[Federal Register Volume 68, Number 144 (Monday, July 28, 2003)]
[Notices]
[Pages 44317-44328]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 03-19083]


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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Notice 
Inviting Applications for New Awards for Fiscal Year (FY) 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 three programs authorized under part D, subpart 2 of 
the Individuals with Disabilities Education Act, as amended (IDEA). The 
three programs are: (1) Special Education--Research and Innovation to 
Improve Services and Results for Children with Disabilities (2 
priorities); (2) Special Education--Technical Assistance and 
Dissemination to Improve Services and Results for Children with 
Disabilities (2 priorities); and (3) Special Education--Technology and 
Media Services for Individuals with Disabilities (3 priorities).
    Please note that significant dates for the availability and 
submission of applications, as well as important fiscal information, 
are listed in a table at the end of this notice.

Waiver of Rulemaking

    It is generally our practice to offer interested parties the 
opportunity to comment on proposed priorities. However, section 
661(e)(2) of IDEA makes the 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

[[Page 44318]]

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: Research 
and Innovation to Improve Services and Results for Children with 
Disabilities--CFDA 84.324, Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities--CFDA 
84.326, and Technology and Media Services for Individuals with 
Disabilities--CFDA 84.327, are included in the pilot project. If you 
are an applicant for a grant under any of the three programs, you may 
submit your application to us in either electronic or paper format.
    The pilot project involves the use of the Electronic Grant 
Application System (e-Application). 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 Research 
and Innovation to Improve Services and Results for Children with 
Disabilities Program, the Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities Program, or 
the Technology and Media Services for Individuals 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 Research 
and Innovation to Improve Services and Results for Children with 
Disabilities Program, the Technical Assistance and Dissemination to 
Improve Services and Results for Children with Disabilities Program, or 
the Technology and Media Services for Individuals 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.

[[Page 44319]]

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, 79, 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 these competitions will be provided in the application package for 
these competitions.


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


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

Priorities

    Under 34 CFR 75.105(c)(3), we consider only applications that meet 
one of the following priorities:
Absolute Priority 1--Research Validation and Implementation Project for 
Children Who Are Deaf-Blind (84.324D)
Background
    New evidence-based research findings, including those related to 
hearing impairment, visual impairment, and other disabilities, have not 
been rapidly or systematically applied to children who are deaf-blind. 
These children are at high risk for exclusion from evidence-based 
research practices that promote high student achievement.
Priority
    This priority supports a cooperative agreement to validate 
evidence-based research findings by translating those findings into 
procedures usable by personnel serving children who are deaf-blind, 
implementing new intervention procedures in home and community 
settings, and evaluating the effectiveness of the new procedures in 
meeting the early intervention and educational needs of children who 
are deaf-blind.
    Projects are expected to address one or more of the following areas 
of investigation: (a) Assessment of communication and cognitive 
development in infants, toddlers, and young children who are deaf-
blind; (b) improving communication and language development for 
children who are deaf-blind including alternative forms for those 
children who do not use signs or speech; (c) learning strategies that 
encourage systematic instruction with a clear focus on targeting 
specific educational outcomes and producing knowledge on how these 
outcomes are achieved and replicated; (d) use of innovative technology 
to increase access to education and enhance learner performance; (e) 
transition from school to work; and (f) improved strategies and models 
for the use of paraprofessionals, including the intervenor. An 
intervenor is a term used in the deaf-blind community to describe an 
individual who provides direct support for all or part of the 
instructional day to a student who is deaf-blind.
    The project must:
    (a) Form a consortium with one or more research institutions at 
other locations to (1) Validate new approaches with multiple children 
and in multiple settings and (2) replicate initial evaluation findings.
    (b) Identify specific research findings and the interventions or 
strategies based on those findings that will be implemented and 
evaluated;
    (c) Carry out the project activities within a conceptual framework 
that provides a basis for the areas of investigation, the interventions 
or strategies to be implemented and evaluated, the evaluation design, 
and the target population;
    (d) Produce a variety of descriptive and outcome data, including 
(1) Information regarding the settings, the service providers, the 
children, and if applicable, their families, targeted by the project 
(e.g., age, disabilities, skill and ability levels); and (2) multiple, 
performance outcome data regarding the children and families who are 
the focus of the interventions or strategies;
    (e) Address causal questions by employing randomized experimental 
designs, to the extent appropriate; and
    (f) Translate research findings into demonstrable practice that 
provides the informational bridge necessary to (1) Move research into 
practice, and (2) reduce lag time between research and implementing 
practice for children who are deaf-blind.
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. The 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; and
    (c) The degree to which the project's design and methodology 
demonstrate the potential for advancing significant new knowledge.
Absolute Priority 2--Center on Outcomes for Infants, Toddlers, and 
Preschoolers With Disabilities (84.324L)
Background
    The NCLB Act and the IDEA Amendments of 1997 emphasize 
accountability in improving results for children with disabilities. 
With the Administration's ``Good Start, Grow Smart'' early childhood 
initiative, programs serving young children such as Head Start, Early 
Head Start, and State-funded Pre-Kindergarten programs are beginning to 
develop standards, outcome measures, and accountability systems to 
track the progress of the children they serve.
    As part of this emphasis on accountability for results, reliable 
and valid outcome measures designed for young children with 
disabilities and their families must be developed and implemented.
Priority
    The purpose of this priority is to fund a cooperative agreement to 
support a center to provide national leadership in the development and 
use of outcome information by early intervention and preschool special 
education programs and personnel. This Center must identify current and 
best practices in measuring outcomes for children with disabilities 
birth through five years of age and their families, served under parts 
C and B of IDEA, including performance indicators and assessment 
methodologies. The Center must accomplish this mission through a 
combination of research, technical assistance, dissemination, 
collaboration, and other leadership functions.
    The Center's research activities must include, but are not limited 
to:

