic shortage. For the 
purpose of this priority, the term high-incidence disability includes 
mild or moderate mental retardation, speech or language impairments, 
emotional disturbance, or specific learning disabilities. Training of 
early intervention personnel is addressed under the priority for the 
preparation of personnel to serve children with low-incidence 
disabilities (84.325A) and, therefore, is not included as part of this 
priority.
    A preservice program is a program that leads toward a degree, 
certification, professional license or endorsement (or its equivalent), 
and may include the preparation of currently employed personnel who are 
seeking additional degrees, certifications, endorsements, or licenses.
    Applicants may propose to prepare one or more of the following 
types of personnel:
    (a) Special educators, including early childhood, speech and 
language, adapted physical education, assistive technology, and 
paraprofessional personnel who work with children with high-incidence 
disabilities.
    (b) Related services personnel, who provide developmental, 
corrective, and other support services (such as psychological, 
occupational or physical and recreational therapy) to children with 
high-incidence disabilities. For the purpose of this priority, eligible 
related service providers do not include physicians. Comprehensive 
programs and specialty components within a broader discipline that are 
designed to prepare personnel to work with the high incidence 
population may be supported.
    Projects funded under this priority must--
    (a) Use curricula and pedagogy that are shown to be effective, as 
demonstrated through scientifically based research, in order to prepare 
personnel equipped to improve outcomes for students with disabilities;
    (b) Demonstrate how research-based curriculum and pedagogy are 
incorporated into training requirements and reflected in all relevant 
coursework for the proposed training program.
    (c) Offer integrated training and practice opportunities that will 
enhance the collaborative skills of personnel who share responsibility 
for providing effective services to children with high-incidence 
disabilities;
    (d) Prepare personnel to work with culturally and linguistically 
diverse populations by--
    (1) Determining the competencies needed for personnel to work 
effectively with students with high-incidence disabilities from 
culturally and linguistically diverse backgrounds; and
    (2) Infusing those competencies into special education or related 
services training;
    (e) Develop or improve and implement partnerships that are mutually 
beneficial to grantees and LEAs in order to promote continuous 
improvement of preparation programs; and
    (f) Include field-based training opportunities for students in 
diverse settings, including high poverty schools;
    (g) Provide clear, defensible research-based methods for evaluating 
the extent to which graduates of the training program are prepared to 
provide high quality services that result in improved outcomes for 
children with disabilities; Communicate the results of this evaluation 
process to OSEP in annual performance reports and the final performance 
report;
    (h) Describe how the proposed training program is aligned with 
State learning standards for children; and
    (i) Include, in the application Appendix, all course syllabi that 
are relevant to the training program proposed. Course syllabi must 
clearly reflect the incorporation of research-based curriculum and 
pedagogy as required under paragraph (b) of the requirements for 
projects funded under this priority.
    An applicant must satisfy the following requirements contained in 
section 673(f)-(i) of IDEA and 34 CFR part 304:
    (a) Demonstrate, with letters from one or more States that the 
project proposes to serve, that each State needs personnel in the area 
or areas in which the applicant proposes to provide preparation, as 
identified in the State's comprehensive systems of personnel 
development under Part B of IDEA;
    (b) Demonstrate that it has engaged in a cooperative effort with 
one or more State educational agencies to plan, carry out, and monitor 
the project;
    (c) Provide letters from one or more States stating that they 
intend to accept successful completion of the proposed personnel 
preparation program as meeting State personnel standards for serving 
children with disabilities;
    (d) Meet State and professionally recognized standards for the 
preparation of special education and related services personnel;
    (e) Ensure that individuals who receive financial assistance under 
the proposed project will meet the service obligation requirements, or 
repay all or part of the cost of that assistance, in accordance with 
section 673(h)(1) of IDEA and the regulations in 34 CFR part 304. 
Applicants must describe how they will inform scholarship recipients of 
this service obligation requirement; and
    (f) As authorized under section 673(i) of IDEA and Sec.  304.20 of 
the regulations, use at least 65 percent of the total requested budget 
for student scholarships.
Competitive Preferences
    Within this absolute priority we will give the following 
competitive preference points under section 673(g)(3)(B) of IDEA and 34 
CFR 75.105(c)(2)(i) to applications that are otherwise eligible for 
funding under this priority.
    Up to ten (10) points based on the extent to which IHEs 
successfully recruit and prepare individuals with disabilities and 
individuals from groups that are underrepresented in the profession for 
which they are preparing individuals.
    Therefore, for the purpose of this competitive preference, 
applicants can be awarded up to a total of 10 points in addition to 
those awarded under the published selection criteria for this priority. 
That is, an applicant meeting this competitive preference could earn a 
maximum total of 110 points.
    Project Period: Up to 48 months.

