[Federal Register Volume 63, Number 10 (Thursday, January 15, 1998)]
[Notices]
[Pages 2588-2591]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 98-960]
[[Page 2587]]
_______________________________________________________________________
Part IV
Department of Education
_______________________________________________________________________
Notice of Inviting Applications for New Awards for Fiscal Year 1998;
Notice
Federal Register / Vol. 63, No. 10 / Thursday, January 15, 1998 /
Notices
[[Page 2588]]
DEPARTMENT OF EDUCATION
Notice Inviting Applications for New Awards for Fiscal Year 1998
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
1998.
-----------------------------------------------------------------------
SUMMARY: On June 4, 1997, the President signed into law Pub. L. 105-17,
the Individuals with Disabilities Education Act Amendments, amending
the Individual with Disabilities Education Act (IDEA).
This notice provides closing dates and other information regarding
the transmittal of applications for a fiscal year 1998 competition
under one program authorized by IDEA, as amended. The Office of Special
Education Programs (OSEP) has, in prior years, announced priorities for
the support of model demonstration projects under several of the
programs authorized by IDEA. This priority consolidates the similar
model demonstration priority requirements among the various programs.
By consolidating multiple priorities and announcements into one, OSEP
endeavors to avoid unnecessary duplication and provide consistent
information for all model demonstration competitions. This approach
reflects the IDEA amendments of 1997, which consolidated fourteen
separate discretionary programs into six, in order to ensure a broader
coverage of the full range of children with disabilities, and to
provide greater flexibility in the administration of the program. The
priority under this program is based on the statutory provisions in
IDEA or on previously published priorities for which public comment was
sought and received. Only changes authorized by IDEA were made to
priorities previously published.
Waiver of Rulemaking
It is generally the practice of the Secretary to offer interested
parties the opportunity to comment on proposed priorities. However,
section 661(e)(2) of IDEA makes the Administrative Procedure Act (5
U.S.C. 553) inapplicable to the priority in this notice. In order to
make awards on a timely basis, the Secretary has decided to publish
this priority in final under the authority of section 661(e)(2).
This notice supports the National Education Goals by improving
understanding of how to enable children with disabilities to reach
higher levels of academic achievement.
Note: The Department of Education is not bound by any estimates
in this notice.
Research and Innovation to Improve Services and Results for
Children With Disabilities
[CFDA No. 84.324]
Purpose of Program
To produce, and advance the use of, knowledge to: (1) Improve
services provided under IDEA, including the practices of professionals
and others involved in providing those services to children with
disabilities; and (2) improve educational and early intervention
results for infants, toddlers, and children with disabilities.
Eligible Applicants
State and local educational agencies; institutions of higher
education; other public agencies; private nonprofit 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, 76, 77, 80, 81, 82, 85, and 86; and (b)
The selection criteria included in regulations in 34 CFR 324.32.
Note: The regulations in 34 CFR Part 86 apply to institutions of
higher education only.
Priority
Under sections 661(e)(2) and 672 of IDEA and 34 CFR 75.105(c)(3),
the Secretary gives an absolute preference to applications that meet
the following priority. The Secretary funds under this competition only
those applications that meet this absolute priority:
Absolute Priority--Model Demonstration Projects for Children With
Disabilities (84.324M)
This priority supports model demonstration projects that develop,
implement, evaluate, and disseminate new or improved approaches for
providing early intervention, special education and related services to
infants, toddlers, and children with disabilities, ages birth through
21. Projects supported under this priority are expected to be major
contributors of models or components of models for service providers
and for outreach projects funded under the Individuals with
Disabilities Education Act.
Under the Government Performance and Results Act (GPRA), OSEP is
developing performance measures for programs authorized by Part D of
IDEA. This absolute priority includes measures that may be used to
implement the GPRA.
Under this absolute priority, the Secretary expects to fund
projects across the full range of age, disability, and service issue
categories. In addition, the Secretary intends, under section 661(e)(2)
of IDEA, to fund a limited number of projects in each of the focus
areas listed below. An applicant that chooses to address one or more of
the focus areas listed below should identify in their application the
focus area or areas they select on the cover sheet of their
application.