[[Page 44320]]

    (a) Conducting an annual survey of State educational agencies 
(SEAs), local educational agencies (LEAs), and part C Lead Agencies 
(LAs) to determine their current progress in identifying outcomes for 
children with disabilities birth through five years of age and their 
families, and in developing performance indicators and assessment 
methodologies to measure the progress of children birth through five 
years of age and their families served under IDEA (including 
determining the age range of the children in accountability systems and 
whether or not they are aligned with other accountability systems such 
as Head Start, State Pre-K, and K-12 accountability systems);
    (b) Evaluating State and local policies and practices to determine 
valid and technically adequate approaches to measuring the progress of 
young children with disabilities (in areas such as cognition, pre-
reading and language skills, communication, social-emotional 
development, adaptive/self-help skills, and physical development);
    (c) Conducting an annual review of State reports and parts C and B 
data to track the development of State parts C and B accountability 
systems and the status of State data systems;
    (d) Synthesizing research on relevant topics such as the technical 
adequacy of outcome measures for young children vis-a-vis the range of 
disabilities defined under IDEA; the variation of eligibility criteria 
for services among States; the measurement of satisfaction of parents 
regarding children's progress; the impact of families on children's 
outcomes; the methods for aggregating data from child and family 
measures for use at the local, State, and Federal level; and procedures 
for data analysis and reporting;
    (e) Conducting, collaborating in, or commissioning focused research 
studies on topics related to outcomes and measurement of the 
performance of programs serving young children with disabilities and 
their families, including work to ensure that technically adequate 
measures of outcomes for young children with disabilities are 
identified or developed; and
    (f) Conducting or commissioning a synthesis of the measures and 
approaches to measurement used for assessment of family outcomes, 
including work to ensure that technically adequate measures of outcomes 
for families are identified or developed.
    The Center's technical assistance and dissemination activities must 
include, but are not limited to:
    (a) Preparing and disseminating reports and documents on research 
findings and related topics;
    (b) Maintaining a world wide Web site with relevant information and 
documents in an accessible formats for individuals with disabilities;
    (c) Conducting national and regional meetings, in collaboration 
with other centers such as the National Early Childhood Technical 
Assistance Center, the Regional Resource Centers, and the National 
Center for Special Education Accountability Monitoring, and the 
national and regional parent technical assistance centers to assist 
part C lead agencies, SEAs, LEAs, and local agencies in working 
collaboratively with stakeholders to develop accountability systems to 
measure the progress of children birth through five served under IDEA.
    (d) Working directly with State educational agencies, local 
educational agencies, local agencies, and other stakeholders to develop 
and improve accountability systems to measure progress of children with 
disabilities, birth through five; and
    (e) Developing and applying strategies for dissemination of 
information to specific audiences, including teachers, service 
providers, families, administrators, policymakers, and researchers. 
Such strategies must involve collaboration with other technical 
assistance providers, organizations, and researchers as described 
below.
    The Center's collaboration and other leadership activities must 
include, but are not limited to:
    (a) Maintaining communication and collaboration with other 
technical assistance providers (including the National Early Childhood 
Technical Assistance Center, the Regional Resource Centers, the Federal 
Resource Center, the National Center for Special Education 
Accountability Monitoring, the National Center on Educational Outcomes, 
Parent Training and Information Centers, and others) and organizations 
(including the National Association of State Directors of Special 
Education, the Council for Exceptional Children, the Infant and Toddler 
Coordinator's Association, Council of Chief State School Officers, 
parent and disability organizations, and others), as well as technical 
assistance projects funded under Office of Elementary and Secondary 
Education and Head Start concerning the development of outcome measures 
for young children with disabilities and accountability-related 
activities;
    (b) Maintaining communication and collaboration with researchers 
(including researchers funded by the Institute of Education Sciences, 
the National Institute of Child Health and Human Development, the 
National Institute of Mental Health, and Administration for Children 
and Families) studying outcome measures for young children, 
accountability systems for programs serving young children, and related 
topics in order to promote the use of research findings and measures;
    (c) Working directly with State educational agencies, local 
educational agencies, local agencies, technical assistance providers, 
parent organizations, parent trainers, other relevant organizations, 
and researchers to build consensus among stakeholders on what is 
important to measure, how the measurement should be conducted, the 
importance of using outcome indicators in early intervention and 
preschool special education, and the selection of child outcomes and 
indicators and family outcomes and indicators. The strategies for 
developing measures should include broad stakeholder input as to what 
they are, and how they should be considered;
    (d) Convening conferences, at the request of OSEP, on topics 
related to the development of outcome measures and accountability 
systems for young children served under IDEA; and
    (e) Collaborating and coordinating with Head Start and regular 
early childhood programs.
    The Center must also:
    (a) Establish, maintain, and meet at least annually with an 
advisory committee consisting of representatives of State and local 
educational and part C lead agencies, individuals with disabilities, 
parents of children with disabilities, including parents of young 
children with disabilities, educators, service providers, professional 
organizations and advocacy groups, researchers, and other appropriate 
groups to review and advise on the Center's activities and plans. The 
committee membership must include individuals who are from communities 
representing rural, low-income, urban, and limited English proficient 
populations;
    (b) Establish, maintain, and meet at least annually with a 
technical workgroup consisting of SEA, LEA, and part C LA data 
specialists, researchers, and other appropriate individuals to advise 
on the Center's technical and research activities;
    (c) Fund as project assistants at least three doctoral students per 
year who have concentrations in relevant topics such as early childhood 
special education, early intervention,

