[Federal Register: January 22, 2001 (Volume 66, Number 14)]
[Notices]
[Page 6831-6848]
>From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr22ja01-256]
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Part III
Department of Education
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Office of Special Education and Rehabilitative Services; Grant
Applications Under Part D, Subpart 2 of the Individuals With
Disabilities Education Act; Notice
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Grant
Applications Under Part D, Subpart 2 of the Individuals With
Disabilities Education Act
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
(FY) 2001.
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SUMMARY: This notice provides closing dates and other information
regarding the transmittal of applications for FY 2001 competitions
under three programs authorized by the Individuals with Disabilities
Education Act (IDEA), as amended. The three programs are: (1) Special
Education--Research and Innovation to Improve Services and Results for
Children with Disabilities (five priorities); (2) Special Education--
Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities (two priorities); and (3) Special
Education--Technology and Media Services for Individuals with
Disabilities (five priorities).
Goals 2000: Educate America Act
The Goals 2000: Education America Act (Goals 2000) focuses the
Nation's education reform efforts on the eight National Education Goals
and provides a framework for meeting them. Goals 2000 promotes new
partnerships to strengthen schools and expands the Department's
capacities for helping communities to exchange ideas and obtain
information needed to achieve the goals.
These priorities would address the National Education Goals by
helping to improve results for children with disabilities.
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 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 in project activities (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 Washington, D.C. during each year
of the project.
(d) In a single application, an applicant must address only one
absolute priority in this notice.
(e) Part III of each application submitted under a priority in this
notice, the application narrative, is where an applicant addresses 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 for
each applicable priority, using the following standards:
A ``page'' is 8.5" x 11" (on one side only) with one-inch
margins (top, bottom, and sides).
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.
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 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--
You apply these standards and exceed the page limit; or
You apply other standards and exceed the equivalent of the
page limit.
Reasonable Accommodation: We will consider, and may fund, requests
for additional funding above the maximum amounts indicated for each
priority or focus as an addendum to an application to reflect the costs
of reasonable accommodations necessary to allow individuals with
disabilities to be employed on the project as personnel on project
activities.
Pilot Project for Electronic Submission of Applications
The U.S. Department of Education is expanding its pilot project of
electronic submission of applications to include certain formula grant
programs, as well as additional discretionary grant competitions. The
three programs in this announcement 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, formerly e-GAPS) portion of the
Grant Administration and Payment System (GAPS). We request your
participation in this pilot project. We shall continue to evaluate its
success and solicit suggestions for improvement.
If you participate in this e-APPLICATION pilot, please note the
following:
Your participation is voluntary.
You will not receive any additional point value or penalty
because you submit a grant application in electronic or paper format.
You can submit all documents electronically, including the
Application for Federal Assistance (ED 424), Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
certifications.
Fax a signed copy of the Application for Federal
Assistance (ED 424) after following these steps:
1. Print ED 424 from the e-APPLICATION system.
2. Make sure that the institution's Authorizing Representative
signs this form.
3. Before faxing this form, submit your electronic application via
the e-APPLICATION system. You will receive an automatic acknowledgment,
which will include a PR/Award number (an identifying number unique to
your application).
4. Place the PR/Award number in the upper right hand corner of ED
424.
5. Fax ED 424 to the Application Control Center within three
working days of submitting your electronic application. We will
indicate a fax number in e-APPLICATION at the time of your submission.
We may request that you give us original signatures on all
other forms at a later date.
You may access the electronic grant application for the 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 package.
Research and Innovation To Improve Services and Results for
Children With Disabilities [CFDA 84.324]
Purpose of Program: To produce, and advance the use of, knowledge
to: (a)
[[Page 6833]]
Improve services provided under IDEA, including the practices of
professionals and others involved in providing those services to
children with disabilities; and (b) improve educational and early
intervention results for infants, toddlers, and children with
disabilities.
Eligible Applicants: Under Absolute Priorities 1, 2, 3, and 5, and
under focus area 2 of Absolute Priority 4, eligible applicants are
State and local educational agencies, institutions of higher education
(IHEs); other public agencies, private nonprofit organizations,
outlying areas, freely associated States, and Indian tribes or tribal
organizations. Under Absolute Priority 4, eligible applicants for focus
areas 1 and 3 are limited to local educational agencies (LEAs), or
consortia of LEAs with either IHEs or private nonprofit organizations.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, 86, 97, 98, and 99; (b) The selection criteria for the
priorities under this program are drawn from the EDGAR general
selection criteria menu. The specific selection criteria for each
priority are included in the funding application packet for the
applicable competition.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Grants are required to collaborate with other research institutes,
centers, and studies and evaluations, supported by the Department
throughout the course of the project.
Priority: Under 34 CFR 75.105(c)(3), we consider only applications
that meet one of the following priorities:
Absolute Priority 1--Directed Research Projects (84.324D)
This priority provides support for projects that advance and
improve the knowledge base and improve the practice of professionals,
parents, and others providing early intervention, special education,
and related services. This includes professionals who work with
children with disabilities in regular education environments and
natural environments. Under this priority, projects must support
innovation, development, exchange of information, and use of
advancements in knowledge and practice. If the project maintains a web
site, it must include relevant information and documents in an
accessible form. Projects must (1) use rigorous quantitative or
qualitative research and evaluation methods and (2) communicate
appropriately with target audiences.
