[Federal Register Volume 68, Number 189 (Tuesday, September 30, 2003)]
[Notices]
[Pages 56472-56475]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 03-24706]



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Part IX





Department of Education





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Notice of Special Demonstration Programs--Model Demonstration 
Projects--Mentoring for Transition-Age Youth and Young Adults With 
Disabilities; Notice

  Federal Register / Vol. 68, No. 189 / Tuesday, September 30, 2003 / 
Notices  

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DEPARTMENT OF EDUCATION

RIN 1820-ZA28


Special Demonstration Programs--Model Demonstration Projects--
Mentoring for Transition-Age Youth and Young Adults With Disabilities

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice of final priority, definitions, and application 
requirements.

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SUMMARY: The Assistant Secretary for Special Education and 
Rehabilitative Services announces a priority, definitions, and 
application requirements for Special Demonstration Programs--Model 
Demonstration Projects--Mentoring for Transition-Age Youth and Young 
Adults With Disabilities. The Assistant Secretary may use this 
priority, definitions, and application requirements for competitions in 
fiscal year (FY) 2003 and later years. We take this action to focus 
attention on an area of national need. We intend the priority to 
increase meaningful postsecondary education and quality employment 
outcomes through a mentoring system within State vocational 
rehabilitation (VR) agencies.

EFFECTIVE DATE: This priority, definitions, and application 
requirements are effective September 30, 2003.

FOR FURTHER INFORMATION CONTACT: Alfreda Reeves. Telephone: (202) 205-
9361 or via Internet: [email protected].
    Or Pamela Martin. Telephone: (202) 205-8494 or via Internet: 
[email protected].
    Both individuals may be reached at the U.S. Department of 
Education, 400 Maryland Avenue, SW., room 3314, Switzer Building, 
Washington, DC 20202-2645.
    If you use a telecommunications device for the deaf (TDD), you may 
call the TDD number at (202) 205-4475.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to one of the contact persons listed under FOR 
FURTHER INFORMATION CONTACT.

SUPPLEMENTARY INFORMATION: These model demonstration projects would 
test whether increases in meaningful postsecondary education and 
quality employment outcomes can be achieved through the use of mentors 
by State VR agencies.
    The authority for these projects is in title III, section 303(b) of 
the Rehabilitation Act of 1973, as amended (the Act) (29 U.S.C. 
762(b)(3)). Under this competition the Assistant Secretary makes awards 
to State VR agencies.
    The educational and employment achievements of youth and young 
adults with disabilities lag significantly behind those of their peers 
without disabilities. The Office of Special Education Programs reports 
that only 57.4 percent of youth with disabilities graduate from high 
school with a standard diploma. In addition, the Final Report of the 
Presidential Task Force on Employment of Adults with Disabilities, July 
2002, estimates that only one-third of youth and young adults with 
disabilities receive appropriate job training and assistance. Some of 
the barriers to autonomy and achievement encountered by youth and young 
adults with disabilities include uncoordinated approaches to transition 
across service systems, discontinuity between schools and adult 
disability services, poor preparation of teens for adult life, lack of 
incentives or supports for early transition planning, and lack of 
school and community supports.
    For transitioning youth and young adults with disabilities, 
developing positive self-confidence, resilience, and an expectation for 
achievement in a competitive, high-quality career must take place early 
in their academic career. Mentors or role models with whom students can 
identify, and who have shared interests, can have a positive impact 
that will last a lifetime. These individuals can play a vital role in 
eliminating barriers to autonomy, community integration, and 
achievement by motivating youth and young adults with disabilities to 
develop social competence, academic motivation, career awareness, and 
other appropriate skills needed for employment and independent living. 
Successful mentoring programs under this model demonstration program 
will provide appropriate supports, based on the individual's unique 
strengths, priorities, concerns, abilities, capabilities, interests, 
and informed choice. An overall objective of the mentoring program is 
to encourage youth and young adults with disabilities in meeting and 
achieving a desired optimal career goal or postsecondary education.
    We published a notice of proposed priority, definitions, and 
application requirements for this program in the Federal Register on 
August 5, 2003 (68 FR 46422). Except for minor editorial and technical 
revisions, there are no differences between the notice of proposed 
priority, definitions, and application requirements and this final 
notice.