[[Page 44321]]

assessment, educational policy, and administration;
    (d) In addition to the two-day Project Directors Meeting listed in 
the General Requirements section of this notice, budget for two 
additional two-day trips annually to Washington, DC, to attend an 
additional Project Director meeting and to attend an OSEP Leadership 
Conference; and one trip a month to attend appropriate meetings 
convened by the Department of Education, and other Centers and 
organizations.
Fourth and Fifth Years of Project
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a), 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;
    (c) The degree to which the project's design and methodology 
demonstrates the potential for advancing significant new knowledge; and
    (d) Evidence of the degree to which the project's activities have 
contributed to changed practice and improved outcomes for children with 
disabilities.

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 will be provided in the application package for these 
competitions.


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


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

Priorities

    Under 34 CFR 75.105(c)(3) we consider only applications that meet 
one of the following priorities:
Absolute Priority 1--National Dropout Prevention Center for Students 
With Disabilities (84.326Q)
Background
    The National Longitudinal Transition Study (NLTS) reported that 38 
percent of students with disabilities who left school did so by 
dropping out, 30 percent enrolled in high school but did not finish, 
and 8 percent dropped out before entering high school. In 1996, 
Blackorby and Wagner found the dropout rate for students with 
disabilities to be approximately twice that of regular education 
students. Through technical assistance that will lead to improved 
results for children with disabilities, this priority is expected to 
have a significant impact on dropout prevention, the improvement of 
educational services, and interagency coordination.
Priority
    The Secretary establishes an absolute priority for a cooperative 
agreement to support a National Dropout Prevention Center for Students 
with Disabilities to provide guidance and assistance to States, 
schools, families, agencies, and communities in designing, 
implementing, and evaluating effective comprehensive dropout prevention 
programs based on scientifically validated practices for students with 
disabilities. The Center will focus on two broad areas: (1) Prevention 
and Educational Programs, and (2) Reentry. The Center must address 
these areas through knowledge development activities and technical 
assistance and dissemination.
    Knowledge development activities of the Center must include, but 
are not limited to:
    (a) Conducting an annual survey of States to determine the current 
status of implementation of scientifically validated dropout prevention 
and educational and reentry programs and evaluating policies and 
practices that sustain or pose barriers to these interventions. Reentry 
program status must include information on service options such as the 
general education diploma (GED) participation, test accommodations on 
the GED, and adult education programs.
    (b) Contracting with the What Works Clearinghouse to identify 
effective exemplary programs for wide replication.
    (c) Organizing and synthesizing research, policy, and practice and 
advances in the two focus areas.
    Technical assistance and dissemination activities of the Center 
must include, but are not be limited to:
    (a) Responding to written and telephone inquiries with research-
validated information.
    (b) Collaborating with the National Center on Secondary Education 
and Transition and the Office of Special Education Programs (OSEP)-
supported Promoting What Works Synthesis Center on the preparation and 
dissemination of information materials designed to increase awareness 
of and the use of research-validated practices by a variety of 
audiences (e.g., educators, policy makers, service providers, families, 
community agencies).
    (c) Developing partnerships and communications around dropout 
issues with leaders and key stakeholders in special education and 
regular education, State and school level administrators, and consumer 
and advocacy organizations such as the Parent Training and Information 
Centers (PTIs).
    (d) Establishing a coordinated network of researchers, 
practitioners, policy makers, families, service providers, community 
agencies, business groups who will serve as resources to States in 
designing and implementing effective programs.
    (e) Providing for information exchanges between researchers and 
practitioners who direct effective model programs and those seeking to 
design, implement, or replicate these models. Information must be 
exchanged through a variety of methods, including a national forum 
during the first year, and a national forum in the fifth year. These 
exchanges must be designed to expand the coordinated interagency 
network, create a dialog about systemic