Focus 1--Inclusion of Students With Disabilities in Large-Scale
Assessment and Accountability Programs
Recent laws and policies at Federal and State levels require the
participation of students with disabilities in large-scale assessment
and accountability programs to help ensure that students with
disabilities achieve to high standards and have the fullest possible
range of educational opportunities. Progress has been made in solving
the technical, logistical, and policy obstacles to achieving this
participation. However, continued progress is needed, particularly
related to young children and children with low incidence disabilities
taking regular assessments with or without accommodations.
Focus Area 1 supports projects that pursue systematic programs of
applied research to either or both of the following: (a) Determine how
State and local education agencies can best achieve the meaningful
participation of students with disabilities in large-scale assessment
and accountability programs; or (b) study the effects of State and
local efforts to achieve this participation.
We intend to make approximately 3 awards in Focus Area 1 of which
two of these awards would focus on young children through the age 9 in
regular assessments or students with low-incidence disabilities in
regular assessments, or both.
Low incidence disabilities include a visual or hearing impairment
or simultaneous visual and hearing impairments, a significant cognitive
impairment, or any impairment for which a small number of personnel
with highly specialized skills and knowledge are needed in order for
children with that impairment to receive a free appropriate public
education.
Focus 2--Instructional Interventions and Results for Children With
Disabilities
The successful implementation of the IDEA Amendments of 1997
requires a strong emphasis on supports for children with disabilities
to help them access the general education curricula. Research is needed
to describe, test, and validate instructional practices that have the
potential for generating positive results for children with
disabilities as they strive to meet State and local standards and
performance goals set for all students. The research must focus on
children in preschool, elementary, middle, or high school.
Projects supported under Focus 2 must investigate one or more
issues related to providing instruction in the general education
curriculum for children with disabilities. These issues may include,
but are not limited to:
(a) The relationship of instructional interventions to results in
core subjects such as, language arts, mathematics, science, social
studies, foreign language;
(b) Contextual variables that influence access to the general
education curriculum for students with disabilities. Contextual
variables include, for example, classroom design, relative role of
regular educators and special educators, groupings, or management
strategies; curricular design, delivery, or materials; and family and
staff interaction;
(c) Instructional and curricular accommodations to ensure that
students with disabilities have access to the general education
curriculum; and
(d) The relationship of inclusive preschool practices and child-
family transition practices to child development, readiness skills, and
preparation for participation in the primary grades.
We intend to fund a total of nine (9) awards in Focus 2 and to
fund:
At least three (3) projects that address innovative
instructional interventions and strategies in core subjects required
for high school graduation (e.g., algebra or foreign language); and,
At least three (3) projects that describe, test, and
validate instructional practices that enhance appropriate access to and
participation and progress in the general education curriculum for
children with cognitive disabilities.
Focus 3--Gender and Special Education
The purpose of this focus area is to explore the influences of
gender on special education referral, placement, and service provision
for students with disabilities.
Males and females comprise equal proportions of the school-aged
population; however, males account for approximately two-thirds of all
students served in special education. In many cases, it is not clear if
females are underidentified for special education, if males are
overidentified, or if real differences exist in the prevalence of
disability between males and females. The research to date has
primarily addressed commonalities of students rather than differences
based on gender.
Some additional facts regarding gender and disabilities include:
(a) Females with disabilities have more significant disabilities
than their male peers at the time of referral;
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(b) Females with disabilities have lower IQ scores than their male
counterparts at the time of referral; and
(c) Post school outcomes for females with disabilities are
significantly worse than their male peers with disabilities.
Little is known, however, about the different characteristics,
treatment and experiences of males and females with disabilities. These
differences are likely to be caused by a combination of factors.
Under this focus, a research project must pursue a systematic
program of research that focuses on one or more issues related to
gender and special education. The issues may include, but are not
limited to:
(a) The differences that may exist in the prevalence of
disabilities based on gender, and, if so, why those differences exist;
(b) The reasons for different outcomes and opportunities, (e.g.,
employment, parenting, vocational education programs) for students with
disabilities based on gender; and
(c) The factors that contribute to disproportionate representation
of males and females in special education including (1) students'
environmental, social, and learning experiences, and cultural and
linguistic characteristics; (2) student or teacher behaviors and
interactions; (3) teacher expectations and attitudes.
We intend to fund 3 awards in Focus 3.
Focus 4--Research To Improve Literacy Results for Children Who Are
Unresponsive to Effective Classroom or Schoolwide Programs in Grades K-
3
Recent reading research has focused on developing and validating
strategies and interventions to ensure that children acquire literacy
in regular education classroom settings by using effective classroom
reading programs. These programs may include explicit and intensive
instruction within or outside the classroom in small groups and, in the
most difficult cases, with individualized one-on-one tutoring. The hope
has been that all children would succeed in these circumstances;
however, there are a small number of children who do not benefit at all
from these interventions and who are at the highest risk for academic
and social failure.
