[Federal Register Volume 68, Number 139 (Monday, July 21, 2003)]
[Notices]
[Pages 43262-43270]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 03-18485]



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Part II





Department of Education





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Office of Special Education and Rehabilitative Services; Notice

  Federal Register / Vol. 68, No. 139 / Monday, July 21, 2003 / 
Notices  

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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services

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 three programs authorized under part D, subpart 2 of 
the Individuals with Disabilities Education Act, as amended. The three 
programs are: (1) Special Education--Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities (4 priorities); (2) Special Education--Technology and 
Media Services for Individuals with Disabilities (1 priority) and (3) 
Special Education--Training and Information for Parents of Children 
with Disabilities (1 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 public comment requirements 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 (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 three programs in this announcement: Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities--CFDA 84.326, Technology and Media Services 
for Individuals with Disabilities--CFDA 84.327, 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 three programs in this notice, 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-Appliyation). 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 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 may submit all documents electronically, including the 
Application for Federal Education 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 after submitting your electronic 
application, fax a signed copy of the Application for Federal Education 
Assistance (ED 424) to the Application Control Center after following 
these steps:
    1. Print ED 424 from e-Application.
    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 the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities Program, the Technology and Media

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Services for Individuals with Disabilities Program, or the Training and 
Information for Parents of Children with Disabilities Program 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 by 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 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 person 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 the Technical 
Assistance and Dissemination to Improve Services and Results for 
Children with Disabilities Program, the Technology and Media Services 
for Individuals with Disabilities Program, or the Training and 
Information for Parents of Children with Disabilities Program at: 
http://e-grants.ed.gov.
    We have included additional information about the e-Application 
pilot project (see Parity Guidelines between Paper and Electronic 
Applications) in the application packages.

Special Education--Technical Assistance and Dissemination to Improve 
Services and Results for Children with Disabilities [CFDA Number 
84.326]

    Purpose of Program: The purpose of this program is to provide 
technical assistance and information--through such mechanisms as 
institutes, regional resource centers, clearinghouses, and programs 
that support States and local entities in building capacity--to (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.
    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.
    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 these competitions are included in the 
application package for these competitions.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    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--Absolute Priority 1--The IDEA Partnership Project 
(84.326A)

Background
    In 1998 the Department of Education, Office of Special Education 
Programs (OSEP), funded four projects to support partnerships among 
national associations and membership organizations so that they could 
contribute to the successful implementation of the Individuals with 
Disabilities Education Act (IDEA) Amendments of 1997 by making 
available accurate information on the statute, as well as research-
based practices for implementing the statute, to their grass-roots 
constituencies. Partnerships were funded to meet the needs of four 
audiences: (1) Families and advocates, (2) policymakers, (3) service 
providers, and (4) local-level administrators.
    Over the last four and a half years, these four projects have made 
considerable progress building trust between the participating 
organizations and creating an infrastructure by which member 
organizations within individual projects could collaborate, share 
information, and develop activities and products to meet the needs of 
their constituencies. In addition, through the Partnership Projects' 
Coordinating Committee, cross-partnership collaborations were initiated 
that allowed the various constituency groups to share their 
perspectives and to gain insights on the perspectives of others. This 
cross-stakeholder communication is essential to successfully address 
the complex challenges associated with the implementation of both IDEA 
and No Child Left Behind (NCLB).
Priority
    The purpose of this priority is to continue, and further focus, the 
work of the four Partnership Projects by supporting one partnership 
among national associations and membership organizations representing 
all four audiences: (1) Families, (2) policymakers, (3) service 
providers, and (4) local-level administrators. This partnership project 
must build upon the relationships and infrastructures created by the 
four previous partnerships, but must focus its work primarily on 
activities that are relevant across all four audiences. In addition, 
activities conducted by this project must be designed to move national-
level collaborations down to State and local levels.
    Like the previous four projects, this single partnership will be 
funded as a cooperative agreement, and must inform and provide support 
to its members in understanding IDEA, including Part C, and NCLB. The 
project must focus on the effect these two statutes have on the 
respective roles of its members in improving results for children with 
disabilities. The project must also provide opportunities for members 
to engage in meaningful dialogue and problem solving designed to 
improve the integration of regular and special education.
    Applicants may not make financial commitments to any associations 
or membership organizations in designing this application. These 
commitments will be negotiated during the first month of the award with 
final approval by OSEP. The project must:
    (a) Form a single partnership among national associations and 
membership organizations from both regular and special education to 
meet the collective needs of four audiences:
    (1) Policymakers (e.g., associations of chief State school 
officers, State boards of education, local school boards, State 
directors of special education, mental health, and children with 
special health care needs programs, deans of education and special 
education, department chairs at institutions of higher education, 
superintendents, governors, State legislators);
    (2) Service providers, (e.g., associations of regular and special 
education teachers, community-based