Focus Area 1--Early Intervention and Early Childhood
Projects under this focus area support models that identify and
address one or more of the changes included in the IDEA Amendments
passed in 1997 that may affect the delivery of services for young
children with disabilities (ages birth through nine). Examples of
changes in IDEA that may affect young children with disabilities and
their families include, but are not limited to:
(1) The implementation and impact of Individualized Family Service
Plans (IFSP), Individualized Education Programs, and transition
requirements that become effective in July of 1998; and
(2) The increased access of infants and toddlers to service
delivery in natural environments.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures--
(a) Changes in the percentage of families receiving all services
identified on the IFSP and reporting that their services are timely and
coordinated;
(b) Changes in the percentage of parents who are satisfied with
their child's education; and
(c) Changes in the number of infants, toddlers, and young children
with disabilities, primarily receiving services in natural
environments, making the transition at age 3 to inclusive settings, and
participating in regular education programs, as a result of the model
project.
The Secretary intends to make approximately 3 awards in Focus Area
1.
Focus Area 2--Instructional Models to Improve Early Reading Results for
Children with Learning Disabilities
Children with learning disabilities typically need highly
purposeful, strategic, systematic, and carefully designed instruction
to learn to read. This focus area supports newly-developed models to
improve the early
[[Page 2589]]
reading results for children with learning disabilities in
kindergarten-third grades. The models must incorporate research-based
principles of phonemic awareness, alphabetic understanding and
knowledge, the appreciation of meaning, and reflect the following
research based principles: create appreciation of the written word;
develop awareness of printed language; learn the alphabet; understand
the relation of letters and words; understand that language is made of
words, syllables, and phonemes; learn letter sounds; sound out new
words; identify words in print accurately and easily; know spelling
patterns; and learn to read critically.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures--
(a) Multiple measures of student's beginning reading knowledge and
skills;
(b) The extent to which children with learning disabilities access
the general education curriculum, including participation in national
and State assessments; and
(c) Descriptions of the instructional models, including basal
reading programs, supplemental materials, and instructional approaches.
The Secretary intends to make approximately 3 awards in Focus Area
2.
Focus Area 3--Appropriate Services for Children with Deaf-Blindness
This focus area supports model projects to meet the needs of
children with deaf-blindness. Projects may include, for example,
related services such as assistive technology, innovative approaches to
addressing language and communication, sensory functioning, and
orientation and mobility skills for students attending their local
schools. Projects may address the heterogeneous nature of the students'
needs, ranging from advanced curricula for some students to lifelong
support for others. Projects are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures:
(a) Changes in family satisfaction with the provision of services
and the child's education; and
(b) Changes in the teacher's assessment of the provision of
services.
The Secretary intends to make approximately 3 awards in Focus Area
3.
Focus Area 4--Comprehensive Models for Children With or At Risk of
Emotional Disturbance
Projects under Focus Area 4 support school and community-based
service delivery systems for children with or at risk of emotional
disturbance, that implement the targets of the National Agenda for
Achieving Better Results for Children and Youth with Serious Emotional
Disturbance (U.S. Department of Education, 1994) to: (a) Expand
positive learning opportunities and results; (b) Strengthen school and
community capacity; (c) Value and address diversity; (d) Collaborate
with families; (e) Promote appropriate assessment; (f) Provide ongoing
skill development and support; and (g) Create comprehensive and
collaborative systems.
The targets and cross-cutting themes of the Agenda were reinforced
in IDEA with the emphasis on interagency collaboration, and on early
intervention and prevention.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures--
(a) Decreases in the percentage of children who are suspended or
expelled; and
(b) Improvements in identification, early intervention, and
prevention of emotional disturbance.
The Secretary intends to make approximately 3 awards in Focus Area
4.
Focus Area 5--Secondary School Services for Children with Disabilities
Among the Amendments to the IDEA passed in 1997 were changes to the
requirements in the IEP that take effect on July 1, 1998. The law now
requires, beginning at age 14, ``a statement of the transition service
needs of the child under the applicable components of the child's IEP
that focuses on the child's courses of study (such as participation in
advanced-placement courses or a vocational education program)''
(section 614(d)(1)(A)(vii)(i)). This change focuses attention on how
the child's educational program can be planned to help the child
succeed in secondary school and make a successful transition to his or
her goals for life after secondary school. With the provision of
improved services beginning early in secondary school, there is
sufficient time to achieve desired post-school results through a
carefully planned and integrated program of proper instruction, related
services, and community experience. For example, data from the National
Longitudinal Transition Study indicated that successful participation
by students with disabilities in vocational education and higher-level
academic programs improved outcomes in employment, postsecondary
education, independent living, and community participation.