Effective learning and teaching strategies must also be found for
these children. These strategies need to be based on the learning
characteristics and needs of a child as well as reasonable expectations
for the child. Projects supported under Focus 4 must--
(a) Identify the criteria used to decide that a child is
unresponsive to interventions that are effective for most students;
(b) Identify and describe characteristics related to (1) the
environmental, social, cultural, and English language learning factors
each child may have experienced, and (2) the learning characteristics
related to the literacy of each child who is unresponsive to reading
programs to which a majority of children respond. Learning
characteristics may include, but are not limited to, specific deficits
in phonological awareness, inattentiveness and distractibility,
motivation, language development, developmental delay, and IQ;
(c) Design processes for making decisions about how to target
instruction that will be effective given the identified learning
characteristics of the child;
(d) Document the progress of individual children toward meeting
intervention goals, the fidelity of implementation of interventions,
the qualifications of persons who make decisions and who implement
interventions, the length and intensity of interventions, and the
settings where the interventions take place; and
(e) Evaluate the expectations that were made for each child.
We intend to fund 3 awards in Focus 4.
Focus 5--Research To Improve Reading Comprehension Results for Children
With Disabilities
In recent years, research has advanced our understanding of how
skilled readers comprehend and how instructional strategies support
children with learning disabilities to comprehend text. Comprehension
is not merely a text-based process where meaning resides in the text
and the role of the reader is to discover the meaning. To develop
successful comprehension skills, many children with learning
disabilities need an explicit instructional program that: (a) Teaches
them how to access prior knowledge through strategies such as semantic
mapping, think aloud sheets, etc.; (b) motivates and supports
persistence on task, including expressions of a student's own thoughts
when reading and writing, questioning the expert or inquiring, or using
technology or grouping practices; and (c) teaches them cognitive and
metacognitive strategies for reading with understanding, including how
to monitor one's own progress through self-regulation, summarizing,
generating questions, mnemonics, or imagery.
Under Focus 5, a project must pursue a systematic program of
applied research that focuses on one or more issues related to
improving reading comprehension results of children with learning
disabilities related to reading. These issues include, but are not
limited to:
(a) The types of effective comprehension instruction for children
with learning disabilities in grades K-2, 3-5, and 6-8 inclusive;
(b) The components of particularly effective programs for children
with learning disabilities, e.g., the basal materials, supplemental or
adapted materials, instructional strategies used by teachers, and how
families may support the instructional program;
(c) The types of effective questioning strategies used by teachers,
peers, and parents to encourage and develop comprehension skills; and
(d) The kinds of individualized instruction, grouping practices,
instructional strategies, and curricula that improve comprehension and
problem solving.
We intend to make approximately 3 awards in Focus 5.
Focus 6--Alternative Schools and Programs
Many school districts and States have worked to establish or renew
a focus on alternative schools and programs for children who are at-
risk of suspension and expulsion from school. While specific
definitions of alternative schools and programs vary considerably, they
are typically designed to address the needs of students who are at risk
of educational failure related to poor academic performance,
inconsistent teacher training, truancy, disruptive behavior,
suspension, expulsion, or other similar risk factors, and whose needs
cannot be well met in a regular or traditional school setting. OSEP is
supporting a new fast response survey through the National Center for
Educational Statistics that by summer 2001 will provide information
from districts on alternative schools and programs. However, research
on the universe of alternative schools and programs in operation is
much needed. Further, while a number of U.S. Department of Education
demonstration projects are developing effective alternative programs to
reduce school suspensions and expulsions (see, http://www.ed.gov/
offices/OESE/SDFS/altst__200.html), research on the delivery of
specific services to, and outcomes for, students with disabilities in
alternative schools and programs has been limited.
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Projects supported under Focus 6 must investigate one or more of
the following issues relating to alternative schools and programs
serving students with disabilities:
(a) The variety among alternative schools and programs in terms of
definition, type, number of students with and without disabilities
served, organizational or governance structures used, and other
demographic characteristics.
(b) The referral and identification process and procedures used to
place students with disabilities in alternative schools and programs.
(c) Exit procedures, timelimits, and procedures for transition and
return to previous school or other settings.
(d) Special education services available and delivered, and
outcomes achieved.
(e) The extent to which alternative schools and programs are used
as IDEA-required interim alternative educational settings and the
distinguishing characteristics of those settings.
(f) Coordination of special services in alternative schools and
programs.
Projects must involve a directed in-depth examination of a few
selected alternative schools or programs or larger-scale broader
surveys of many schools or programs.
We intend to make approximately 3 awards in Focus 6.
Focus 7--Research on Early Childhood Mental Health
The elements of early intervention practice that support the social
and emotional development of young children with or at risk of
disabilities, are as important as those that support linguistic and
cognitive development. An expanding knowledge base in early childhood
mental health documents the contribution of emotional, regulatory, and
social development, environmental factors, and early relationships to
later school success and to the prevention of emotional disturbance.
Additional research is needed to document effective practices for
identifying and addressing the affective and behavioral problems of
young children with or at risk of disabilities. Research may include
family support practices that foster social-emotional development and
resilience. Applications under this focus area must target the mental
health of infants and toddlers (0-2 years old), or preschoolers (3-5
years old) or both (0-5 years old) who are receiving services under
either the Part C or Part B programs of IDEA.
All applications submitted under this focus area must describe
steps they will take to assure that findings from their research are
disseminated to research and training centers (RTC's) funded by the
Office of Special Education and Rehabilitative Services, including the
two children's mental health RTC's funded by the National Institute on
Disability and Rehabilitation Research (NIDRR) and the RTC on the
Development of Infants, Toddlers, and Preschoolers with or at Risk of
Disabilities.