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providers, vocational educators, related service providers, 
paraprofessionals);
    (3) Local-level administrators (e.g., associations of elementary, 
middle, and secondary school principals; regular and special education 
administrators; and administrators of private schools); and
    (4) Families (e.g., associations of parents and family members of 
students in general, special education students, and infants with 
disabilities, and disability organizations representing individuals 
with disabilities).
    (b) Through the project director and other relevant staff of the 
partnership, collaborate with appropriate OSEP and other federally 
funded researchers and technical assistance providers, including the 
parent training and information centers. OSEP supports a number of 
research programs and technical assistance efforts that produce 
findings, information, instructional approaches, and products that 
could bear upon the successful implementation of IDEA. The project must 
also share information with the OSEP-funded Dissemination Center.
    (c) Include information in its application on an assessment it has 
conducted to identify the needs of partners regarding the 
implementation of IDEA, including Part C.
    (d) Establish an advisory panel that includes representation from 
each of its member organizations.
    (e) Report results of the needs assessment described in its 
application to the advisory panel during the first three months of the 
award.
    (f) Based on the results of the needs assessment, with input from 
the advisory panel, develop joint annual plans for training, technical 
assistance, dissemination, and outreach to reach the partners' grass 
roots constituencies in an efficient and timely manner. The plans, 
which must be submitted to OSEP for approval, must address:
    (l) How partners intend to reach members at both State and local 
levels;
    (2) How partners will implement research-based practices to 
effectively implement IDEA, including Part C, and NCLB;
    (3) How trainers, who are members of partner organizations, will be 
compensated for their training time;
    (4) How partners will use project funds to supplement their ongoing 
efforts to improve results for children with disabilities; and
    (5) How the project will leverage other resources to support 
planned activities.
    (g) Convene the advisory panel, at a minimum, on a semi-annual 
basis to assess the implementation of the plan.
    (h) With input from the advisory panel, develop strategies to 
address the fragmentation and facilitate the integration of regular and 
special education. Examples of such strategies could include, but are 
not limited to, technical assistance activities designed to help States 
and districts develop seamless accountability systems.
    (i) Create opportunities for the project's member organizations to 
engage in meaningful dialogue and problem solving designed to identify 
supports and impediments to improved results for children with 
disabilities. The project must develop strategies to eliminate the 
impediments.
    (j) Prior to developing any new product, whether paper or 
electronic, submit for approval a proposal describing the content and 
purpose of the product to OSEP's Dissemination Center for which OSEP 
plans to fund this year. However, product development is not a primary 
function of this project.
    (k) When OSEP has funded a technical assistance center in the 
content area of the proposed product, but no product currently exists 
that will meet the needs of the project's partners, work with that 
center to ensure that the content of the product is of the highest 
quality.
    (l) Before submitting a new product to OSEP's Dissemination Center 
for review, have that product thoroughly reviewed by individuals 
representing each of the four constituency groups represented in the 
partnership.
    (m) Review the new product for technical accuracy and clarity by 
vetting through an approach determined in consultation with OSEP.
    (n) Establish:
    (1) A toll free telephone number;
    (2) A Web site with links to other information and technical 
assistance providers;
    (3) A database of products and activities; and
    (4) Regular information updates to keep partner organizations 
abreast of new developments in the law.
    (o) Employ an information specialist to answer questions and mail 
materials upon request.
    (p) Make all information products accessible electronically and 
available in alternative formats.
    (q) Conduct an evaluation of project activities that is based on 
clear, measurable performance objectives that include measures of 
collaboration and, if possible, are clearly linked to improving 
results.
    (r) Conduct OSEP-specified technical assistance to States. This 
effort may include participation in: (1) Collaborative Web-based 
technical assistance activities, (2) coordination of and participation 
in State-to-State communities of practice, or (3) direct technical 
assistance to OSEP-specified States through partnerships between OSEP 
and selected States. Staff time and project resources dedicated to 
provide technical assistance to OSEP-specified States will be 
negotiated with OSEP as part of the cooperative agreement within 30 
days of the project award (OSEP anticipates that technical assistance 
to OSEP-specified States could average approximately $40,000 per year. 
Budgets should be developed with this in mind).
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 is making a positive 
contribution--and its strategies are demonstrating the potential for 
disseminating significant knowledge to State and local constituencies--
to improve collaboration and the implementation of IDEA; and
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved student outcomes.
Competitive Preference
    Within this absolute priority, we will give the following 
competitive preference points under 34 CFR 75.105(c)(2)(i) to 
applicants that are otherwise eligible for funding under this priority:
    Ten points will be awarded to any application that is submitted 
from a national association or national membership organization.
    Therefore, for purposes of this competitive preference applicants 
can be awarded 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 receive a maximum 
possible score of 110 points.