[[Page 44322]]

comprehensive services, develop awareness of the scientifically based 
practices in dropout prevention and education programming, and reentry. 
This forum must include exemplars and descriptions of model programs 
addressing the two focus areas.
    (f) Packaging a set of effective models that would permit others to 
replicate or implement effective practices that also include 
alternative approaches to delivery of effective services for students. 
The package must identify barriers and effective programming and 
suggest effective proven strategies for working with students with 
disabilities from low socio-economic backgrounds, speakers of English 
as a second language, those who become pregnant, and those who repeat a 
grade or more.
    (g) Developing and implementing strategic activities to provide 
technical assistance to States to assist them in the development of 
effective systems to address the dropout problem.
    (h) Coordinating with the OSEP contractor in working with States to 
improve data quality and analyze the approaches to assess the nature 
and extent of the problem.
    (i) Assisting States in developing model districts and school sites 
and help States replicate these models throughout the State.
    (j) Providing technical assistance to States focused on needs 
identified in the State survey and State's commitment to 
implementation.
    (k) Submitting for approval a proposal describing the content and 
purpose of any new product, whether paper or electronic, to the 
document review board of OSEP's newly funded Dissemination Center, for 
which OSEP expects to fund this year.
    (l) Providing 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 averaged approximately $40,000 per year. 
Budgets should be developed with this in mind).
    The Center must also:
    (a) Meet with the OSEP project officer in the first two months of 
the project to review and refine the strategic plan of technical 
assistance and dissemination approaches;
    (b) In addition to the two-day Project Director's Meeting listed in 
the general requirements section of this notice, budget for at least 
two annual planning meetings and eight two-day trips annually as 
requested by OSEP for Department briefings, Department sponsored 
conferences and other events.
    (c) 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 project Federal officer to monitor 
the Center's work.
    (d) Establish, maintain and meet at least biannually with an 
advisory committee consisting of representatives of State, local 
agencies, individuals with disabilities, persons from underrepresented 
populations, parent educators, professional organizations or advocacy 
groups, researchers, and other appropriate groups to review and advice 
the Center's activities and plans.
    (e) Conduct evaluations of its specific activities and of the 
overall impact of its work. The Center must report its evaluation 
findings annually to the Federal project officer.
    (f) Maintain a Web site with relevant information and documents in 
an accessible format with information available in both English and 
Spanish.
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 2--Center on Positive Behavioral Interventions and 
Supports (84.326S)
Background
    In 1998 the Office of Special Education Programs (OSEP) funded the 
establishment of the Center on Positive Behavioral Interventions and 
Supports. This targeted technical assistance effort was a response to 
the newly reauthorized IDEA, which specified the need for the 
Individualized Education Program teams to consider, when appropriate, 
positive behavioral interventions and supports and other strategies to 
address problem behavior. Based on a strong history of application of 
these practices to improve the behavior of primarily individual 
students with mental retardation, recent research and demonstration has 
focused on expanding these practices to groups of students, classrooms, 
schools, districts, and States, focusing on building infrastructures of 
support that ultimately improve the school environment and the overall 
quality of life for children with challenging behaviors.
    OSEP established this Center to give schools capacity-building 
information and technical assistance for identifying, adapting, and 
sustaining effective schoolwide disciplinary practices.
    The Center had two primary foci: (1) Broad dissemination to 
schools, families, and communities about a technology of schoolwide 
positive behavioral interventions and support and (2) Demonstrations at 
the levels of individual students, schools, districts, and States of 
the feasibility and effectiveness of schoolwide positive behavioral 
interventions and support. The follow-up investment in this area will 
continue the work of the past five years building on the emerging 
Positive Behavioral Support (PBS) Blueprint for Practice with an 
emphasis on building State and district level infrastructures of 
support to enable efficient and effective large scale implementation 
and sustainability of positive behavior support. For further 
information on the PBS Blueprint for Practice and the work of the past 
investment go to http://www.PBIS.org.
Priority
    This priority will support a cooperative agreement for a technical 
assistance center focusing on dissemination of research-based 
schoolwide practices, and systems of positive behavioral support that 
foster positive learning and teaching environments and support the 
large-scale implementation and sustainability of those practices for 
school-aged children. Positive behavioral support has been defined as a 
broad range of systematic and individualized strategies for achieving 
important social and learning outcomes while preventing problem 
behavior. The Center must engage in a variety of leadership and

