[Federal Register Volume 61, Number 88 (Monday, May 6, 1996)]
[Notices]
[Pages 20416-20418]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-11223]
[[Page 20415]]
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Part VI
Department of Education
_______________________________________________________________________
Office of Special Education and Rehabilitative Services; Special
Studies Program; Notice
Federal Register / Vol. 61, No. 88 / Monday, May 6, 1996 / Notices
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Special
Studies Program
AGENCY: Department of Education.
ACTION: Notice of final priorities.
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SUMMARY: The Secretary announces final priorities for the Special
Studies Program. The Secretary may use these priorities in Fiscal Year
1996 and subsequent years. The Secretary takes this action to focus
Federal assistance on identified needs to improve results for children
with disabilities. These final priorities are intended to ensure wide
and effective use of program funds.
EFFECTIVE DATE: These priorities take effect on July 5, 1996.
FOR FURTHER INFORMATION CONTACT: The name, address, and telephone
number of the person at the Department to contact for information on
each specific priority is listed under that priority.
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
Act, including efforts to provide a free appropriate public education
to children and youth with disabilities, and early intervention
services to infants and toddlers with disabilities. The results of
these studies must be included in the annual report the Department is
required to submit to the Congress.
On November 7, 1995, the Secretary published a notice of proposed
priorities for this program in the Federal Register (60 FR 56201-
56202).
These priorities support the National Education Goals by improving
understanding of how to enable children and youth with disabilities to
reach higher levels of academic achievement.
The publication of these priorities does not preclude the Secretary
from proposing additional priorities, nor does it limit the Secretary
to funding only these priorities, subject to meeting applicable
rulemaking requirements. Funding of particular projects depends on the
availability of funds, and the quality of the applications received.
Further, FY 1996 priorities could be affected by enactment of
legislation reauthorizing these programs.
Note: This notice of final priorities does not solicit
applications. A notice inviting applications under the Testing the
Use of An Instrument to Measure Student Progress competition is
published in a separate notice in this issue of the Federal
Register.
Analysis of Comments and Changes
In response to the Secretary's invitation in the notice of proposed
priorities, six parties submitted comments. An analysis of the comments
and of the changes in the proposed priorities 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.
Priority--Testing the Use of An Instrument to Measure Student Progress
Comment: One commenter noted that the priority should evaluate the
use of the PASS Instrument as it applies to students with disabilities
at the different ages for which transition planning is required by the
Individuals with Disabilities Education Act (IDEA). The commenter
recommended that the appropriate age/age range defined by the term
``transition'' assessed by the PASS Instrument should include students
ages 14 to exit, not just students at the age of exit (about age 18).
Discussion: The Secretary agrees with the commenter, but notes that
the priority as written does not limit the evaluation of the PASS
Instrument to any specific age. Rather, the priority allows projects to
include a full range of ages as appropriate for transition planning
under IDEA.
Changes: None.
Priority--State-Federal Administrative Information Exchange
Comment: One commenter indicated that importance should be given to
the development of the information before better methods to exchange
information are pursued.
Discussion: The priority as written requires the project to
identify, analyze, and synthesize information relative to emerging
issues; and provides for the convening of experts, special education
administrators, and others to review, plan, and provide leadership in
recommending multi-level actions that respond to the emerging issues.
The Secretary believes that the commenter's concern regarding the
development of information is addressed in other priorities and that
this priority serves an important purpose in developing methods to
exchange existing information.
Changes: None.
Comment: Four commenters stressed the continuing need for an
efficient information exchange between State educational agencies and
the Office of Special Education Programs. These four commenters pointed
to the fiscal benefits of using existing linkages and communication
networks where they exist, rather than expending resources to create
new infrastructure. These commenters also stressed the value of
building on the knowledge and experience of an organization and staff
that is presently providing services comparable to that envisioned
under the priority. Three of the commenters specifically recommended
that the applicants have extensive experience in special education and
administration of the IDEA.
Discussion: The Secretary agrees with the commenters that it is
important to stress fiscal efficiency and responsibility. The Secretary
also agrees that the utilization of experience and knowledge that exist
among State Directors of Special Education and their own communication
networks with school districts and service providers in their States
should be stressed. The Department will not limit a potential award to
an existing provider. However, the Department does evaluate
applications on the basis of cost effectiveness, quality of personnel,
soundness of the proposal, and how the plan of operation meets the
purposes of the priority.