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Absolute Priority 2--National Center on Dispute Resolution (84.326D)

Background
    Alternative dispute resolution processes such as mediation 
represent a less costly means of resolving complaints than due process 
hearings, can help minimize adverse effects on a child's progress in 
school, and are more apt to foster positive relationships between 
families and educators than would litigation. In 1998 the Office of 
Special Education Programs (OSEP) funded a technical assistance center 
on alternative dispute resolution to give States assistance on 
mediation and other effective dispute resolution procedures that 
support the Individuals with Disabilities Education Act (IDEA). This 
priority follows up on the investment in this area to continue the work 
of the past five years. For further information on the past work in 
this area go to http://www.directionservice.org/cadre.
Priority
    This priority will support a cooperative agreement to continue a 
national technical assistance center to provide technical assistance on 
all dispute resolution and complaint management procedures.
    The Center's activities must include, but are not limited, to the 
following:
    (a) Providing technical assistance on dispute resolution and 
complaint management procedures to all States, outlying areas, Freely 
Associated States, the Bureau of Indian Affairs, and localities, as 
appropriate, as they implement early intervention services under Part C 
and educational and related services under Part B of the IDEA 
including, at a minimum, (1) Conducting annual needs assessments, (2) 
Developing technical assistance agreements for each entity, and (3) 
Providing focused technical assistance to States as requested by OSEP.
    (b) Conducting an annual survey of States to determine the current 
status of due process hearings and use of mediation and alternative 
dispute resolution. The project must:
    (i) Maintain a database for collecting and analyzing information 
from States on the use and outcomes of due process hearings, mediation, 
mediator training, and alternative dispute resolution procedures.
    (ii) Analyze the data and develop reports on trends and patterns 
related to the use of alternative dispute resolution and other topics 
as requested by OSEP.
    (c) Providing technical assistance to States based on needs 
identified in the annual needs assessments.
    (d) Establishing a mechanism for assessing and synthesizing the 
research base on alternative dispute resolution. A team of researchers 
must assist the Center in the analysis and synthesis of the current and 
emerging research on alternative dispute resolution.
    (e) Developing informational exchanges about dispute resolution 
procedures between the Center and other technical assistance and 
information dissemination systems.
    (f) Coordinating with the Parent Technical Assistance Projects to 
provide technical assistance to all OSEP-funded parent training and 
information centers and community parent resource centers on dispute 
resolution procedures. Evidence of coordination and proposed outcomes 
of the coordination must be reported to the Federal project officer.
    (g) Coordinating with the National Dissemination Center, which OSEP 
expects to fund this year, to ensure timely and accurate dissemination 
of dispute resolution information. Evidence of coordination and 
proposed outcomes of the coordination must be reported to the Federal 
project officer.
    (h) Collaborating and communicating with other OSEP-funded projects 
such as the Regional Resource Centers, the IDEA Partnership Project, 
Project Forum, the Access Center, the National Early Childhood 
Technical Assistance Center and other projects as appropriate. Evidence 
of collaboration and proposed outcomes of the collaboration must be 
reported to the Federal project officer.
    (i) Maintaining a Web site with relevant information available in 
both English and Spanish and accessible to individuals with 
disabilities.
    (j) Conducting biennial symposia that identify the unique features 
of alternative dispute resolution procedures, the strengths of the 
procedures, potential application of the procedures, and related issues 
as requested by OSEP.
    (k) Preparing and disseminating reports and documents on 
alternative dispute resolution and related topics as requested by OSEP.
    (l) Developing partnerships with relevant programs and 
organizations to assist with long-term implementation of alternative 
dispute resolution procedures. At a minimum, partners shall include 
State Improvement grantees, General Supervision Enhancement grantees, 
and the National Center for Special Education Accountability 
Monitoring.
    The Center must also:
    (a) Prior to developing any new product, whether paper or 
electronic, submit for approval a proposal describing the content and 
purpose of the product to the document review board of the National 
Dissemination Center.
    (b) Provide OSEP-specified technical assistance to States. This 
effort may include the following: (1) Collaborative Web-based technical 
assistance activities, (2) coordination of and participation in State-
to-State communities of practice, and (3) direct technical assistance 
to OSEP-specified States through partnerships between OSEP and selected 
States. The Center must plan for assistance to three OSEP identified 
States per year.