Under Focus Area 5, projects will be supported to develop and
demonstrate effective strategies for--
(a) Incorporating instructional objectives into the IEP that
address the needs and preferences of the student, beginning at age 14;
(b) Specifying a role for the general education teacher in this
process;
(c) To the extent appropriate, employing strategies for accessing
the general education curriculum to achieve instructional objectives;
and
(d) Employing strategies for evaluating student progress within
instructional settings toward transition-related goals or objectives or
both.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures--
(a) Changes in the percentage of children with disabilities
participating in core academic subjects (i.e., the subjects required
for high school graduation);
(b) Changes in the percentage of children with disabilities, ages
14 and older, whose IEPs include courses of study for advanced
placement or vocational education programs;
(c) Changes in the percentage of children with disabilities, ages
14 and older, who have IEP statements of student progress toward
transition-related goals;
(d) Changes in student progress on outcomes as measured by State or
district-wide assessments of all students;
(e) Changes in the accumulation of credits toward graduation with a
diploma or progress indicators for the awarding of certificates; and
(f) Changes in attendance and dropout statistics for participants.
The Secretary intends to make approximately 3 awards in Focus Area
5.
Focus Area 6--Two-Year Postsecondary Institutions.
The 1992-93 National Postsecondary Student Aid Survey (NPSAS),
reports that 71 percent of students with disabilities attending
institutions of higher education are enrolled in two-year institutions.
This figure represents an 8 percent increase in two-year
[[Page 2590]]
institution enrollment since the 1989-90 academic year. To improve
employment outcomes for persons with disabilities, providing exemplary
supports, services, and accommodations in two-year community and
technical colleges is a critical need. Further, there is a continuing
need to strengthen linkages with secondary education, vocational
rehabilitation, TRIO programs, four-year colleges and universities, and
other State and local agencies, resources, and service-delivery
systems.
Projects must address the needs of students with disabilities
attending two-year institutions of higher education. For example,
projects under this focus may: establish outreach strategies to recruit
students from secondary education settings into two-year institutions;
develop innovative supports and services to improve academic
performance, retention, and program completion rates; improve
educational access through assistive technology and distance learning;
establish linkages with four-year institutions to facilitate further
academic study; and establish collaborations with employers, vocational
rehabilitation, community-based organizations, and other relevant
agencies and service-delivery systems.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measure: Changes in the percentage of students with
disabilities entering and successfully completing two-year
postsecondary education programs, and transferring to four-year
institutions or employment as a result of the model project.
The Secretary intends to make approximately 3 awards in Focus Area
6.
Focus Area 7--Local or State Child Find
Projects under this Focus Area support development of local or
State Child Find models to identify all eligible children under IDEA,
Part C, currently Part H of IDEA. Projects must test and describe the
environments and strategies that promote successful child find
practices.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures--
(a) Changes in the number of children served under Part C, ages
birth to 3;
(b) Changes in the number of children referred to the State Child
Find system from all sources, public and private;
(c) Changes in the proportion of children served ages birth to 1
year old, as measured relative to the total number of children served
under IDEA, Part C within the geographic area served by the project;
and
(d) Changes in the collaborative efforts and linkages to other
agencies in States that provide services for infants and toddlers at-
risk for disabilities.
The Secretary intends to make approximately 3 awards in Focus Area
7.
Focus Area 8--Inclusive Schooling Practices in Urban and Rural School
Districts
Projects under this Focus Area demonstrate innovative strategies
for implementing inclusive schooling practices, including preschool
practices, as components of systemic education reform in urban and
rural school districts. For example, projects under this Focus may
demonstrate: innovative supports and services as part of systemic
education reform to improve academic performance and results for
students in inclusive settings; processes and means for general and
special education to create a unified system in order to support school
reform and the inclusion of students with severe disabilities in
inclusive settings; inventive methods for interagency collaboration and
service coordination in support of systemic reform for the inclusion of
students with disabilities in their community schools; and innovative
approaches to the involvement of the community and families in support
of systemic reform and implementation of inclusive schooling practices.
Projects under this program are required to evaluate their
effectiveness. Where appropriate, the Secretary particularly encourages
projects under this focus area to include information related to the
following measures:
(a) Changes in the percentage of children with disabilities who
participate in the general curriculum most of their day;
(b) Changes in the percentage of children with disabilities in the
regular classroom with (appropriate) supports and accommodations and
adaptive instructional methods; and
(c) Changes in the percentage of children with disabilities who
participate in other school functions as a result of the model project.