[[Page 44323]]

technical assistance activities regarding positive behavioral supports 
and related topics such as: schoolwide discipline systems; classroom 
and nonclassroom management; individual student behavioral management; 
functional assessment-based behavioral support planning; social skills 
and self-management instruction; safe schools; discipline and 
behavioral support policy; and family, school, and community 
partnerships.
    The Center's knowledge development activities must include, but are 
not limited to, the following:
    (a) Conducting an annual survey of States to determine the current 
status of establishing Statewide infrastructures to support systems of 
positive behavioral support and evaluate any policies and practices 
that sustain or pose barriers to these systems.
    (b) Continuing documentation of the PBS practices by continued 
demonstrations across the continuum of primary, secondary, and tertiary 
interventions in elementary, middle, and high schools at the local 
level and system implementation at the district and State levels with 
particular emphasis on (1) Function-based support at the tertiary 
level; (2) district and State level implementation; (3) students in 
high schools; and (4) coordination with other agencies such as mental 
health and juvenile justice.
    (c) Establishing a mechanism for assessing and synthesizing the 
growing research base on positive behavioral support. This process 
should include the establishment of a network of researchers to assist 
the Center in the analysis and synthesis of the current and emerging 
research on PBS and other related topics.
    (d) Maintaining a database suitable for collecting and analyzing 
information from schools, districts and States on behavior measures 
such as office discipline referrals and other appropriate data to 
enable schools to make data-based decisions and track progress 
regarding PBS. The Center must have training and materials available to 
facilitate implementation of the data collection system at local sites. 
The Center will also be responsible for analysis of the data and 
producing reports on trends and patterns related to PBS and other 
topics as requested by OSEP such as analysis of urban and rural schools 
and overrepresentation issues.
    The Center's technical assistance activities must include, but are 
not limited to, the following:
    (a) Maintaining a user-friendly Web site with relevant information 
and documents in an accessible format with information available in 
both English and Spanish.
    (b) Working directly with States and school districts to (1) 
Improve systemic implementation of positive behavioral supports and (2) 
establish and maintain an evaluation system based on a standard 
protocol such as the school evaluation tool (SET, see http://
www.pbis.org) to measure progress of implementation. This work must 
also include a plan for the establishment of a cadre of national 
trainers and a system for communication and discussion among State 
implementation teams.
    (c) Conducting national and regional meetings including large-scale 
dissemination conferences, focused trainer forums, topical symposia and 
other meetings on PBS and related issues as requested by OSEP. At a 
minimum the Center must hold trainer forums every other year, a 
symposia in the off years and a national conference in year 5.
    (d) Preparing and disseminating reports and documents on positive 
behavioral support and other related topics such as those listed above 
including publications in peer-referred journals.
    (e) Developing and applying strategies for the dissemination of 
information to specific audiences including teachers, families, 
administrators, policymakers, and researchers. Such strategies must 
involve collaboration with other technical assistance providers, 
organizations and researchers as described above.
    (f) Developing partnerships with relevant programs and 
organizations to assist with the scale up and sustainability efforts. 
Partners are not limited to but must include national teacher 
organizations, school administrators, parent organizations, and teacher 
trainers.
    (g) Prior to developing any new product, whether paper or 
electronic, submitting for approval a proposal describing the content 
and purpose of any new product whether paper or electronic, to the 
document review board of OSEP's new Dissemination Center which OSEP 
expects to fund this year.
    (h) Providing 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).
    The Center must also:
    (a) Meet with the OSEP project officer and other appropriate staff 
in DC within the first two months of the project to clarify project 
activities and develop a strategic plan for technical assistance and 
dissemination.
    (b) 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.
    (c) Establish, maintain and meet at least annually with an advisory 
committee consisting of representatives of State or local agencies, 
individuals with disabilities, parent educators, professional 
organizations or advocacy groups, researchers and other appropriate 
groups to review and advise the Center's activities and plans.
    (d) Maintain communication and collaboration with other OSERS-
funded projects such as the OSEP Regional Resource Centers, the IDEA 
Partnership Project, the Parent Training and Information Centers and 
other parent projects, the National Institute on Disability and 
Rehabilitation Research's Research Training Center on PBS, other OSEP 
PBS projects, dissemination and synthesis projects, and other projects 
as appropriate.
    (e) Fund, as project assistants, three doctoral students per year 
who have concentrations in relevant topics such as special education or 
behavioral disorders.
    (f) Conduct evaluations of its specific activities and of the 
overall impact of its work. The Center must report its evaluation 
findings annually to the Federal project officer.
    (g) In addition to the two-day Project Meeting listed in the 
general requirements section of this notice, budget for an additional 
two-day project meeting to attend the Research Project Meeting and at 
least two annual planning meetings; and eight two-day trips annually as 
requested by OSEP to attend meetings such as Department briefings, 
Department-sponsored conferences; and other OSEP-requested activities.

[[Page 44324]]

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 these competitions will be provided in the 
application package for these competitions.