    Note:
    Staff time and project resources dedicated to provide technical 
assistance to OSEP-specified States will be negotiated with OSEP as 
part of the cooperative agreement within 30 days of the project 
award (OSEP anticipates that technical assistance to OSEP-specified 
States could average approximately $40,000 per year. Budgets should 
be developed with this in mind).

    (c) Establish, maintain, and meet at least annually with an 
advisory group of persons with complementary expertise on alternative 
dispute resolution procedures to advise the Center on its technical 
assistance activities.
    (d) Fund as project assistants three doctoral students per year who 
have concentrations in relevant topics such as special education or 
conflict resolution.
    (e) Evaluate annually the impact of the Center's technical 
assistance system and its components relative to (1) meeting the 
assessed needs of States and jurisdictions, (2) meeting the needs of 
parents, and (3) linkages with other technical assistance and 
information dissemination systems. The Center must report its 
evaluation findings annually to the Federal project officer.
    (f) Maintain communication with the Federal project officer through 
monthly phone conversations and e-mail communication as needed. The 
Center must submit annual performance reports and provide additional 
written materials as needed for the Federal project officer to monitor 
the Center's work.
    (g) In addition to the 2-day Project Directors' meeting listed in 
the General Requirements section of this notice, budget for an 
additional annual 2-day project meeting to attend the Research Project 
Directors' meeting; two 2-day annual planning meetings; and at least 
eight 2-day trips annually as requested by OSEP such as Department 
briefings, Department-sponsored conferences, and other events.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the

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Secretary will consider the requirements of 34 CFR 75.253(a), and in 
addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary which review will be conducted during the 
last half of the project's second year in Washington, DC. Projects must 
budget for the travel associated with this 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 
Center; and
    (c) Evidence of the degree to which the Center's activities have 
contributed to a changed practice and improved student outcomes.

Absolute Priority 3--The National Coordination and Dissemination Center 
To Improve Strategies for the Recruitment and Retention of Qualified 
Personnel for Children With Disabilities (84.326P)