The Secretary intends to make approximately 3 awards for this
competitive priority.
Requirements for All Demonstration Projects
A model demonstration project must--
(a) Develop and implement the model with specific components or
strategies that are based on theory, research, or evaluation data;
(b) Evaluate the model by using multiple measures of results to
determine the effectiveness of the model and its components or
strategies. With the exception of projects under focus area 7, Local
and State Child Fund, all projects must include measures of individual
child change and other indicators of the effects of the model (e.g.,
family outcomes, peer outcomes, teacher outcomes), and cost data
associated with implementing the model; and
(c) Produce detailed procedures and materials that would enable
others to replicate the model.
Federal financial participation for a project funded under this
priority will not exceed 90 percent of the total annual costs of
development, operation, and evaluation of the project.
Applicants and resulting projects 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.)
All projects funded under this priority must make positive efforts
to employ and advance in employment qualified individuals with
disabilities in programs assisted under this Act. (See section 606 of
IDEA.)
Projects must budget for two trips annually to Washington, D.C.,
for: (1) A two-day project directors' meeting; and (2) a meeting to
collaborate with the Federal project officer and the other projects
funded under this priority, to share information and discuss project
implementation issues.
Applications Available: January 23, 1998.
Deadline for Transmittal of Applications: March 13, 1998.
Deadline for Intergovernmental Review: May 13, 1998.
Estimated Number of Awards: 36.
Project Period: Up to 48 months.
Maximum Award: The Secretary rejects and does not consider an
application that proposes a budget exceeding $150,000 (exclusive of any
matching funds) for any single budget period of 12 months. However,
because of budgetary considerations contingent upon congressional
action, the Secretary may change the maximum amount through a notice
published in the Federal Register.
[[Page 2591]]
Page Limit: Part III of the application, the application narrative,
is where an applicant addresses the selection criteria that are used by
reviewers in evaluating the application. An applicant must limit Part
III to the equivalent of no more than 40 double-spaced number of pages,
using the following standards: (1) A ``page'' is 8\1/2\'' x 11'' (on
one side only) with one-inch margins (top, bottom, and sides). (2) All
text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs, must be double-spaced (no more
than 3 lines per vertical inch). If using a proportional computer font,
use no smaller than a 12-point font, and an average character density
no greater than 18 characters per inch. If using a nonproportional font
or a typewriter, do not use more than 12 characters to the 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,
resumes, bibliography, and letters of support. However, all of the
application narrative must be included in Part III. If an application
narrative uses a smaller print size, spacing, or margin that would make
the narrative exceed the equivalent of the page limit, the application
will not be considered for funding.
For Applications and General Information Contact: Requests for
applications and general information should be addressed to the Grants
and Contracts Services Team, 600 Independence Avenue, S.W., room 3317,
Switzer Building, Washington, D.C. 20202-2641. The preferred method for
requesting information is to FAX your request to: (202) 205-8717.
Telephone: (202) 260-9182.
Individuals who use a telecommunications device for the deaf (TDD)
may call the TDD number: (202) 205-8953. Individuals with disabilities
may obtain a copy of this notice or the application packages referred
to in this notice in an alternate format (e.g. Braille, large print,
audiotape, or computer diskette) by contacting the Department as listed
above. However, the Department is not able to reproduce in an alternate
format the standard forms included in the application package.
Electronic Access to This Document
Anyone may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable document format (pdf) on the World Wide Web at either of the
following sites:
http://ocfo.ed.gov/fedreg.htm http://www.ed.gov/news.html
To use the pdf you must have the Adobe Acrobat Reader Program with
Search, which is available free at either of the previous sites. If you
have questions about using the pdf, call the U.S. Government Printing
Office toll free at 1-888-293-6498.
Anyone may also view these documents in text copy only on an
electronic bulletin board of the Department. Telephone: (202) 219-1511
or, toll free, 1-800-222-4922. The documents are located under Option
G--Files/Announcements, Bulletins, and Press Releases.
Note: The official version of a document is the document
published in the Federal Register.
Program Authority: Sections 672 and 673 of IDEA.
Dated: November 19, 1997.
Howard Moses,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
[FR Doc. 98-960 Filed 1-14-98; 8:45 am]
BILLING CODE 4000-01-P