We intend to make approximately 3 awards in Focus 7. At least one
award will be made to a project that addresses the social and emotional
development of young children with cognitive disabilities.
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period for all Focus Areas: Up to 36 months for all focus
areas.
Maximum Award for all Focus Areas: The maximum award amount is
$180,000 per year. Consistent with EDGAR 34 CFR 75.104(b), we will
reject any application that proposes a project funding level for any
year that exceeds the stated maximum award amount for that year. This
maximum award applies to any application for any Focus area. Requests
for funding reasonable accommodations are not included in this
limitation.
Page Limits for all Focus Areas: The maximum page limit for this
priority is 50 double-spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 2--Research and Training Center on the Development of
Infants, Toddlers, and Preschool Children With or at Risk of
Disabilities (84.324K)
If developmental delays are not addressed by appropriately trained
personnel during the early years, a range of learning and behavioral
problems may be more likely to occur later in school. Alternatively,
early identification and effective interventions--in social, emotional,
behavioral, communication, and preliteracy domains--can prevent or
reduce the impact of specific disabilities. This priority would
establish a research and training center (RTC) to translate the
knowledge base on young children's early relationships, emotional, self
regulatory, and social development, and environmental factors into
effective strategies that establish a foundation for school success.
The RTC will demonstrate and evaluate these strategies and implement
effective training and dissemination efforts targeted on improving
early childhood services and strengthening the capacity of families to
support the healthy development of their children.
The RTC will serve as a center of national excellence for service
providers, young children with or at risk of disabilities, family
members, and other caregivers. The RTC supported under this priority
must:
(1) Conduct coordinated and advanced programs of applied research
to produce and disseminate knowledge to improve interventions and
service delivery systems associated with the healthy mental development
of infants, toddlers, and preschool children with or at risk of
developmental disabilities, including research on the use of and state
of practice in inclusive settings. These children should include those
who are from communities representing rural, low income, urban, limited
English proficiency, immigrant, and migrant populations.
(2) Provide training, including graduate, preservice, and inservice
training, to help improve the skills of personnel serving young
children with or at risk of disabilities and their families and
caregivers.
(3) Disseminate information through conferences, workshops, public
education programs, inservice training programs, and other activities;
(4) Collaborate with other RTC's supported by the Department,
including the RTC's on children's mental health supported by the
National Institute on Disability and Rehabilitation Research (NIDRR);
and
[[Page 6836]]
(5) Utilize modern communication technologies, including the
Internet, to expand the impact of its dissemination approaches.
In deciding whether to continue this project for the fourth and
fifth years, we 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, D.C. Projects
must budget for the travel associated with this 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.
Competitive Preference: Within this absolute priority, we will give
the following competitive preference under section 606 of IDEA and 34
CFR 75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Maximum Award: The maximum award amount is $500,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 3--Research Institute on Early Literacy for Infants,
Toddlers, and Young Children With Visual Impairments (84.324Q)
Current research documents the link between the development of
preliteracy and early literacy skills for infants, toddlers, and young
children and subsequent reading and academic success. The development
of preliteracy and early literacy skills for infants, toddlers, and
young children with visual impairments including blindness poses
additional challenges for families and professionals. Many of the
current practices and intervention strategies which promote the
development of preliteracy and early literacy skills, including braille
literacy, have not been empirically validated with this population, but
were developed for use with infants, toddlers, and young children
without visual impairments.
Priority: This priority supports a research institute to identify,
validate, and disseminate the best and most promising practices for
developing preliteracy and early literacy skills for infants, toddlers,
and young children, birth through to entry into first grade, who have
visual impairments, including blindness.
A project funded under this priority must--
(a) Review and synthesize the research base and examine the current
and most promising practice paradigms in the following areas:
(1) Assessment of the needs of infants, toddlers, and young
children with visual impairments, including blindness, as those needs
relate to the development of preliteracy and early literacy skills;
(2) Determination of how new or innovative intervention strategies
to promote preliteracy and early literacy skills used for other
infants, toddlers, and young children, could be applied for use with
infants, toddlers, and young children who have visual impairments,
including blindness;
(3) Integration of intervention strategies in communication and
other developmental domains with preliteracy and early literacy
intervention methods for infants, toddlers, and preschoolers with
visual impairments, including blindness;
(4) Access to and use of new and developing technologies for use
with infants, toddlers, and young children with visual impairments,
including blindness, for the development of preliteracy and early
literacy skills.
(b) In consultation with the Office of Special Education Programs
(OSEP), design and conduct a strategic program of research that
addresses knowledge gaps by:
(1) Designing a rigorous research program whose conceptual
framework builds upon recent and current research, identifies the gaps
in knowledge, and provides a basis for the strategies and procedures to
be studied;
(2) Collecting, analyzing, and reporting a variety of data, such as
(i) information on the service settings, the service providers, and the
infants, toddlers, and young children with visual impairments,
including blindness and their families; (ii) outcome measures for the
infants, toddlers, and young children and their families who are the
focus of the intervention strategies and procedures; and (iii)
implementation data from the service providers, administrators,
agencies, families, and others involved in the research;
(3) Conducting the research using a variety of methodologies
designed to comprehensively examine the impact of the interventions on
preliteracy and early literacy skill development in the target
population;
(4) Conducting the program of research in settings that ensure that
the research findings and products impact preliteracy and early
literacy development for all infants, toddlers, and young children with
visual impairments, including children with blindness, and those
children with visual impairments and secondary disabilities, and
including those who are from communities representing rural, low
income, urban, limited English proficiency, immigrant, and migrant
populations; and
(5) Collaborating with other research institutes, centers, and
studies and evaluations supported by the Department.
