[Federal Register Volume 59, Number 13 (Thursday, January 20, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-1397]
[[Page Unknown]]
[Federal Register: January 20, 1994]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services
Special Studies Program; Final Priorities for Fiscal Years 1994-
1995
AGENCY: Education.
ACTION: Notice of final priorities for Fiscal Years 1994-1995.
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SUMMARY: The Secretary announces final priorities for the Special
Studies program to ensure effective use of program funds and to direct
funds to areas of identified need during fiscal years 1994 and 1995.
EFFECTIVE DATE: These priorities take effect either 45 days after
publication in the Federal Register or later if the Congress takes
certain adjournments. If you want to know the effective date of these
priorities, call or write the Department of Education contact person.
FOR FURTHER INFORMATION CONTACT: Linda Glidewell, U.S. Department of
Education, 400 Maryland Avenue, SW., room 3524 Switzer Building,
Washington, DC 20202-2641. Telephone: (202) 205-9099. Individuals who
use a telecommunications device for the deaf (TDD) may call the Federal
Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8
p.m. Eastern time, Monday through Friday.
SUPPLEMENTARY INFORMATION: The Special Studies Program, authorized by
section 618 of Part B of the Individuals with Disabilities Education
Act (IDEA), as amended, supports studies to evaluate the impact of the
IDEA, including efforts to provide a free appropriate public education
and early intervention services to infants, toddlers, children, and
youth with disabilities. The results of these studies must be included
in the annual report submitted to the Congress by the Department.
Section 618 also authorizes the Secretary to provide technical
assistance to participating State agencies in the implementation of the
study design, analysis, and reporting procedures.
On June 8, 1993, the Secretary published a notice of proposed
priority for this program (Technical Assistance to State Agencies
Participating in the State Agency-Federal Evaluation Studies Program)
in the Federal Register (58 FR 32207). Also, on July 7, 1993, the
Secretary published a notice of proposed priorities for the Research in
Education of Individuals with Disabilities Program in the Federal
Register (58 FR 36576). In response to comments received on the latter
announcement, one priority under the Research in Education of
Individuals with Disabilities Program is being published as a final
priority under the Special Studies Program.
These priorities support the National Education Goals by improving
our understanding of how to enable children and youth with disabilities
to reach the high levels of academic achievement called for by the
Goals.
Note: This notice of final priorities does not solicit
applications.
Analysis of Comments and Changes
In the notice of proposed priority, the Secretary invited comments
on the proposed priority under the Special Studies Program. The
Secretary did not receive any comments on the Special Studies priority,
and except for minor technical revisions, the Secretary has made no
changes since publication of the proposed priority.
However, in response to the Secretary's invitation in the notice of
proposed priorities for the Research in Education of Individuals with
Disabilities Program, four parties submitted comments on the priority
``State and local Education Efforts to Implement the Transition
Requirements in the Individuals with Disabilities Education Act.'' An
analysis of those comments and of the changes in the proposed priority
follows. Technical and other minor changes--as well as suggested
changes the Secretary is not legally authorized to make under the
applicable statutory authority--are not addressed.
Comments on: State and Local Education Efforts To Implement the
Transition Requirements in the Individuals With Disabilities Education
Act
Comment: This priority was originally published in proposed form on
July 7, 1993 (58 FR 36576) as part of a package of fiscal years 1994
and 1995 priorities proposed under the Research in Education of
Individuals with Disabilities Program (Part E of IDEA). Three
commenters questioned whether Part E authorized studies of State and
local efforts to implement the transition requirements added to IDEA by
the 1990 Amendments. These commenters stated their opinion that these
studies were more appropriately funded under section 618 of Part B.
Discussion: While the Secretary believes that Part E is broad
enough in scope to support a wide variety of research and related
activities, including transition studies, the Secretary agrees with the
commenters that specific and explicit authority exists in section 618
to fund studies that assess progress in implementing IDEA as well as
evaluate efforts by State and local governments to provide a free
appropriate public education and early intervention services. See
section 618(a).
Moreover, funding this priority under section 618 is consistent
with the previous practice of the Department. Examples of this would be
recent projects under which (1) the State Educational Agency (SEA) in
South Dakota is examining the extent to which integration of special
education has been achieved, and (2) the Colorado SEA is examining the
effectiveness of the State's ``Standards-Based Education'' with respect
to students with disabilities. An analysis of the Department's
rationale for dropping the transition studies priority from the
Research package is also set forth in the Department's responses to
public comments in the final Research package that was published on
November 18, 1993 (58 FR 60928).
Finally, the Secretary notes that the Notice of Proposed Priority
for the Special Studies program, published on June 8, 1993 (58 FR
32206-2208), to which there were no public comments, stated the
Secretary might fund additional priorities, subject to meeting
rulemaking requirements.