Special Education-Technology and Media Services for Individuals With 
Disabilities [CFDA Number 84.327]

    Purpose of Program: To: (1) Improve results for children with 
disabilities by promoting the development, demonstration, and use of 
technology; (2) support educational media activities designed to be of 
educational value to children with disabilities; and (3) provide 
support for some captioning, video description, and cultural 
activities.
    This priority focuses on the use of technology.
    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 for this 
priority are chosen from the EDGAR general selection criteria in 34 CFR 
75.210. The specific selection criteria for this priority are included 
in the application package for this competition.


[[Page 78436]]


    Note: The regulations in 34 CFR part 86 apply to IHEs only.


    Eligible Applicants: State and local educational agencies; IHEs; 
other public agencies; nonprofit private organizations; outlying areas; 
freely associated States; Indian tribes or tribal organizations; and 
for-profit organizations.

Priority

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

Absolute Priority 1--Steppingstones of Technology Innovation for 
Students With Disabilities (84.327A).

    The purpose of this priority is to support projects that--
    (a) Develop a technology-based approach for achieving one or more 
of the following purposes for early intervention, preschool, 
elementary, middle school, or high school students with disabilities: 
(1) Improving the results of education or early intervention; (2) 
improving access to and participation in the general curriculum, or 
developmentally appropriate activities for preschool children; and (3) 
improving accountability and participation in educational reform. The 
technology-based approach must be an innovative combination of a new 
technology and additional materials and methodologies that enable the 
technology to improve educational or early intervention results for 
children with disabilities;
    (b) Justify the approach on the basis of scientifically rigorous 
research or theory that supports the effectiveness of the technology-
based approach for achieving one or more of the purposes presented in 
paragraph (a);
    (c) Clearly identify and conduct work in ONE of the following 
phases:
    (1) Phase 1--Development: Projects funded under Phase 1 must 
develop and refine a technology-based approach, and test its 
feasibility for use with students with disabilities. Activities may 
include development, adaptation, and refinement of technology, 
curriculum materials, or instructional methodologies. Activities must 
include formative evaluation. The primary product of Phase 1 should be 
a promising technology-based approach that is suitable for field-based 
evaluation of effectiveness in improving results for children with 
disabilities.
    (2) Phase 2--Research on Effectiveness: Projects funded under Phase 
2 must select a promising technology-based approach that has been 
developed and tested in a manner consistent with Phase 1, and subject 
the approach to rigorous field-based research and evaluation to 
determine effectiveness and feasibility in educational or early 
intervention settings. Approaches studied in Phase 2 may have been 
developed with previous funding under this priority or with funding 
from other sources. Products of Phase 2 include a further refinement 
and description of the technology-based approach, and sound evidence 
that, in a defined range of real world contexts, the approach can be 
effective in achieving one or more of the purposes presented in 
paragraph (a) of this priority.
    (3) Phase 3--Research on Implementation: Projects funded under 
Phase 3 must select a technology-based approach that has been evaluated 
for effectiveness and feasibility in a manner consistent with Phase 2. 
Projects must study the implementation of the approach in multiple, 
complex settings to acquire an improved understanding of the range of 
contexts in which the approach can be used effectively, and the factors 
that determine the effectiveness and sustainability of the approach in 
this range of contexts.
    Approaches studied in Phase 3 may have been developed, tested, 
researched, and evaluated with previous funding under this priority or 
with funding from other sources. Factors to be studied in Phase 3 
include factors related to the technology, materials, and methodologies 
that constitute the technology-based approach. Also to be studied in 
Phase 3 are contextual factors associated with students, teacher 
attitudes and skills, physical setting, curricular and instructional or 
early intervention approaches, resources, professional development, 
policy supports, etc.
    Phases 2 and 3 can be contrasted as follows: Phase 2 studies the 
effectiveness the approach can have, while Phase 3 studies the 
effectiveness the approach is likely to have in sustained use in a 
range of typical educational settings. The primary product of Phase 3 
should be a set of research findings that provide evidence of improved 
results for children with disabilities and that can be used to guide 
dissemination and utilization of the technology-based approach;
    (d) In addition to the annual two-day Project Directors' meeting in 
Washington, DC mentioned in the ``General Requirements'' section of 
this notice, budget for another annual trip to Washington, DC to 
collaborate with the Federal project officer and the other projects 
funded under this priority, and to share information and discuss 
findings and methods of dissemination; and
    (e) Prepare products from the project in formats that are useful 
for specific audiences as appropriate, including parents, 
administrators, teachers, early intervention personnel, related 
services personnel, researchers, and individuals with disabilities.
    Within absolute priority 1, we intend to fund at least two projects 
focusing on technology-based approaches for children with disabilities, 
ages birth to 3.
    Project Period: We intend to fund at least three projects in each 
phase. Projects funded under Phase 1 will be funded for up to 24 
months. Projects funded under Phase 2 will be funded for up to 24 
months. Projects funded under Phase 3 will be funded for up to 36 
months.