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


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

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 priorities:
Absolute Priority 1--Family Center on Technology and Disability 
(84.327F)
Background
    Parents and families play a critical role in obtaining the benefits 
of assistive technology for students with disabilities. Parents must 
often advocate for making assistive technology available to their 
children and can help in selecting, planning, and implementing 
assistive technology. Family support is often an important determinant 
of the success or failure of assistive technology.
    To fulfill these functions, parents and families must have up-to-
date information about various forms of assistive technology and the 
processes for obtaining assistive technology devices and services. 
Parents and families may need to learn skills in using technology and 
helping students with disabilities in its use.
    There is a national infrastructure of programs and organizations 
that can potentially address the assistive technology-related needs of 
parents and families. These include the Parent Training and Information 
Centers and the Community Parent Resource Centers funded by the Office 
of Special Education Programs (OSEP), disability and advocacy groups, 
professional associations, community groups, etc. However, these 
programs and organizations are often not adequately prepared to provide 
information and services related to assistive technology.
    Since 1998, OSEP has funded a center called the Family Center on 
Technology and Disability (FCTD) not to work directly with parents but 
instead to work with other relevant programs and organizations to 
improve the availability and quality of technology-related information 
and support to families of children with disabilities. Information 
about FCTD is available at the Center's Web site at: http://www.fctd.info. The contract supporting FCTD is currently scheduled to 
end in September 2003.
Priority
    The purpose of this priority is to support a cooperative agreement 
for a Center to improve the availability and quality of technology-
related information and support to families of children with 
disabilities. The Center's activities must include, but are not limited 
to:
    (a) Developing a strategic plan. The Center must review existing 
data and literature and develop a strategic plan for increasing the 
capacity of projects and organizations such as the Parent Training and 
Information Centers and the Community Parent Resource Centers funded by 
OSEP, disability and advocacy groups, professional associations, and 
community groups to meet the assistive technology needs of parents and 
families within the parameters of this priority. The purpose of this 
strategic plan is to integrate the Center's various activities, as 
described below, into a cohesive process for improving the capacity of 
projects and organizations to meet the assistive technology needs of 
parents and families.
    (b) Maintaining and expanding a broad-based network. The Center 
must retrieve all available information on network members from the 
current FCTD contractor and establish a database and communication 
system for maintaining the network. The Center must also establish and 
carry out a plan for identifying and recruiting as network members 
other relevant programs and organizations that can help to address the 
technology-related needs of parents and families of children with 
disabilities.
    (c) Providing information and support to the network. The Center 
must develop and carry out plans for providing network members with 
information and resources that will enable them to better meet the 
assistive technology needs of the parents and families with whom they 
work. The Center must develop and carry out plans for fostering 
communication and collaboration with and among the programs and 
organizations in the network to better meet the assistive technology 
needs of the parents and families. The Center must provide for 
information exchange through a newsletter.
    (d) Developing strategic responses to direct inquiries from parents 
and families. It is likely that the Center will receive inquiries about 
assistive technology directly from parents and families of children 
with disabilities, even though it is not intended to provide this type 
of direct assistance. The Center must develop a plan for referring 
these contacts to the appropriate members of the network, and for using 
them as an opportunity for developing the capacity of projects and 
organizations to respond to the needs expressed.
    (e) Collecting, revising, developing, and disseminating materials. 
The Center must retrieve the resource review database and materials 
collected by the current FCTD contractor and establish a searchable 
online database to continue making these reviews available to the 
public. The Center must continue to update and expand the resource 
review database by removing outdated

[[Page 44325]]