(c) Design, implement, and evaluate a dissemination approach that
links research to practice and promotes the use of current knowledge
and ongoing research findings. This approach must:
(1) Develop linkages with OSEP technical assistance providers to
communicate research findings and distribute products; and
(2) Prepare the research findings and products from the project in
formats that are useful for specific audiences, including early
intervention researchers; general and special education researchers;
local, State, and national policymakers; education practitioners and
early interventionists; and families of infants, toddlers, and young
children with visual impairments, including blindness.
(d) Provide training and research opportunities for a limited
number of
[[Page 6837]]
graduate students whose graduate studies are in the area of education
for infants, toddlers, and young children with visual impairments,
including blindness.
(e) Meet with the OSEP project officer in the first three months of
the project to review the program of research, implementation, and
dissemination approaches.
(f) In addition to the annual two-day Project Directors' meeting in
Washington, D.C. listed in the ``General Requirements'' section of this
notice, budget for another annual two-day trip to Washington, D.C. to
collaborate with the OSEP project officer by sharing information and
discussing design, implementation, and dissemination issues.
In deciding whether to continue this project for the fourth and
fifth years, we 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, D.C. Projects
must budget for the travel associated with this 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.
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, within this competitive preference, applicants can be
awarded up to a total of 10 points in addition to those awarded under
the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Maximum Award: The maximum award amount is $500,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 4--Model Demonstration Projects for Children With
Disabilities (84.324T)
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 IDEA.
Requirements for All Demonstration Projects
A model demonstration project must--
(a) Use rigorous quantitative or qualitative evaluation methods and
data;
(b) Evaluate the model by using multiple measures of results to
determine the effectiveness of the model and its components or
strategies;
(c) Produce detailed procedures and materials that would enable
others to replicate the model; and
(d) Communicate with appropriate audiences through means such as
special education technical assistance providers and disseminators,
refereed journal publications and other publications, conference
presentations, or a web site.
If the project maintains a web site, it must include relevant
information and documents in an accessible form.
Federal financial participation for a project funded under this
priority will not exceed 90 percent of the total annual costs of the
project (see section 661(f)(2)(A) of IDEA).
In addition to the annual two-day Project Directors' meeting in
Washington, D.C. mentioned in the General Requirements section of this
notice, projects must budget for another annual meeting in Washington,
D.C. to collaborate with the Federal project officer and the other
projects funded under this priority, to share information and discuss
model development, evaluation, and project implementation issues.
Under this absolute priority, we will fund projects only in the
focus areas listed below.
Focus 1--Model Demonstration Projects To Support Whole-School Reforms
of Services for Children With Disabilities
The reauthorization of IDEA in 1997 (Public Law 105-17) encouraged
``incentives for whole-school approaches and pre-referral intervention
to reduce the need to label children as disabled in order to address
their learning needs'' (section 601(c)(5)(F)) and authorized: (a) IDEA
support for schoolwide programs under Title I of the Elementary and
Secondary Education Act of 1965 (section 613(a)(2)(D)); (b) Services
and aids that also benefit nondisabled children (section 613(a)(4)(A));
(c) Integrated and coordinated service systems (section 613(a)(4)(B)
and 613(f)); and (d) School-based improvement plans (section 613(g)).
This focus supports model projects that demonstrate how promising
and proven research-based practices and strategies can be used to
develop whole-school approaches that benefit all students, including
all students with disabilities, and fully implement all other
requirements of the law. Applicants must demonstrate how they will
improve results for both students with disabilities and other students.
Specifically, applicants must describe activities to ensure that
all students with disabilities have access to and succeed in the
general curriculum; can participate in extracurricular activities, if
available at the school; receive positive behavioral interventions,
supports, and services when appropriate; and are included in State and
local assessments.
Flexibility and innovation are encouraged in the design of the
models, but every model must involve regular and special education
staff in early identification, intervention, and prevention services;
provide for parent participation; and make available a continuum of
services, aids, and supports to meet the needs of students with
disabilities in the least restrictive environment. It is expected that
models funded under this priority will build upon other models,
strategies, and practices including those supported under IDEA national
activities.
Eligible applicants are invited to apply for these grants to foster
whole-school projects at (a) Primary and
[[Page 6838]]
elementary school, (b) middle and junior high school, or (c) high
school levels. Regardless of who the project applicant is, a
partnership between the LEA and an IHE or a private nonprofit
organization must be demonstrated and maintained throughout the
duration of the project. Applicants are required to collaborate with
existing OSEP technical assistance centers and evaluation efforts
throughout the course of the project.
Applicants must specify at least one school building, at each grade
range addressed in the project, that will participate in the model
demonstration project throughout the duration of the grant. Further,
the LEA or consortium of an LEA and an IHE or a private nonprofit
organization must agree to share evaluation data (with protections for
anonymity of subjects) on student achievement and project effectiveness
with OSEP-sponsored activities, which will synthesize research and
evaluation information across the grantees. In addition projects must
ensure and demonstrate how they will monitor and document challenges
and progress throughout the project.