Background
    The National Commission on Teaching for America's Future (NCTAF) 
and the No Child Left Behind Act (NCLB) emphasize the importance of 
well-qualified teachers to ensuring student achievement. NCLB, in fact, 
defines what is required for a teacher to be ``highly qualified'' and 
establishes deadlines for the employment of highly qualified teachers.
    State reported data indicate persistent shortages of special 
education teachers including large numbers of vacant positions or 
positions filled by teachers who were not fully certified.
    The characteristics of children with disabilities have also 
changed, adding complexity to the task of providing appropriate 
services. There are more children who have entered life with marked 
disabilities, who are expected to continue to thrive, and who require 
interdisciplinary approaches that provide essential support. 
Additionally, the cultural and linguistic characteristics of the 
student population have changed significantly.
    In 1998, the Office of Special Education and Rehabilitation 
Services (OSERS) funded the National Clearinghouse on Careers and 
Professions Related to Early Intervention and Education for Children 
with Disabilities (Professions Clearinghouse). At one time, 
clearinghouses took the passive role of providing information to those 
who requested it, but as national needs changed, a more proactive 
approach was necessary. The Professions Clearinghouse took the first 
steps towards this approach by providing technical assistance to 
several States to help them improve their recruitment and retention 
plans, and targeting recruitment campaigns toward new populations of 
potential teachers and related services providers. These technical 
assistance and support activities need to be extended and additional 
creative strategies must be designed and implemented so that more 
highly qualified personnel are available to meet the needs of children 
with disabilities and their families.
Priority
    The purpose of this priority is to fund a cooperative agreement to 
support a national coordination and dissemination center to enhance the 
Nation's capacity to recruit, prepare, and retain a highly qualified, 
diverse work force of early intervention personnel, educators, and 
related service personnel to improve services and outcomes for infants, 
toddlers, and children with disabilities. To accomplish this objective, 
the Center must:
    (a) Conduct nationwide outreach activities to encourage 
individuals, including individuals with disabilities and individuals 
from diverse cultural and economic backgrounds, to pursue careers in 
early intervention, special education, and related services, including 
paraeducators and related services assistants. The Center must develop, 
implement and maintain comprehensive and coordinated communication 
campaigns that:
    (1) Utilize a wide range of media outlets; and
    (2) Are customized to attract individuals from culturally and 
economically diverse backgrounds, individuals with disabilities, and 
individuals across a broad age range including mid-career changers.
    (b) Assist individuals interested in pursuing a career in early 
intervention, special education, or related services by helping them to 
identify positions in high demand and providing information about 
specific training opportunities appropriate to their needs. The Center 
must:
    (1) Develop and regularly update information on ongoing and 
emerging areas of personnel need identified by States, LEAs, early 
intervention service providers, and other entities;
    (2) Develop and maintain a comprehensive, up-to-date, easily 
accessible, database of personnel preparation opportunities available 
across the country. This database must reflect the full range of 
preparation opportunities, including both traditional and alternative 
routes and both professional and paraprofessional programs;
    (3) Develop and regularly update information on available trainee 
financial support including ED-supported financial assistance, Federal 
loans, and other public and private sources of trainee support; and
    (4) Conduct broad-based outreach efforts and establish effective 
linkages with other information providers to ensure widespread use of 
the Center services by interested individuals, including individuals 
with disabilities as well as culturally and linguistically diverse 
individuals.
    (c) Provide assistance to State educational agencies (SEAs), local 
educational agencies (LEAs), institutions of higher education (IHEs), 
community colleges (CCs), agencies that administer IDEA Part C 
programs, and other appropriate entities by disseminating information 
that will help them to improve the quality of professionals and 
paraprofessionals who serve infants, toddlers, and children with 
disabilities, including children with limited English proficiency and 
children from culturally diverse backgrounds. The Center must:
    (1) Synthesize, and disseminate information on research-based 
approaches to professional preparation and career development for 
special education, related services, and early intervention personnel 
with a particular focus on evidence-based mentoring and induction 
strategies to promote personnel retention. In particular, in 
collaboration with the Urban Special Education Leadership 
Collaborative, the Center must coordinate activities with urban 
districts;
    (2) Disseminate information on national and State professional 
certification and licensure standards, with a particular focus on how 
standards are changing to reflect research-based knowledge and practice 
and new legal requirements such as those in the Elementary and 
Secondary Education Act;
    (3) Disseminate information on effective strategies for promoting 
the credentialing of currently practicing personnel who are less than 
fully qualified for their positions;
    (4) In collaboration with appropriate entities, develop and 
disseminate guidelines for instituting certification standards for 
paraeducators where such standards do not yet exist; and,
    (5) Develop and disseminate periodic highlights or reviews of 
pressing issues, trends, and emerging research regarding preparation 
and career development for early intervention, special education, and 
related services personnel.

[[Page 43267]]

    (d) Conduct timely updates of all Center information and databases 
to ensure that information disseminated is accurate and current.
    (e) Establish diverse advisory groups to provide recommendations to 
the Center relative to the activities or products described above and 
to ensure that all constituency needs are met.
    (f) Employ effective technology and multiple strategies of 
communication for receiving and disseminating current information and 
research-based practices including, but not limited to, the 
establishment and maintenance of an easily accessible, user-friendly 
Web site that ensures seamless links to and from other relevant data 
and information sources. The Web site must address early intervention 
and special education professions, including paraeducators; related 
services careers, including related services assistants; preparation 
programs across the country, including alternate route programs; 
research related to the special education workforce; and surveys and 
links to research relevant to developing and sustaining a diverse, 
qualified workforce including individuals with disabilities as well as 
individuals from culturally and linguistically diverse backgrounds.
    (g) Establish and maintain effective communication and 
collaboration with other OSERS-funded projects, such as the OSEP 
Regional Resource Centers, the IDEA partnership projects, parent 
information centers, the Center on Personnel Studies in Special 
Education (COPSSE), the Center for Early Intervention/Early Childhood 
Special Education Personnel Preparation, the IRIS Center, and other 
technical assistance and research projects as appropriate.
    (h) Conduct and participate in national and regional meetings 
including dissemination conferences, topical symposia and other 
meetings on recruitment and retention of qualified personnel as 
requested by OSEP.
    (i) Contract with a third party evaluator to develop and conduct a 
comprehensive system for evaluating all aspects of the Center's work. 
The evaluation design must include both formative evaluation elements 
to identify strategies for improving the Center's work and summative 
evaluation elements with clearly measurable outcome and impact data.
    (j) Submit for approval, prior to developing any new product, 
whether paper or electronic, a proposal describing the content and 
purpose of the product to the document review board of OSEP's 
Dissemination Center which OSEP expects to fund this year.
    (k) Provide OSEP-specified technical assistance to States. This 
effort may include participation in: (1) Collaborative Web-based 
technical assistance activities, (2) coordination of and participation 
in State-to-State communities of practice, and (3) direct technical 
assistance to OSEP-specified States through partnerships between OSEP 
and selected States. Staff time and project resources dedicated to 
provide technical assistance to OSEP-specified States will be 
negotiated with OSEP as part of the cooperative agreement within 30 
days of the project award (OSEP anticipates that technical assistance 
to OSEP-specified States could average approximately $40,000 per year. 
Budgets should be developed with this in mind).
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), and in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary which review will be conducted during the 
last half of the project's second year in Washington, DC. Projects must 
budget for the travel associated with this 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 
Center; and
    (c) Evidence of the degree to which the Center's activities have 
contributed to a changed practice and improved student outcomes.