Changes: The language of the priority has been revised to read as
follows: ``The project must--* * *(2) Organize, synthesize, interpret,
integrate, and facilitate dissemination of information needed for
program improvement using already existing information resources and
communication networks;''.
Priority: Under 34 CFR 75.105(c)(3)), the Secretary gives an
absolute preference to applications that meet any one of the following
priorities. The Secretary will fund under these competitions only
applications that meet any one of these absolute priorities:
Absolute Priority 1--Testing the Use of An Instrument to Measure
Student Progress
Background: The Office of Special Education Programs funded the
development and testing of the PASS (Performance Assessment for Self-
Sufficiency) system to respond to the needs of local, State, and
Federal agencies for information on the post-school services required
by students with disabilities as they make the transition to adult
service delivery systems. The field test of PASS indicated that the
system also had great potential for use in measuring student results.
The findings from the field test on the utility of the PASS system
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indicate that PASS may be useful for a wide range of purposes
including:
Developing a systematic method of estimating the post-
school needs of exiting students with disabilities.
Developing a transition planning tool that would be used
to develop and monitor individualized education/transition plans (IEPs/
ITPs), to track student progress, and to be used for follow-up purposes
after exiting school.
Documenting results, identifying programs and curriculum
needs, and evaluating programs.
Improving interagency coordination and teamwork.
Providing a common database for use at local, State and
national levels.
The results of the field test, however, lead the Office of Special
Education Programs to conclude that deployment of the PASS at this time
is premature and an investigation of the feasibility and utility of the
PASS system as a tool for transition planning, and for measuring
student results, should continue.
The PASS System. The PASS system has two main components: The PASS
Instrument, and the PASS Expert System. The PASS instrument obtains
teachers' assessments of four major competency areas related to
functional performance skills demanded by adult life. First, teachers
complete the PASS instrument which provides ratings of students for a
broad array of functional performance indicators in four general
domains: Daily Living, Personal and Social Development, Employment, and
Educational Performance. The specific skills and behaviors targeted on
the PASS instrument are ones that are typically required for adult life
and that have service implications. For example, very low performance
ratings on several specific indicators--such as ``moves self about in
immediate neighborhood'' (e.g., walking, bicycling), ``uses public
transportation if available'' (e.g., bus, taxi), ``uses maps and bus
schedules when appropriate'', etc.--suggest differing needs for
assistance with mobility and transportation aspects of daily living.
The PASS also provides information about the student's training,
education, and employment, as well as major problem behaviors. No
special assessment is required: teachers complete the PASS based on
what they already know about the student from direct observation or
input from colleagues who work with the student. The instrument was
developed in collaboration with well-known transition experts, and
involved considerable interaction with State and local administrators
and practitioners in both special education and adult services. It has
been produced in a machine-scanable format.
The second component is the PASS expert system which is a micro-
computer-based program that converts the PASS data into projected
service estimates for individuals and groups based on data from the
PASS questionnaire. The prototype expert system, which incorporates the
knowledge and expertise of more than 30 special education and adult
services practitioners across the country, was field tested in over 100
school districts in 10 States to test the feasibility of administrative
procedures for collecting PASS data from schools and to guide
refinement of the PASS instrument and expert system prototype.
The American Institutes for Research (AIR) developed the
rudimentary prototype PASS system and tested its administrative
feasibility. AIR developed the following products, which are available
from the Office of Special Education Programs: Evaluation of the
Utility of the PASS System; Technical Documentation for the PASS Expert
System; Technical Manual for the PASS Instrument; User Guide to the
PASS Expert System; Report on the Administrative Feasibility of the
PASS System; Technical Documentation for the PASS Expert System;
Recommendations and Rationales for Revisions to the PASS Instrument and
Instructions.
Priority: The Secretary establishes an absolute priority for a
project, through a cooperative agreement, to assist the Office of
Special Education Programs in evaluating the feasibility and utility of
the PASS system: (a) As a tool for transition planning, across all
disability categories and levels of severity; and (b) as a tool for
measuring student results, across all disability categories and levels
of severity. Additionally, the project will validate the expert
system's decision rules.