Analysis of Comments and Changes

    In response to our invitation in the notice of proposed priority, 
definitions, and application requirements, six parties submitted 
comments. An analysis of the comments and of any changes in the 
priority, definitions, and application requirements since publication 
of the proposed notice follows.
    Generally, we do not address technical and other minor changes--and 
suggested changes the law does not authorize us to make under the 
applicable statutory authority.
    Comment: Two commenters supported the priority as written. One 
stated that the priority should retain the requirement for involvement 
by consumer-controlled organizations, since these organizations are 
better at ensuring that disabled individuals receive significant 
encouragement to achieve their highest level potential. In addition, 
this commenter supported the definition of ``mentor'' as it appears in 
the notice of proposed priority, definitions, and application 
requirements. The second commenter stated that research demonstrates 
that there is a greater potential for success if consumers are involved 
and, thus, the commenter supports the requirement that applicants 
collaborate with consumer-controlled organizations.
    Discussion: We agree that consumer involvement is essential to the 
design of the demonstration projects funded under this priority and 
that consumer-controlled organizations may be best situated to identify 
and provide appropriate mentors for transition-age youth and young 
adults with disabilities.
    Change: None.
    Comment: Three commenters stated that we are excluding a vast array 
of individuals with diverse backgrounds that could serve as exceptional 
mentors by limiting mentors to individuals with disabilities. One of 
these commenters suggested revising the definition of ``mentor'' and 
``mentoring'' to mean a more successful, experienced person, preferably 
with a disability. Another of these commenters suggested expanding the 
definition of ``mentor'' and ``mentoring'' to include parents of 
disabled youth. The third objection to the definition of mentor 
suggested that it should include both adults who have disabilities and 
adults who do not have disabilities. This commenter believes that it is 
a challenge to recruit and retain qualified adult mentors from the 
general