Special Education--Training and Information for Parents of Children 
With Disabilities [CFDA Number 84.328]

    Purpose of Program: The purpose of this program is to ensure that 
parents of children with disabilities receive training and information 
to help improve results for their children.
    Eligible Applicants: Eligible applicants are local parent 
organizations. According to section 682(g) of IDEA, a parent 
organization is a private nonprofit organization (other than an 
institution of higher education) that:
    (a) Has a board of directors--
    (1) The parent and professional members of which are broadly 
representative of the population to be served;
    (2) The majority of whom are parents of children with disabilities; 
and
    (3) That includes individuals with disabilities and individuals 
working in the fields of special education, related services, and early 
intervention; or
    (b) Has a membership that represents the interests of individuals 
with disabilities and has established a special governing committee 
meeting the requirements for a board of directors in paragraph (a) and 
has a memorandum of understanding between this special governing 
committee and the board of directors of the organization that clearly 
outlines the relationship between the board and the committee and the 
decisionmaking responsibilities and authority of each.
    According to section 683(c) of IDEA, local parent organizations are 
parent organizations that must meet one of the following criteria--

[[Page 78437]]

    (a) Have a board of directors the majority of whom are from the 
community to be served; or
    (b) Have, as part of their mission, serving the interests of 
individuals with disabilities from that community; and have a special 
governing committee to administer the project, a majority of the 
members of which are individuals from that community.
    Examples of administrative responsibilities include controlling the 
use of the project funds, and hiring and managing project personnel.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, 97, 98, and 99; and (b) The selection criteria, chosen from 
the EDGAR general selection criteria in 34 CFR 75.210. The specific 
selection criteria for this priority are included in the application 
package for this competition.

Priority

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

Absolute Priority--Community Parent Resource Centers (84.328C)