The project must:
(a) Develop the conceptual framework for the study;
(b) Establish a stakeholder group that will advise the project on
the study design;
(c) Develop data collection methods and instruments;
(d) Develop methods of data analysis;
(e) Carry out a field test;
(f) Provide guidance and support to States participating in the
field test;
(g) Analyze the results of the field test and prepare a final
report on the findings of the study; and
(h) Budget for two trips to Washington, D.C. each year. One trip to
meet with the OSEP Project Officer and one trip to attend the annual
Project Director's Meeting.
For Further Information Contact: Susan Sanchez, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 3524, Switzer Building,
Washington, D.C. 20202-2641. Telephone: (202) 205-8998. FAX: (202) 205-
8105. Individuals who use a telecommunications device for the deaf
(TDD) may call the TDD number: (202) 205-8953. Internet:
Susan__Sanchez@ed.gov
Absolute Priority 2--State-Federal Administrative Information Exchange
Background: Information for decisionmaking and policy development
to ensure appropriate and effective education and early intervention
for all infants, toddlers, children and youth with disabilities is
critically important. State and Federal decisionmakers responsible for
the implementation of the Individuals with Disabilities Education Act
(IDEA) must have access to valid statistics, research findings, and
policy options, as well as current information on trends in the
providing of special education and related services.
The Office of Special Education Programs (OSEP) within the U. S.
Department of Education has the responsibility for Federal
administration of IDEA. State education agencies (SEAs), or other
designated State agencies under Part H of IDEA, oversee the
administration of IDEA at State and local levels. This project will
facilitate the access and analysis of administrative and policy
information to and from the States and other jurisdictions, and will
ensure the flow of communication between the Federal Government and
administrators of IDEA at State and local levels.
Priority: The Secretary establishes a priority to facilitate
communication between the U.S. Department of Education and State and
local administrators of IDEA, and to synthesize national program
information that will improve the management, administration, delivery,
and effectiveness of programs and services provided under IDEA. The
cooperative agreement funded under this priority will provide the
Department with a mechanism and resources for analyzing policies and
emerging issues that are of significant national concern.
The project must--
(1) Identify national and State program improvement information
that is needed to obtain better results in education and provide early
intervention services for infants,
[[Page 20418]]
toddlers, children, and youth with disabilities;
(2) Organize, synthesize, interpret, integrate, and facilitate
dissemination of information needed for program improvement using
already existing information resources and communication networks;
(3) Analyze emerging policy or program issues regarding the
administration of special education, early intervention, and related
services at the Federal, State and local levels; and
(4) Facilitate the use of information at Federal, State and local
levels for program improvement for infants, toddlers, children, and
youth with disabilities.
The project must organize, coordinate, and maintain a data base of
laws, policies, and regulations that govern special education within
the States and other jurisdictions; communicate, on a regular basis,
with State educational agencies to identify emerging policy issues;
obtain, analyze and synthesize information relative to the emerging
issues; and convene experts, special education administrators, and
others to review, plan, and provide leadership in recommending multi-
level actions that respond to the emerging issues. The project must
communicate regularly with the Office of Special Education Programs to
ensure the continuing flow and development of information that may be
required at the Federal level to facilitate the improvement and
efficiency of administration of IDEA by the U.S. Department of
Education.
Upon request of the OSEP project officer, the project should meet
with other funded projects of OSEP for purposes of cross-project
collaboration and information exchange. The project must also budget
for two trips annually to Washington, D.C. for: (1) A two-day Research
Project Directors' meeting; and (2) another meeting to meet and
collaborate with the OSEP project officer.
For Further Information Contact: Jane C. Williams, U.S. Department
of Education, 600 Independence Avenue S.W., Room 3529, Switzer
Building, Washington, D.C. 20202-2641. Telephone: (202) 205-9039. FAX:
(202) 205-8105. Individuals who use a telecommunications device for the
deaf (TDD) may call the TDD number: (202) 205-8125. Internet: Jane__
Williams@ed.gov Applicable Program Regulations: 34 CFR part 327.
Program Authority: 20 U.S.C. 1418.
Dated: April 26, 1996.
Howard R. Moses,
Acting Assistant Secretary for Special Education and Rehabilitative
Services.
(Catalog of Federal Domestic Assistance Number 84.159, Special
Studies Program)
[FR Doc. 96-11223 Filed 5-3-96; 8:45 am]
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