Absolute Priority 4--Federal Resource Center for Special Education 
(84.326V)

Background
    In 1984 the Office of Special Education Programs (OSEP) established 
the Federal Resource Center for Special Education (FRC) as a mechanism 
for ensuring the organized and consistent provision of high quality 
technical assistance by the OSEP-funded Regional Resource Centers 
(RRCs). The FRC was designed to coordinate the work of RRCs, identify 
emerging issues and trends in special education, and assist in linking 
State-identified needs with appropriate technical assistance providers.
    Significant challenges are facing State and local educational 
agencies, such as: the need to meet the high standards established in 
the No Child Left Behind Act; a changing and more diverse population of 
children with disabilities; and persistent shortages in qualified and 
culturally competent personnel to serve these students. The FRC, 
through coordinating RRC technical assistance activities and 
initiatives, is designed to assist States to meet these challenges 
through strengthening their capacity to include all children with 
disabilities in high quality instruction that improves performance and 
prepares all children to leave school equipped for a meaningful life.
Priority
    This priority provides support for a cooperative agreement for a 
coordinating technical assistance center, which shall be called the 
Federal Resource Center (FRC). The purpose of the FRC is to: (1) Serve 
as a special education technical assistance center to align the work of 
the six RRCs with OSEP policy and strategic initiatives; (2) enhance 
each RRC's capacity to promote systems change initiatives in States 
through the provision of strategic training and professional 
development; (3) increase the depth and utility of information in 
ongoing and emerging areas of priority needs as identified by RRCs and 
OSEP; (4) support the RRCs' efforts to provide ongoing technical 
assistance to enhance States' participation in OSEP's Continuous 
Improvement and Focused Monitoring System (CIFMS); (5) ensure that the 
RRCs operate in a non-duplicative and efficient manner; and (6) assist 
with the provision of technical assistance and support to the State 
Improvement Grant (SIG) program.
    Specifically, the FRC project must:
    (a) Support the RRCs' efforts to promote improved results for 
children with disabilities in States, especially those with performance 
challenges identified through the CIFMS, by providing strategic 
training, professional development, and technical support. This effort 
must include: (1) Coordination of communities of practice that target 
State performance improvement areas identified through the CIFMS; and 
(2) facilitation of RRCs' technical assistance initiatives including 
the development of State performance measurement systems that use 
accurate, valid, and reliable data for program improvement and data-
based decisionmaking.
    (b) Coordinate RRCs' information services functions to ensure the 
provision of timely, relevant, and accurate information as requested by 
States and other entities. The Center must: (1) Consolidate the 
information services function previously maintained by each RRC by 
establishing centralized information services; and (2) consolidate 
individual RRC Web sites into a centralized Web site that will

[[Page 43268]]