Background
    The purpose of this priority is to support local parent 
organizations to operate community training and information centers 
that will help ensure that underserved parents of children with 
disabilities, including low-income parents, parents of children who are 
English language learners, and parents with disabilities in a 
community, have the training and information they need to enable them 
to participate effectively in helping their children with disabilities 
to--
    (a) Meet established developmental goals and, to the maximum extent 
possible, those challenging standards that have been established for 
all children; and
    (b) Be prepared to lead productive independent adult lives, to the 
maximum extent possible.
Priority
    Each community parent training and information center supported 
under this priority must--
    (a) Provide training and information that meets the training and 
information needs of parents of children with disabilities proposed to 
be served by the project, particularly underserved parents and parents 
of children who may be inappropriately identified;
    (b) Assist parents to understand the availability of, and how to 
effectively use, procedural safeguards under section 615 of IDEA, 
including encouraging the use, and explaining the benefits, of 
alternative methods of dispute resolution, such as the mediation 
process described in IDEA;
    (c) Serve the parents of infants, toddlers, and children with the 
full range of disabilities by assisting parents to--
    (1) Better understand the nature of their children's disabilities 
and their educational and developmental needs;
    (2) Communicate effectively with personnel responsible for 
providing special education, early intervention, and related services;
    (3) Participate in decisionmaking processes including State and 
local assessment, the development of individualized education programs 
and individualized family service plans;
    (4) Obtain appropriate information about the range of options, 
programs, services, and resources available to assist children with 
disabilities and their families;
    (5) Familiarize themselves with the provision of special education 
and related services in the areas they serve to help ensure that 
children with disabilities are receiving appropriate services;
    (6) Understand the provisions of IDEA and the No Child Left Behind 
Act of 2001 (NCLB) for the education of, and the provision of early 
intervention services designed to improve results for, children with 
disabilities; and
    (7) Participate in school reform activities;
    (d) Contract with the SEAs, if the State elects to contract with 
the community parent resource centers, for the purpose of meeting with 
parents who choose not to use the mediation process to encourage the 
use and explain the benefits of mediation, consistent with section 
615(e)(2)(B) and (D) of IDEA;
    (e) In order to serve parents and families of children with the 
full range of disabilities, network with appropriate clearinghouses, 
including organizations conducting national dissemination activities 
under section 685(d) of IDEA, and with other national, State, and local 
organizations and agencies, such as protection and advocacy agencies;
    (f) Establish cooperative partnerships with the parent training and 
information centers funded under section 682 of IDEA;
    (g) Be designed to meet the specific needs of families who 
experience significant isolation from available sources of information 
and support; and
    (h) Annually report to the Department on--
    (1) The number of parents to whom it provided information and 
training in the most recently concluded fiscal year, including 
demographic information about those parents served, and additional 
information regarding the unique needs and levels of service provided;
    (2) The effectiveness of strategies used to reach and serve 
parents, including underserved parents of children with disabilities, 
by providing evidence of how those parents were served effectively.
Competitive Preferences
    Within this absolute priority, we will give competitive preference 
to applications under 34 CFR 75.105(c)(2)(i) that meet one or more of 
the following priorities:
    (a) We will award 20 points to an application submitted by a local 
parent organization that has a board of directors, the majority of whom 
are parents of children with disabilities, from the community to be 
served.
    (b) We will award 5 points to an application that proposes to 
provide services to one or more Empowerment Zones or Enterprise 
Communities that are designated within the areas served by projects. To 
meet this priority an applicant must indicate that it will--
    (1)(i) Design a program that includes special activities focused on 
the unique needs of one or more Empowerment Zones or Enterprise 
Communities; or
    (ii) Devote a substantial portion of program resources to providing 
services within, or meeting the needs of residents of these zones and 
communities.
    (2) As appropriate, contribute to the strategic plan of the 
Empowerment Zones or Enterprise Communities and become an integral 
component of the Empowerment Zone or Enterprise Community activities.
    A list of areas that have been selected as Empowerment Zones or 
Enterprise Communities is included in the application package.
    Therefore, for purposes of these competitive preferences, 
applicants can be awarded up to a total of 25 points in addition to 
those awarded under the published selection criteria for this priority. 
That is, an applicant meeting all of these competitive preferences 
could earn a maximum total of 125 points.
    Project Period: Up to 36 months.