materials and adding new materials. The Center must, to the maximum 
extent possible, include high quality resources that are available free 
of charge and downloadable from the Internet. The Center must focus on 
materials that are useful in meeting the assistive technology needs of 
parents and families, and must avoid, to the maximum extent possible, 
duplicating the functions of other online resources such as 
assitivetech.net and abledata.com.
    (f) Participating in meetings, conferences, and events. The Center 
must participate in meetings, conferences, and other events to improve 
the capacity of other projects and organizations to meet assistive 
technology needs of parents and families. The Center's participation 
may include, but is not limited to, delivering presentations, 
exhibiting and demonstrating materials, conducting discussions, and 
participating in work groups.
    (g) Maintaining an accessible Web site. The Center must maintain an 
accessible site on the Web with information about the Center, the 
searchable resource review database, topical online discussions, links 
to other relevant sites, newsletters, and other resources.
    (h) Conducting evaluations. The Center must conduct evaluations of 
its activities to determine if it is meeting needs effectively and 
efficiently. The Center must report its evaluation findings annually to 
the Federal project officer.
    (i) Maintaining communication with the Federal project officer. The 
Center must conduct monthly phone conversations with the Federal 
project officer and must maintain 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.
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 2--Television Access (84.327J)
    This priority supports cooperative agreements to provide (1) 
Captioning of local news and public information television programs, 
and (2) captioning, description, or captioning and description of 
children's television programs. Only programs not previously captioned 
are eligible for funds for captioning under this activity. In awarding 
funds the Secretary will consider the extent to which the applicant or 
a third party shares in the cost of the project. Program hours or the 
costs of captioning associated with those programs that are funded by 
promotional billboards will not be considered as an in-kind cost, or a 
private sector match, for Federal funds.
    A project must do the following:
    (a) Include criteria for selecting programs that take into account 
the preference of educators, students, and parents; the diversity of 
the type of programming available; and the contribution of the 
programming to the general educational experience of students who have 
disabilities in the areas of vision or hearing.
    (b) Identify and support a consumer advisory group, including 
parents and educators, that would meet at least annually.
    (c) Use the expertise of this consumer advisory group to certify 
that each program captioned or described with project funds is 
educational, news, or informational programming.
    (d) Identify the extent to which the programming is widely 
available.
    (e) Identify the total number of program hours the project will 
make accessible and the cost per hour for description or captioning or 
both.
    (f) For each program to be described or captioned or both, identify 
the source of any private or other public support, and the projected 
dollar amount of that support, if any.
    (g) Demonstrate the willingness of program providers or owners of 
programs to permit and facilitate the description or captioning or both 
of their programs.
    (h) Provide assurances from program providers or owners of programs 
stating that programs made accessible under this project will air, and 
will continue to air, with descriptions or captions or both.
    (i) Implement procedures for monitoring the extent to which full 
accessibility is provided, and use this information to make refinements 
in project operations.
    (j) Identify the anticipated shelf-life and range of distribution 
of the captioned or described programs that is possible without further 
costs to the project beyond the initial captioning costs.
    An application may address only one type of the following 
programs--
    (1) Local News and Public Information Programs. The Secretary 
intends to fund projects that will increase the capacity of the 
television captioning industry to respond to demands for accurate real-
time captioning. To be funded a project must caption local news and 
public information programs using the real-time stenographic method 
preferred by consumers who are deaf or hard of hearing.
    (2) Accessible Children's Television Programs. The Secretary 
intends to fund projects that will describe and caption widely 
available educational, news, and informational programs for children 
shown on broadcast, satellite, or cable systems.
Competitive Preference Priority
    Within the Local News and Public Information Programs segment of 
this absolute priority, we award under 34 CFR 75.105(c)(2)(i) an 
additional 20 points to an application from an applicant that--
    (a) During fiscal year 2002, was not a grantee or a subcontractor 
of a grantee under the Technology and Media Services for Individuals 
with Disabilities program; and
    (b) Won't use a subcontractor who was a grantee or a subcontractor 
of a grantee under this program during fiscal year 2002.
    Thus, an applicant meeting this competitive preference could 
receive a maximum possible score of 120 points.

Fiscal Information

    Under this priority, we intend to make one or more awards in each 
of the two areas of activity identified.
Absolute Priority 3--Center on Technology and Standards-Based Reform 
for Students With Disabilities (84.327R)
    Standards-based reform is premised on a ``theory of action'' in 
which standards, assessments, and accountability lead to improved 
curriculum and clear expectations for students and schools, which in 
turn lead to professional development and

[[Page 44326]]