Projects funded under this priority must schedule one trip,
annually to Washington, D.C. (as specified in the ``General
Requirements'' section of this notice), one trip, annually to
Washington, D.C. (as specified in the ``Requirements for All
Demonstration Projects'' section of this notice), and an additional
meeting to take place by the end of the first month of the project.
We intend to make approximately 15 awards under this priority. Each
of the three grade ranges will be represented in the awards with at
least three awards at each level.
Maximum Award: Projects will be funded for up to 48 months. The
maximum award amount is $150,000 (exclusive of any matching funds)
during each of the first two 12-month funding periods, and $75,000
(exclusive of any matching funds) during each of the two remaining 12-
month funding periods. Consistent with EDGAR 34 CFR 75.104(b), we will
reject any application that proposes a project funding level for any
year that exceeds the stated maximum award amount for that year.
Requests for funding reasonable accommodations are not included in this
limitation.
Page Limits: The maximum page limit for this focus area is 50
double-spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Focus 2--Strengthening Childcare Infrastructures for Infants, Toddlers,
and Preschoolers With Disabilities From Underserved Families and
Communities
This focus supports model projects that demonstrate new or
innovative childcare models that address the developmental needs of
infants, toddlers, and preschoolers with disabilities. In addition to
identifying and supporting underserved children with disabilities and
their families, projects must address the special and individualized
intervention needs of young children without resulting in the removal
of children from inclusive settings and typical experiences. To
maximize sustainability of change, projects must incorporate multiple
formal and informal service delivery systems that have evolved in a
community over the years, when identifying and addressing challenges
that contribute to uneven service provision.
Challenges addressed under this focus area may include, but are not
limited to, one or more of the following:
(a) The lack of available mental health services for children under
age 6;
(b) Adverse environmental home or community conditions;
(c) Cultural differences between service providers and families;
(d) Differences between what child care programs offer and what
families of young children with disabilities or at-risk for
disabilities need or want;
(e) Children living with mentally ill family members;
(f) Children with complex medical concerns; and
(g) Children in families dealing with the stresses of poverty,
substance abuse, or violence.
Measurements of model effectiveness should assess multiple
influences longitudinally when reporting impact of community, family,
and individual intervention variables on child development. Child
competence measures should include observational measures of a child's
underlying processing and executive functioning over time vis-a-vis the
interventions received. In addition to measuring multi-level impact,
models should examine whether the interventions can be implemented as
planned, whether the participants for whom the program is designed
actually participated, and how much the program costs.
Projects funded under this focus must schedule one trip, annually
to Washington, D.C. (as specified in the ``General Requirements''
section of this notice), one trip, annually to Washington, D.C. (as
specified in the ``Requirements for All Demonstration Projects''
section of this notice), and an additional meeting to take place at the
beginning of year one, to identify collaborations across sites that can
result in increased sample sizes, and planned variations of critical
variables, interventions, and outcomes.
We intend to make approximately 3 awards under this focus area.
Maximum Award: The maximum award amount is $180,000 (exclusive of
any matching funds) per year. Consistent with EDGAR 34 CFR 75.104(b),
we will reject any application that proposes a project funding level
for any year that exceeds the stated maximum award amount for that
year. Requests for funding reasonable accommodations are not included
in this limitation.
Page Limits: The maximum page limit for this focus is 50 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Focus 3--Agency Participation in Transition
This focus area supports model projects that demonstrate new or
improved approaches to participation and successful interagency
collaboration in transition planning.
Projects must:
(a) Involve collaboration between multiple systems, such as
education, vocational rehabilitation, workforce development, employer
organizations, community networks, health, youth and adult service
agencies, and other relevant agencies.
(b) Improve transitions between systems and eliminate service
disruptions, including waiting lists for students exiting school; and
(c) Demonstrate that student Individualized Education Programs
(IEP's) are based on students' interests, preferences, and needs and
include, as appropriate, a statement of interagency responsibilities
and any needed linkages. The linkages must include, as appropriate,
postschool environments such as postsecondary schools, employment,
adult service programs, and local One-Stop Career Centers created under
the Workforce Investment Act.
Projects funded under this focus must schedule one trip, annually
to Washington, D.C. (as specified in the ``General Requirements''
section of this notice), one trip, annually to Washington, D.C. (as
specified in the ``Requirements for All Demonstration Projects''
section of this notice), and an
[[Page 6839]]
additional meeting to take place by the end of the first month of the
project.
We intend to make approximately 3 awards under this focus area.
Maximum Award: The maximum award amount is $180,000 (exclusive of
any matching funds) per year. Consistent with EDGAR 34 CFR 75.104(b),
we will reject any application that proposes a project funding level
for any year that exceeds the stated maximum award amount for that
year. Requests for funding reasonable accommodations are not included
in this limitation.
Page Limits: The maximum page limit for this focus is 50 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Competitive Preference for All Focus Areas
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period for All Focus Areas: Up to 48 months.