[[Page 78438]]



                                                      Individuals With Disabilities Education Act--Application Notice for Fiscal Year 2003
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                Maximum
                                      Applications  Application     Deadline for    Estimated    award                                                                         Page    Estimated
          CFDA No. and name             available     deadline   intergovernmental  available     (per       Estimated range of awards              Project period            limit    number of
                                                        date           review         funds      year)*                                                                                  awards
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
84.324B Student-Initiated Research      12/24/02      03/07/03        05/06/03       $240,000    $20,000  $14,122-$20,000................  Up to 12 mos...................         25         12
 Projects.
84.324C Field-Initiated Research        12/24/02      02/21/03        04/22/03      2,520,000    180,000  $177,318-$180,000..............  Up to 60 mos.**................         50         14
 Projects.
84.324M Model Demonstration Projects    12/24/02      03/14/03        05/13/03      2,450,000    175,000  $173,947-$175,000..............  Up to 48 mos...................         50         14
 for Children with Disabilities.
84.324N Initial Career Awards.......    12/24/02      02/14/03        04/15/03        300,000     75,000  $72,170-$75,000................  Up to 36 mos...................         30          4
84.324R Outreach Projects for           12/24/02      03/28/03        05/27/03      2,450,000    175,000  $168,690-$175,000..............  Up to 36 mos...................         50         14
 Children with Disabilities.
84.325A Preparation of Special          12/24/02      02/14/03        04/15/03      5,000,000    250,000  $150,000-$250,000..............  Up to 60 mos...................         50         20
 Education, Related Services, and
 Early Intervention Personnel to
 Serve Infants, Toddlers, and
 Children with Low-Incidence
 Disabilities.
84.325D Preparation of Leadership       12/24/02      02/07/03        04/08/03      3,500,000    200,000  $171,969-$200,000..............  Up to 48 mos...................         50         18
 Personnel.
84.325E Preparation of Personnel in     12/24/02      03/21/03        05/20/03      3,000,000    200,000  $186,234-$200,000..............  Up to 48 mos...................         50         15
 Minority Institutions.
84.325H Improving the Preparation of    12/24/02      02/28/03        04/29/03      5,700,000    200,000  $163,848-$200,000..............  Up to 48 mos...................         50         28
 Personnel to Serve Children with
 High-Incidence Disabilities.
84.327A Steppingstones of Technology    12/24/02      02/07/03        04/08/03      2,900,000  .........  ...............................  ...............................  .........         14
 Innovation for Students with
 Disabilities.
    Phase 1 and 2...................  ............  ...........  .................  .........    200,000  $196,946-$300,000..............  Up to 24 mos...................         50  .........
    Phase 3.........................  ............  ...........  .................  .........    300,000  ...............................  Up to 36 mos...................         50  .........
84.328C Community Parent Resource       12/24/02      02/07/03        04/08/03      1,000,000    100,000  $99,000-$100,000...............  Up to 36 mos...................         30         10
 Centers.
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* We will reject any application that proposes a budget exceeding the maximum award (exclusive of any matching funds required in CFDA 84.324M and CFDA 84.324R) for a single budget period of 12
  months.
** See PROJECT PERIOD section of priority for additional information.
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. Individuals 
who use a telecommunications device for the deaf (TDD) may call (toll 
free) 1-877-576-7734.
    You may also contact Ed Pubs via its Web site: http://www.ed.gov/pubs/edpubs.html. or you may contact ED Pubs at its e-mail address: 
[email protected].
    If you request an application from ED Pubs, be sure to identify the 
competition by the appropriate CFDA number.

FOR FURTHER INFORMATION CONTACT: If you want an 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) 205-8207.
    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 Register, in text or Adobe 
Portable Document Format (PDF) on the internet at the following site: 
http://www.ed.gov/legislation/FedRegister. To use PDF you must have 
Adobe Acrobat Reader, which is available free at this site. If you have 
questions about using PDF, call the U.S. Government Printing Office 
(GPO), toll free, at 1-888-293-6498; or in the Washington, DC, area at 
(202) 512-1530.

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


    Program Authority: 20 U.S.C. 1405, 1461, 1471, 1472, 1473, 1481, 
1482, and 1483.
    Dated: December 17, 2002.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 02-32273 Filed 12-23-02; 8:45 am]
BILLING CODE 4000-01-P