improved teaching, which ultimately lead to higher levels of student 
learning (Elmore and Rothman, Eds., 1999, available at http://www.nap.edu/catalog/9609.html). This theory suggests that for 
standards-based reform to benefit students with disabilities, certain 
conditions must be met. Among these are the following: (1) Assessments 
must be accessible and valid for the widest possible range of students 
with disabilities (with valid and reliable alternate assessments 
available for students with disabilities who cannot participate in 
general assessments); (2) Information on assessment results must be 
available to all appropriate parties in a timely fashion and must be 
applicable to instruction as well as to accountability; (3) Coherent 
standards-based instruction must be delivered, and student progress 
toward meeting standards must be monitored; (4) Principles of universal 
design must be applied to standards, assessments, curriculum, and 
instruction; and (5) Connections must be maintained between the 
components of the system, including standards, assessments, reporting, 
instructional planning, professional development, and instruction.
Priority
    This priority supports a cooperative agreement for a center to 
conduct research, synthesize research, collect information, disseminate 
information, and provide assistance to States (in collaboration with 
other assistance providers) on the use of technology to maximize the 
benefits of standards-based reform for students with disabilities. 
Technologies may include, but are not limited to, technology-based 
assessments, computerized curriculum-based measurement, technology-
based instruction, and technology-based systems for managing and 
analyzing information. The Center's work must address a range of the 
conditions necessary for standards-based reform to benefit students 
with disabilities as presented in the Background section of this 
priority, as well as other important conditions that become apparent 
during the course of the project.
    The Center's activities must include, but are not limited to:
    (a) Conducting research syntheses and needs assessments. The Center 
must conduct needs assessments through such means as stakeholder focus 
groups that include parents, individuals with disabilities, and others; 
analyze current State efforts and currently available products and 
approaches; and synthesize research relevant to the use of technology 
to increase the benefits of standards-based reform for students with 
disabilities. The products of these activities must be disseminated by 
means of the Web site discussed in paragraph (f) of this section.
    (b) Developing and implementing a strategic plan. Based on its 
needs assessments, analyses of State efforts, and research syntheses, 
the Center must develop a strategic plan that integrates its activities 
in research, research synthesis, information collection, dissemination, 
and assistance to States. The goal of the strategic plan is to ensure 
that the Center's efforts are coherent, targeted at high-priority 
needs, and likely to have widespread positive effects. The Center must 
submit the strategic plan for approval by the Office of Special 
Education Programs (OSEP), and must revise the plan as instructed.
    (c) Developing and evaluating approaches for using technology in 
standards-based reform. In collaboration with State and local 
educational agencies and other stakeholders, the Center must develop, 
implement, and evaluate approaches for using technology to increase the 
benefits of standards-based reform for students with disabilities. 
These approaches must be implemented in the context of ongoing State or 
local efforts related to standards-based reform. Specific approaches 
may address specific topics, but overall the Center's activities must 
address a range of the conditions presented in the first paragraph of 
the Background section above. Outcome measures must include the 
performance of students with disabilities on standards-based 
assessments.
    (d) Providing collaborative assistance to States. In collaboration 
with other projects and organizations, the Center must provide 
assistance to States on the use of technology to maximize the benefits 
of standards-based reform for students with disabilities. This 
assistance must be designed to help as many States as possible, and may 
be provided in the context of national or regional conferences, 
professional meetings, internet-based assistance, or similar 
approaches.
    (e) Coordinating with relevant Federal projects. The Center must 
share information and coordinate plans with other relevant federally 
funded projects. These projects may include, but are not limited to, 
the National Center on Educational Outcomes (NCEO), the National Center 
on Technology Innovation (NCTI), the National Center for Research on 
Evaluation, Standards, and Student Testing (CRESST), National Center on 
Accessing the General Curriculum (NCAC), and the Technology-Based 
Assessment (TBA) project sponsored by the National Center for Education 
Statistics.
    (f) Maintaining a Web site. The Center must maintain a Web site for 
the purpose of disseminating information products and maintaining 
communication with and among interested parties.
    (g) Conducting evaluations. The Center must conduct evaluations of 
its specific activities and of the overall impact of its work. The 
Center must report its evaluation findings annually to the Federal 
project officer.
    (h) Convening an advisory committee. The Center must: (1) form an 
advisory committee that represents researchers, policymakers, State and 
local educational personnel, developers and vendors, individuals with 
disabilities, and other relevant perspectives; and (2) convene the 
advisory committee annually in the Washington, DC area to review the 
Center's work and suggest future research and dissemination activities.
    (i) Maintaining communication with the Federal project officer. The 
Center must conduct monthly phone conversations with the Federal 
project officer and must maintain 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.
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; and
    (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 using technology to maximize the benefits of standards-based reform 
for students with disabilities.

[[Page 44327]]



                                   Individuals With Disabilities Education Act Application Notice for Fiscal Year 2003
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                                                                Maximum
                                  Applications   Application     Deadline for     Estimated      award                                 Page    Estimated
      CFDA number and name          available     deadline    intergovernmental   available      (per           Project period         limit   number of
                                                    date            review          funds       year)*                                          awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324D Research Validation and       07/28/03      08/27/03          09/29/03      $615,000    $205,000  Up to 60 mos..............      50           3
 Implementation Projects for
 Children who are Deaf-Blind.
84.324L Center on Outcomes for        07/28/03      08/27/03          09/29/03       700,000     700,000  Up to 60 mos..............      70           1
 Infants, Toddlers, and
 Preschoolers with Disabilities.
84.326Q National Dropout              07/28/03      08/27/03          09/29/03       700,000     700,000  Up to 60 mos..............      70           1
 Prevention Center for Students
 with Disabilities.
84.326S Center on Positive            07/28/03      08/27/03          09/29/03     1,700,000   1,700,000  Up to 60 mos..............      70           1
 Behavioral Interventions and
 Supports.
84.327F Family Center on              07/28/03      08/27/03          09/29/03       600,000     600,000  Up to 60 mos..............      70           1
 Technology and Disability.
84.327J Television Access.......      07/28/03      08/27/03          09/29/03   ...........  ..........  Up to 36 mos..............      50  ..........
--Local News and Public           ............  ............  .................      330,000     110,000  ..........................  ......           3
 Information Programs.
--Accessible Children's           ............  ............  .................      800,000     200,000  ..........................  ......           4
 Television Programs.
84.327R Center on Technology and      07/28/03      08/27/03          09/29/03       600,000     600,000  Up to 60 mos..............      70          1
 Standards-Based Reform for
 Students with Disabilities.
--------------------------------------------------------------------------------------------------------------------------------------------------------
*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 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, 1485, and 
1487.


[[Page 44328]]


    Dated: July 22, 2003.
Loretta Petty Chittum,
Acting Assistant Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 03-19083 Filed 7-25-03; 8:45 am]
BILLING CODE 4000-01-P