Changes: This priority has been removed from the Research in
Education of Individuals with Disabilities Program, and is funded
instead as a final priority under the Special Studies program.
Comment: One commenter requested that the term ``student outcomes''
be further defined to specify domains of concern (such as educational,
vocational, social, etc.) and that there be emphasis placed on
``learning'' as an outcome to be included in the research.
Discussion: The Secretary agrees that educational outcomes should
be an essential part of transition planning and programs. The Secretary
believes that the priority as written places emphasis on educational
opportunities, instruction, and learning.
Changes: None.
Comment: One commenter identified several existing resources for
information from existing transition projects of national scope that
should be coordinated in order to avoid duplication of effort by the
study. This commenter also recommended that the priority should include
mention of the services available through the Department of Labor and
the Social Security Administration.
Discussion: The Secretary agrees with the recommendations.
Changes: The priority is changed to allow the project to compile
extant information in order to avoid duplication of effort, and
language has been added referencing the agencies mentioned by the
commenter.
Comment: Two commenters urged the Secretary to consider whether
there should be multiple, rather than single, awards supported under
this priority. The reasons expressed were that multiple awards permit
inquiry that targets conditions close to the practice level, permitting
examination of the complex interaction of features of policy,
procedure, practice, resources, history, etc., thus potentially
advancing greater understanding and giving greater external validity to
overall findings. The commenters felt that the recognized difficulties
of multiple awards could be overcome by a requirement to coordinate the
information so that it becomes optimally useful from the Federal
perspective.
Discussion: Given the current availability of funds and the need
for a national perspective, the Secretary believes that a single award
is the most appropriate choice at this time.
Changes: None.
Priorities:
Under 34 CFR 75.105(c)(3)) the Secretary gives an absolute
preference to applications that meet the following priorities. The
Secretary will fund under these competitions only applications that
meet these absolute priorities:
Absolute Priority 1--Technical Assistance to State Agencies
Participating in the State Agency-Federal Evaluation Studies Program
Background:
Section 618(d)(1) of the Individuals with Disabilities Education
Act (IDEA) authorizes cooperative agreements between State agencies and
the U.S. Department of Education to evaluate the impact and
effectiveness of programs provided for under the Act. These cooperative
agreements are awarded on a competitive basis to State educational
agencies or other State agencies that have been designated by the
Governor in each State for the purpose of administering an early
intervention program under part H of IDEA. The projects funded under
the section 618(d)(1) authority are referred to as the State Agency-
Federal Evaluation Studies projects.
To assist State agencies, section 618(d)(3) of IDEA authorizes the
provision of technical assistance to State agencies in the
implementation of the study design, analysis, and reporting procedures
of studies funded by the State Agency-Federal Evaluation Studies
projects.
The purpose of this priority is to establish a center for the
provision of technical assistance to State agencies in carrying out
evaluation studies funded by the State Agency-Federal Evaluation
Studies projects competition (SAFES). The intent is to build an
evaluation capacity within State agencies for the purpose of generating
information that is usable for improving programs and services for
children and youth with disabilities. The Secretary intends to make an
award with a project period of up to 36 months. The Secretary may make
continuation awards for two additional years, subject to the
requirements of 34 CFR 75.253(a), and, under 34 CFR 75.234(a)(4), the
Secretary will assess in particular the continued need for the center
awarded under this priority.
Priority: The specific goal of the center is to support the
development of State agencies' technical capacity to carry out
evaluation studies funded under the State Agency-Federal Evaluation
Studies.
The center must--
(a) Develop a diverse, overall portfolio of technical assistance
services and products;
(b) Develop with each State agency an individual plan for technical
assistance that--
(1) Specifies the technical assistance services and products to be
provided and the method that will be used to deliver the technical
assistance services and products. The methods of technical assistance
must be based upon the needs identified in the individual technical
assistance plans, and include, but not be limited to, identification
and use of external, specialized consultants to serve the project
throughout the project period, and networking among projects to
encourage peer support and problem solving; and
(2) Considers the varying needs over the life of the project, from
preliminary stakeholder involvement and State support for the study to
dissemination and utilization of study results;
(c) Include services and products based on--
(1) An analysis of technical assistance needs of each State
evaluation project;
(2) Relevant State evaluation project information such as project
proposals and negotiation materials;
(3) An analysis and syntheses of cross-project needs; and
(4) An analysis of the Department's need for information relevant
to policy making;
(d) Arrange for the delivery of the technical assistance;
(e) Develop and disseminate technical assistance products;
(f) Disseminate cross-project dissemination products;
(g) Facilitate networking among projects and technical assistance
providers;
(h) Conduct large and small group meetings to deliver technical
assistance;
(i) Develop a technical assistance philosophy that is based upon
consideration of--
(1) The environment in which State agencies are operating and the
challenges in conducting evaluation studies in those environments; and
(2) The need of the Department for valid and supportable study
results in order to provide Congress with information for policy
making; and
(j) Develop and implement an evaluation plan that addresses the
effects of the center's activities related to its impact on audiences
having direct contact with Center products, information, and
activities, as well as its impact on the capacity of State agencies to
evaluate the impact of special education programs and services.