ensure efficiency across the RRCs and avoid duplicative activities. 
This effort must include up to one year of planning and must be fully 
implemented within the next two years.
    (c) Develop and maintain mechanisms that support coordinated and 
non-redundant development and delivery of technical assistance by RRCs 
within the OSEP-funded technical assistance network. This effort must 
involve: (1) Facilitating current RRC topical workgroups, such as the 
workgroup on monitoring, to ensure the RRCs develop consistent 
technical assistance approaches; (2) coordinating with OSEP's 
Dissemination Center, which OSEP plans to fund this year, on product 
development and dissemination; and (3) proactively helping RRCs 
identify potential areas for collaboration with the National Center for 
Special Education Accountability Monitoring and other technical 
assistance centers, to support State improvement initiatives.
    (d) Maintain and enhance electronic linkages among RRCs. This must 
include the development, maintenance, and enhancement of listserves; 
the technical assistance information system (TAIS) of the RRCs; and 
other electronic mechanisms.
    (e) Coordinate the RRCs' professional development, including 
planning and conducting meetings for training and coordination 
activities among RRCs.
    (f) Provide technical assistance to the SIG program including: (1) 
Development and maintenance of a Web site; (2) development and 
maintenance of a listserve; (3) facilitation of information sharing 
among projects; (4) providing information, upon request, to individual 
projects; (5) coordination/support for the annual project directors' 
meeting; and (6) other assistance as determined by the Project Officer.
    (g) Provide support for the Annual OSEP Leadership Conference, the 
Annual Technical Assistance and Dissemination (TA&D) Conference, and 
other OSEP activities such as task forces and panels.
    (h) Promote improved results for children with disabilities by 
supporting the development of partnerships that link: (1) RRCs with 
parent organizations, especially the Parent Training and Information 
Centers (PTIs), the six Regional Parent Technical Assistance Centers, 
and the National Parent Technical Assistance Center, which OSEP plans 
to fund this year, in order to improve collaboration and coordination 
of effort between the RRCs and the PTIs; and (2) Department of 
Education and other government agency funded technical assistance and 
dissemination centers.
    (i) Regularly inform OSEP staff of the progress of initiatives that 
involve multiple RRCs.
    (j) Submit for approval to the Document Review Board of OSEP's 
Dissemination Center a proposal describing the content and purpose of 
any new paper or electronic product before developing the product.
    (k) Support OSEP-specified national initiatives by developing 
models to be used by RRCs for: (1) Development or enhancement of State 
and/or local operated technical assistance and dissemination (TA&D) 
structures that support the dissemination of scientifically based 
research and best practices; (2) development or enhancement of Web-
based technical assistance activities; (3) development or enhancement 
of systems change strategies; and (4) development or enhancement of 
State-to-State communities of practice.
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), and in addition--
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary which review will be conducted during the 
last half of the project's second year in Washington, DC. Projects must 
budget for the travel associated with this 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 
Center; and
    (c) Evidence of the degree to which the Center's activities have 
contributed to a changed practice and improved student outcomes.

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.
    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 competition are 
included in the application package for this competition.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    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--Research on Educational Captioning (84.327H)

    This priority supports innovative research on the use of various 
approaches to captioning in specific settings such as educational, 
recreational, or home settings. Research must study the educational 
effects of captioning on enhancing the reading or literacy skills of 
deaf and hard of hearing children in kindergarten through grade 12.
    Media and technologies explored or used by a project may include, 
but are not limited to (1) realtime captioning (remote or on-site); (2) 
voice writing; and (3) media and multi-media technologies such as 
interactive videodiscs, CD-ROMs, and DVDs.
    Projects must--
    (a) Identify specific approaches and settings that would be 
investigated;
    (b) Carry out the research within a conceptual framework that 
provides a basis for the strategies to be studied, the research design, 
and target population;
    (c) Conduct the research in realistic residential, inclusive 
schools, community, classroom, home, or other settings, as appropriate; 
and
    (d) Conduct the research using methodological procedures that will 
produce unambiguous findings regarding the effects of approaches and 
effects of the interaction among particular approaches, groups of 
children, and settings.

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

[[Page 43269]]