Absolute Priority 5--Improving Postschool Outcomes: Identifying and
Promoting What Works (84.324W)
With the passage of the Education of the Handicapped Act Amendments
of 1983, a Federal initiative was begun to assist high school youth
with disabilities in achieving their goals for adult life, including
postsecondary education, continuing education, competitive employment,
and independent living. This process, known as secondary transition,
has continued to be defined and developed in legislation, research, and
practice. To a large extent, it has been the impetus for the shift in
special education from an emphasis on process to one of achieving
better results for children with disabilities. The Office of Special
Education Programs (OSEP) has funded approximately 500 secondary
transition projects since 1984 to develop, refine and validate
effective practices and programs.
Priority: The purpose of this priority is to improve results for
secondary-aged youth with disabilities by at a minimum, synthesizing,
analyzing, and disseminating information in each of three areas:
--Improving academic results;
--Secondary transition practice; and
--Dropout prevention and intervention, including factors associated
with early school exit for students with disabilities.
The project must--
(a) Synthesize the professional literature on each area. In
conducting its syntheses, the project must:
(1) Develop a conceptual framework around which research questions
will be posed and the synthesis conducted. Develop these research
questions with input from potential consumers of the synthesis to
enhance the usability and validity of the findings. Consumers include
technical assistance providers, policymakers, educators, other relevant
practitioners, individuals with disabilities, and parents;
(2) Identify and implement rigorous social science methods for
synthesizing the professional knowledge base (including but not limited
to, integrative reviews (Cooper, 1982), best-evidence synthesis
(Slavin, 1989), meta-analysis (Glass, 1977), multi-vocal approach
(Ogawa & Malen, 1991), and National Institute of Mental Health
consensus development program (Huberman, 1977);
(3) Implement procedures for locating and organizing the extant
literature and ensure that these procedures address and guard against
potential threats to the integrity of each synthesis, including the
generalization of findings;
(4) Establish criteria and procedures for judging the
appropriateness of each synthesis;
(5) Meet with OSEP to review the project's methodological approach
for conducting the synthesis prior to initiating the synthesis;
(6) Analyze and interpret the professional knowledge base,
including identification of general trends in the literature, points of
consensus and conflicts among findings, and areas of evidence where the
literature base is lacking. The interpretation of the literature base
must address the contributions of the findings for improving policy,
academic supports, transition practices, and dropout prevention and
intervention;
(7) Submit a draft report of the synthesis in each of the three
focus areas, and based on review by OSEP staff, potential consumers,
revise and submit a final report to OSEP and the Secondary Education
and Transition Technical Assistance Center (SETAC) for dissemination to
the field.
(b) Conduct an analysis of each of the three areas to identify
effective approaches and practices derived from model demonstration
projects (including, but not limited to, projects funded by OSEP, the
Rehabilitation Services Administration (RSA), the National Institute on
Disability and Rehabilitation Research (NIDRR), the Office of
Postsecondary Education (OPE), the Office of Education Research and
Improvement (OERI), and the Office of Vocational and Adult Education
(OVAE).
In conducting its analyses, the project must:
(1) Identify the relevant projects for each analysis. Describe and
implement procedures for locating and organizing relevant information
on the individual projects, including sampling techniques, if
appropriate;
(2) Articulate a research-based conceptual framework to guide the
selection of variables to be examined within and across projects,
including demographics, target population, purpose, activities,
outcomes, and barriers. Pose research questions around which the
analysis will be conducted. Develop these questions with input from
potential consumers of the information to enhance the usability and
validity of the research findings. Consumers include technical
assistance providers, policymakers, researchers, educators, other
relevant practitioners, individuals with disabilities, and parents;
(3) Meet with OSEP and the OSERS transition work group to review
the project's research questions and methodological approach for
conducting the analysis prior to initiation;
(4) Analyze and interpret the findings of the analysis, including
similarities and differences among project goals, activities, staffing
and costs; points of consensus and conflict among the findings or
outcomes of the demonstrations; and the characteristics of model
programs that hold significant promise for the field based on outcome
data. In addition, the analysis must link to the synthesis on this
topic and provide for the future policy formulation, practice
implementation, and research priorities; and
[[Page 6840]]
(5) Submit a draft report of the analysis in each of the focus
areas, and based on reviews by OSEP staff and potential consumers,
revise, and submit a final report to OSEP and SETAC for dissemination
and publication to inform policy and practice.
(c) Disseminate results of the project by collaborating with SETAC.
In addition to the annual two-day Project Directors' meeting in
Washington, D.C. listed in the ``General Requirements'' section of this
notice, projects must budget for another meeting each year in
Washington, D.C. with OSEP to share information and discuss project
implementation issues.
Competitive Preferences
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 36 months.
Maximum Award: The maximum award amount is $600,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limit: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Special Education--Technical Assistance and Dissemination To
Improve Services and Results for Children With Disabilities [CFDA
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 improve
early intervention, educational, and transitional services and results
for children with disabilities and their families, and address
systemic-change goals and priorities.
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; (b) The selection criteria for the
priorities under this program are drawn from the EDGAR general
selection criteria menu. The specific selection criteria for each
priority are included in the funding application packet for the
applicable competition.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Eligible Applicants: State and local educational agencies,
institutions of higher education, other public agencies, private
nonprofit organizations, outlying areas, freely associated States,
Indian tribes or tribal organizations, and for-profit organizations.