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population let alone requiring that those mentors have a condition that 
the Department of Education would define as a disability.
    Discussion: We believe that mentors with whom students can 
identify, and who have shared interests, can play a vital role in 
eliminating barriers to autonomy, community integration, and 
achievement. Connecting individuals with mentors who have disabilities 
and who possess practical knowledge and firsthand experience in 
achieving high-quality employment and independence will greatly assist 
those individuals to make positive and accurate choices regarding their 
programs and their lives. Mentors not only offer critical guidance and 
information, but also serve as positive role models of independence and 
success. We are currently reviewing the applications we received under 
this competition for this year and intend to assess the response to 
this definition of mentor, and other issues on which we received 
comments, in determining whether changes are needed in future 
competitions.
    Changes. None.
    Comment: One commenter suggested that the term ``consumer-
controlled'' organization be revised to ``consumer-focused'' 
organization and that the requirement that a majority of the officers 
and members of the board of directors be individuals with disabilities 
be deleted.
    Discussion: Consumer-controlled organizations are an invaluable 
resource for State VR agencies in empowering persons with disabilities 
to achieve their employment and independent living goals. Consumer-
controlled organizations represent the collective voice and experiences 
of their members (individuals with disabilities) who have practical 
knowledge and firsthand experience in achieving high-quality employment 
and independence. These organizations are a concentrated source of 
successful individuals with disabilities who are committed to assisting 
other consumers to achieve their personal and professional goals, 
specializing in empowering individuals with disabilities to achieve 
independence and self-sufficiency. By requiring that a majority of the 
officers and members of the board of directors be individuals with 
disabilities, we ensure that the organization is truly consumer-
controlled and vests power and authority in individuals with 
disabilities themselves. As stated earlier, we will assess the 
proposals we received to determine whether the model and definitions 
reflected in the priority are workable and yield an adequate number of 
high quality applications.
    Changes: None.
    Comment: Two commenters expressed concern about limiting the 
eligibility under this competition to VR agencies, and one further 
objected to the requirement to involve consumer-controlled 
organizations. One commenter stated that consumer organizations, by 
design, are more capable of matching mentees with appropriate mentors, 
and that these organizations should be the grantee, not the VR agency. 
The other commenter also objected to limiting eligibility to VR 
agencies and believes that the Department should not require the 
involvement of consumer-controlled organizations but should focus on 
reaching out to include institutions of higher education, chambers of 
commerce, community and faith-based organizations and State and local 
workforce boards. The active involvement of State and local workforce 
boards as well as chambers of commerce is critical because of their 
strong ties to business and industry.
    Discussion: We have limited eligibility under this competition to 
State VR agencies in order to create systemic change in the VR system. 
The goal of these demonstrations is to improve services to consumers of 
VR services through the development of models that can be implemented 
by State VR agencies. The priority requires that VR agencies clearly 
describe how the project will collaborate with consumer-controlled 
organizations that have in-depth knowledge of the rehabilitation 
process, the outreach methods used to select project participants, and 
the criteria by which individuals with disabilities will be recruited 
as mentors by the consumer-controlled organizations. We asked for 
specific comment on the requirement to collaborate with a consumer-
controlled organization, and we will assess the response to this 
requirement in conjunction with our review of the applications that 
were received under this competition for this year.
    Change: None.
    Comment: One commenter suggested that this priority should not be 
limited to serving youth with disabilities, but should include youth 
who do not have disabilities for integration purposes.
    Discussion: While we see the importance of integrated settings and 
initiatives, we are restricted legislatively to serving individuals 
with disabilities. The Act, which is the Federal law and basis for this 
priority, is meant to serve and empower individuals with disabilities 
so that they may maximize employment, economic self-sufficiency, 
independence, and inclusion and integration into society. Funds 
authorized for grant funding under the Act must be used for the benefit 
of individuals with disabilities.
    Changes: None.
    Comment: One commenter suggested that the priority allow for the 
expenditure of funds for the purpose of enabling transition-age youth 
and young adults with disabilities to access information such as 
newspapers, computers, Braille, note taking devices, etc. The commenter 
stated that statistics show that people who have daily access to 
current events, social activities, and economic changes have a better 
chance to achieve a high employment outcome.
    Discussion: The purpose of this priority is to establish mentoring 
models that provide appropriate supports for transition-age youth and 
young adults with disabilities. Since transition-age youth and young 
adults with disabilities to be served under these demonstrations will 
be VR consumers, mentors working with VR counselors could, if 
appropriate for the consumer, identify the need to access information 
as a service within the consumer's Individualized Plan for Employment. 
The Rehabilitation Services Administration (RSA) would view this 
expense as allowable and would assess the merits of all expenses and 
activities identified within an application submitted for funding under 
this priority.
    Changes: None.

    Note: This notice does not solicit applications. In any year in 
which we choose to use this priority, definitions, and application 
requirements, we invite applications through a notice in the Federal 
Register. When inviting applications we designate the priority, 
definitions, and application requirements as absolute, competitive 
preference, or invitational. The effect of each type of priority 
follows:

    Absolute priority: Under an absolute priority we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority we give competitive preference to an application by either 
(1) awarding additional points, depending on how well or the extent 
to which the application meets the competitive priority (34 CFR 
75.105(c)(2)(i)); or (2) selecting an application that meets the 
competitive priority over an application of comparable merit that 
does not meet the priority (34 CFR 75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority we are 
particularly interested in applications that meet the invitational 
priority. However, we do not give an application that meets the 
invitational priority a competitive or absolute preference over 
other applications (34 CFR 75.105(c)(1)).


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Priority

Model Demonstration Projects--Mentoring for Transition-Age Youth and 
Young Adults With Disabilities