training and information to help improve results for their children.
    Eligible Applicants: Parent organizations, as defined in section 
682(g) of IDEA. In order to demonstrate its eligibility to receive a 
grant, an entity must demonstrate that it is a parent organization 
under this section. A parent organization is a private nonprofit 
organization (other than an institution of higher education) that:
    (a) Has a board of directors, the parent and professional members 
of which are broadly representative of the population to be served and 
the majority of whom are parents of children with disabilities, 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.
    In addition, any parent organization that establishes a special 
governing committee must demonstrate that the bylaws of its 
organization allow the governing committee to be responsible for 
operating the project (consistent with existing fiscal policies of its 
organization).
    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 competition 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--Parent Training and Information Center for Texas--
Region 2 (84.328M)
Background
    In Fiscal Year 2002, a competition was held for Parent Training and 
Information Centers that included awards for Texas. All of the awards 
made for Texas were made for a period of five years except for the 
award to serve Region 2 of the State. Because of the quality of 
applications to serve this region, an award was made for only one year. 
This priority provides for a competition to continue services in Region 
2 for an additional 4 years.
Priority
    The purpose of this priority is to support a Parent Training and 
Information Center in Texas--Region 2. A Parent Training and 
Information Center must--
    (a) Provide training and information that meets the training and 
information needs of parents of children with disabilities in the area 
served by the Center, particularly underserved parents and parents of 
children who may be inappropriately identified, including those who are 
not identified at all;
    (b) Assist parents to understand the availability of, and how to 
effectively use, procedural safeguards under 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;
    (d) Assist 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 and 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) Understand the provisions of IDEA for the education of, and the 
provision of early intervention services to, children with 
disabilities; and
    (6) Participate in school reform activities;
    (e) Contract with the State educational agency, if the State elects 
to contract with the Parent Training and Information Center, 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;
    (f) Establish cooperative relations with the Community Parent 
Resource Center or Centers in their State in accordance with section 
683(b)(3) of IDEA;
    (g) 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, 
that serve parents and families of children with the full range of 
disabilities;
    (h) Annually report to the Assistant Secretary on--
    (1) The number of parents to whom the Parent Training and 
Information Center provided information and training in the most 
recently concluded fiscal year, and
    (2) The effectiveness of strategies used to reach and serve 
parents, including underserved parents of children with disabilities; 
and
    (i) If there is more than one parent center in a particular State, 
coordinate its activities with the other center or centers to ensure 
the most effective assistance to parents in that State.
    An applicant must identify the strategies it will undertake--
    (a) To ensure that the needs for training and information for 
underserved parents of children with disabilities in the areas to be 
served are effectively met, particularly in underserved areas of the 
State; and
    (b) To work with the community-based organizations, particularly in 
the underserved areas of the State.
    A Parent Training and Information Center that receives assistance 
under this absolute priority may also conduct the following 
activities--
    (a) Provide information to teachers and other professionals who 
provide special education and related services to children with 
disabilities;
    (b) Assist students with disabilities to understand their rights 
and responsibilities on reaching the age of majority, as stated in 
section 615(m) of IDEA; and
    (c) Assist parents of children with disabilities to be informed 
participants in the development and implementation of the State 
improvement plan under IDEA.
    In addition to the annual Project Directors' meeting included in 
the ``General Requirements'' section of this notice, a project's budget 
must include funds to attend a regional Project Directors' meeting to 
be held each year of the project.
    Current funding levels and number of school age children were 
factors in determining the funding level for this grant. OSEP 
identifies the Regions in Texas by using the educational services 
breakdown operational within the State. Applications for this award 
will be accepted to fund one parent center in

[[Page 43270]]

Region 2 only. Region 2 includes the following counties: Aransas, 
Atascosa, Bandera, Bee, Boxer, Brezoria, Brooke, Calhoun, Cameron, 
Chambers, Colorado, Dewitt, Dimmit, Duval, Fort Bond, Frio, Galveston, 
Gollad, Harris, Hidalgo, Jackson, Jim Hogg, Jim Wells, Karnes, Kenedy, 
Kerr, Kinney, Kisberg, La Salle, Lavaca, Liberty, Live Oak, Malagorda, 
Maverik, McMullen, Medina, Nueces, Real, Refugio, San Patricio, Staarr, 
Uvalde, Victoria, Waller, Webb, Wharton, Wilson, Willsoy, Zapata, and 
Zavala.

                                   Individuals With Disabilities Education Act Application Notice for Fiscal Year 2003
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                Application     Deadline for     Estimated    Maximum award                                    Estimated
      CFDA number and name        Applications    deadline   intergovernmental   available        (per             Project period        Page  number of
                                    available       date           review          funds     year)[hairsp]*                             limit    awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.326A The IDEA Partnership          07/21/03     08/20/03        09/19/03      $2,000,000     $2,000,000   Up to 60 mos.............     70          1
 Project.
84.326D National Center on            07/21/03     08/20/03        09/19/03         500,000        500,000   Up to 60 mos.............     70          1
 Dispute Resolution.
84.326P The National                  07/21/03     08/20/03        09/19/03         500,000        500,000   Up to 60 mos.............     70          1
 Coordination and Dissemination
 Center to Improve Strategies
 for the Recruitment and
 Retention of Qualified
 Personnel for Children with
 Disabilities.
84.326V Federal Resource Center       07/21/03     08/20/03        09/19/03         800,000        800,000   Up to 60 mos.............     70          1
 for Special Education.
84.327H Research on Educational       07/21/03     08/20/03        09/19/03         360,000        180,000   Up to 36 mos.............     50          2
 Captioning.
84.328M Parent Training and           07/21/03     08/20/03        09/19/03         432,085        432,085   Up to 48 mos.............     50         1
 Information Center for Texas--
 Region 2.
--------------------------------------------------------------------------------------------------------------------------------------------------------
* 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. 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 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 /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 html.


    Program Authority: 20 U.S.C. 1405, 1461, 1485, and 1487.

    Dated: July 16, 2003.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 03-18485 Filed 7-18-03; 8:45 am]
BILLING CODE 4000-01-P