Absolute Priority 2--State and Local Education Efforts to Implement the
Transition Requirements in the Individuals With Disabilities Education
Act
Background:
Despite the progress and accomplishments related to implementation
of the Individuals with Disabilities Education Act (IDEA) over the last
several years, much remains to be done to improve the outcomes of youth
with disabilities. Expanded transition services, now mandated by IDEA,
highlight the importance of individualized planning and implementation
of specific activities targeted to adolescents, to focus educators'
attention on outcomes and the preparedness of youth to assume
productive adult lives.
IDEA provides for a number of specific activities that are defined
as transition services. These services are to be made available to all
students age 16 and older, and may be extended to students age 14 or
younger, if appropriate. Transition services are defined in IDEA as a
coordinated set of activities for a student, designed within an
outcome-oriented process, that promotes movement from school to post-
school activities, including post-secondary education, vocational
training, integrated employment (including supported employment),
continuing and adult education, adult services, independent living, or
community participation. The coordinated set of activities must be
based on the individual student's needs, taking into account the
student's preferences and interests, and must include instruction,
community experiences, the development of employment and other post-
school adult living objectives, and, if appropriate, acquisition of
daily living skills and functional vocational evaluation (20 U.S.C.
1401(a)(19)).
There is considerable State and local variation with respect to the
implementation of these expanded requirements. Very little information
exists on the nature and extent of State and local implementation,
including policies, procedures, and practices. Moreover, policymakers,
administrators, and educators at the Federal, State, and local levels
lack information regarding the nature of student participation and the
impact these services have on student outcomes; the extent other
agencies are involved in the transition process; and the degree
transition services access and use information and services available
from a variety of Federal programs.
This priority would support one cooperative agreement to study the
progress being made to implement the transition services mandated by
IDEA. The specific goals of the research are to describe Federal,
State, and local implementation, including policies, procedures, and
practices associated with transition services; to identify barriers to
effective implementation; and to evaluate the impact of transition
services on student outcomes.
Priority:
(a) The project must include substudies (or compile extant
information that obviates the need for a study) in the following areas:
(1) The range and variation in State and local policies related to
the definitional components of transition services;
(2) Student participation in transition planning, and student
outcomes associated with implementation of transition services;
(3) State and local policies, practices and procedures related to
the implementation of the transition services, with information
obtained from local service providers (the substudy may include visits
to illustrative sites);
(4) Interagency involvement in transition planning and services,
including a description of the impediments associated with interagency
involvement in transition planning and provision of services; and
(5) Federal program services (including those of the Department of
Labor and the Social Security Administration) and relevant policies
related to meeting the transition requirements, including special
education, vocational education, rehabilitation services, adult
education, postsecondary education, the Job Training Partnership Act,
and the Americans with Disabilities Act.
(b) In planning and implementing the substudies, the project must
include appropriate policymakers, administrators, and service providers
involved in the design and delivery of transition services to youth
with disabilities.
(c) The project must submit for approval--(1) A plan for conducting
the substudies and disseminating reports within 60 days of the start of
the project;
(2) A report for substudy (1) by the end of year one;
(3) Reports for substudies (2), (3), and (4) by the end of year
two;
(4) A report for substudy (5) by the middle of year 3; and
(5) A final report at the end of year three. The final report must
include the following: An executive summary, introduction, project
objectives, methodology, findings organized by substudy, summary, and
conclusions regarding the progress being made by State and local
agencies to implement the IDEA transition requirements.
The project must budget for two trips, annually, to Washington, DC,
for (1) a two-day Research Project Directors' meeting; and (2) another
two-day meeting to meet with the project officer of the Office of
Special Education Programs (OSEP) and with other OSEP work groups, as
appropriate, to plan and review project activities and progress.
APPLICABLE PROGRAM REGULATIONS: 34 CFR part 327. See in particular
Sec. 327.2(a) for eligible applicants under Sec. 327.10(a) and the
technical assistance program described in Sec. 327.10(d).
Program Authority: 20 U.S.C. 1418.
(Catalog of Federal Domestic Assistance Number 84.159, Special
Studies Program)
Dated: January 13, 1994.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 94-1397 Filed 1-19-94; 8:45 am]
BILLING CODE 4000-01-P