    Under 34 CFR 75.105(b)(2)(v) and 34 CFR 373.6(b)(2) and (c)(8), 
this priority supports projects that demonstrate mentoring models 
focusing on transitioning youth and young adults with disabilities that 
will be effective in increasing meaningful community integration, 
postsecondary education, and employment outcomes. The mentoring models 
developed under this program must incorporate effective, research-based 
mentoring methods. An external evaluation of these projects will be 
initiated in FY 2004. The projects must cooperate with the external 
evaluator including establishing a common data system.
A. Definitions
    Mentor means a more successful, experienced person with a 
disability, who can be most appropriately matched with the youth with a 
disability and who can impart advice, support, insight, and knowledge 
on employment and other life activities to a less experienced person. 
State VR agencies should match mentors and mentees using the best 
individualized information possible.
    Mentoring means the act of a more successful, experienced person or 
persons with a disability, working with a less experienced youth or 
young adult, or a group of individuals, by providing guidance in the 
form of teaching and support, encouraging and motivating, assisting 
with career and professional development, assisting with goal 
achievement, and linking the less experienced youth to others who can 
help enhance growth and development.
    Youth and young adults with disabilities, as defined in 34 CFR 
373.4, means individuals with disabilities who are between the ages of 
16 and 26 inclusive when entering the program.
    Consumer-controlled organization is an organization that vests 
power and authority in individuals with disabilities and a majority of 
the officers and members of the board of directors are individuals with 
disabilities.
B. General Requirements for Applicants
    These model demonstration projects must focus on research-based 
mentoring methods that provide appropriate supports for transition-age 
youth and young adults with disabilities. The projects must demonstrate 
research-based mentoring models that will be effective in increasing 
meaningful community integration, postsecondary education, and 
employment outcomes through collaboration between State VR agencies and 
consumer-controlled organizations. To meet the requirements an 
applicant must--
    (1) Describe the manner in which mentoring will increase academic 
achievement, participation in postsecondary education, and high-quality 
employment outcomes for transitioning youth and young adults with 
disabilities by including information on the expected impact and 
outcomes of the project. More specifically, an applicant must project a 
goal of how many youth and young adults with disabilities will 
transition into postsecondary education or will achieve high-quality 
employment outcomes. An applicant also must be specific about what data 
it will collect in order to measure project outcomes against the goal;
    (2) Describe the research-based mentoring models that will be 
demonstrated through its project;
    (3) Describe clear program goals and intended program outcomes and 
well-defined operational guidelines that will support these goals;
    (4) Describe how the project will collaborate with consumer-
controlled organizations that have in-depth knowledge of the 
rehabilitation process, the outreach methods used to select project 
participants, and the criteria by which individuals with disabilities 
will be recruited as mentors by the consumer-controlled organizations;
    (5) Describe how the proposed project will increase self-advocacy, 
high-level personal and career expectations, decisionmaking, and 
adjustment to disability of the mentored individuals. At a minimum, the 
project must describe how mentors will help consumers--
    (a) navigate through service delivery systems; and
    (b) develop and improve self-confidence, community integration 
skills, work skills, self-determination skills, advocacy, and 
decisionmaking;
    (6) Describe the design and implementation of an internal 
evaluation plan for which--
    (a) The methods of evaluation are thorough, feasible, and 
appropriate to the goals, objectives, and outcomes of the project;
    (b) The methods of evaluation include the use of objective 
performance measures that are clearly related to the intended outcomes 
of the project and will produce quantitative and qualitative data to 
the extent possible;
    (c) The methods of evaluation will provide performance feedback and 
permit periodic assessment of progress toward achieving intended 
outcomes; and
    (d) The methods of evaluation will be consistent with and can 
support the program assessment that will be implemented by RSA; and
    (7) Include a plan to widely disseminate the results of the 
project, including any mentoring methods that demonstrated positive 
results, so the mentoring model may be adapted, replicated, or 
integrated into other State VR agencies and disability organizations.

Waiver of Delayed Effective Date

    The Administrative Procedure Act requires that a proposed rule be 
published at least 30 days before its effective date, except as 
otherwise provided for good cause (5 U.S.C. 553(d)(3)). In order to 
make timely grant awards, the Secretary has determined that a delayed 
effective date is impracticable.

Intergovernmental Review

    This program is subject to 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 this program.
    Applicable Program Regulations: 34 CFR part 373.

Electronic Access to This Document

    You may review 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/news/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.gpoaccess.gov/nara/index.html.


(Catalog of Federal Domestic Assistance Number 84.235Q, Special 
Demonstration Programs--Model Demonstration Projects--

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Mentoring for Transition-Age Youth and Young Adults With 
Disabilities).


    Program Authority: 29 U.S.C. 773(b).

    Dated: September 25, 2003.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 03-24706 Filed 9-29-03; 8:45 am]
BILLING CODE 4000-01-P