Priority: Under section 685 of IDEA and 34 CFR 75.105(c)(3) we
consider only applications that meet the following priorities:
Absolute Priority 1--National Clearinghouse on Postsecondary Education
(84.326H)
Priority: This priority will support a National Clearinghouse on
Postsecondary Education for Individuals with Disabilities. The
Clearinghouse must--
(a) Collect and disseminate information on the following:
(1) Legislation affecting individuals with disabilities entering
and participating in education and training programs after high school;
(2) Policies, procedures, support services (including assistive
technology and adaptations), and other resources available or
recommended to facilitate the postsecondary education of individuals
with disabilities;
(3) Available resources and support services in postsecondary
settings that include, or can be adapted to include individuals with
disabilities; and
(4) Sources of financial aid for the postsecondary education and
training of individuals with disabilities.
(b) Develop and disseminate a set of materials designed
specifically to help prepare students with disabilities for transition
to postsecondary education. Audiences for these materials should
include vocational rehabilitation counselors, secondary guidance
counselors, transition specialists, general and special education
teachers, secondary career center and school-to-work staff, staff from
Federally funded transition and postsecondary projects, such as, GEAR-
UP, 21st Century Schools and TRIO, and students with disabilities and
their families.
(c) Identify areas, in addition to those specified in paragraphs
(a) and (b), in which information is needed and provide information in
those areas;
(d) Develop a coordinated network of professionals, appropriate
organizations, secondary and postsecondary education associations,
institutions of higher education, mass media, other clearinghouses, and
governmental agencies at the Federal, State, and local levels for
purposes of disseminating information, promoting awareness of issues
related to the postsecondary education of individuals with
disabilities, and referring individuals who request information to
appropriate resources;
(e) Respond to requests for information from individuals with
disabilities, their parents, and professionals in secondary and
postsecondary settings, education, vocational rehabilitation, and
others who work with such individuals, so that persons may make
informed decisions about postsecondary education and training. All
information requests should be solicited and responses disseminated
through multiple vehicles, accessible to individuals with disabilities.
Such vehicles must include a toll free telephone number, a World Wide
Web site, and electronic and regular mail. Technologies, such as CD-ROM
and listservs should also be considered for information dissemination.
Word Wide Web-based delivery of information must be maintained and
updated on a regular basis.
(f) Link with other Federally supported technical assistance
projects concerned with the transition of students with disabilities
from secondary to postsecondary settings, in collecting, developing,
and disseminating information. These should include projects funded by
the U.S. Department of Education, Office of Special Education and
Rehabilitative
[[Page 6841]]
Services such as the Parent Training and Information Centers (PTIs);
the Centers for Independent Living (CILs); the Regional Resource
Centers (RRCs); the National Center on Educational Outcomes; the IDEA
Partnership Projects; the National Center for Secondary Education and
Transition Technical Assistance Center (NCSET); the National Center on
the Study of Postsecondary Education Supports (NCSPES); all of the
Demonstration Projects to Ensure Students With Disabilities Receive a
Quality Higher Education, funded through the U.S. Department of
Education's Office of Postsecondary Education; Historically Black
Colleges and Universities (HBCUs); and other minority institutions.
(g) Make information products available in accessible formats, and
as appropriate, foreign languages.
(h) Work with the American Council on Education (ACE) to ensure the
successful transition of materials and resources from the HEATH
Resource Center to the newly funded postsecondary clearinghouse.
In deciding whether to continue this project for the fourth and
fifth years, we 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, D.C. Projects
must budget for the travel associated with this 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.
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Maximum Award: The maximum award amount is $500,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 2--National Technical Assistance Project for Infants,
Toddlers, and Children Who Are Deaf-Blind (84.326T)
Background
IDEA includes provisions designed to help ensure that each child
with a disability is provided a high-quality individual program of
services to meet their developmental and educational needs. For
children who are deaf and blind to receive such services, intensive
technical assistance must be afforded State and local educational
agencies to appropriately address the special needs of these children.
In addition, given the low-incidence nature of this population, many
early intervention programs or educational agencies lack personnel with
the training or experience to serve children who are deaf-blind. For
these reasons, the following priority supports a project of national
scope that provides specialized technical assistance regarding the
provision of early intervention, special education, related services,
and transitional services to children who are deaf-blind and their
families.
Priority: This priority supports one national project that provides
technical assistance, training, and information to State deaf-blind
projects, families, model demonstration projects, and other agencies
and organizations that are responsible for the provision of early
intervention, special education, related services, and transitional
services for infants, toddlers, and children who are deaf-blind.
The project must:
(a) Identify specific project goals, objectives, and activities in
providing an array of services to State projects, families, model
demonstration projects, other agencies and organizations that are
responsible for providing services to children who are deaf-blind.
(b) Assist State projects and agencies to facilitate local,
regional, or State systemic change initiatives that include children
who are deaf-blind.
(c) Assist State projects and agencies to increase the States'
capacities to improve early intervention, special education, related
services, and transitional services to improve outcomes for children
who are deaf-blind and their families.
(d) Provide technical assistance, training, and information that
focus on the implementation of research-based, effective practices that
will result in improved capacity of States and LEAs in providing
appropriate assessment, planning, placement, and services.
(e) Provide technical assistance, training, and information that
focus on the implementation of IDEA specific to children who are deaf-
blind and their families.
(f) Implement and maintain an assessment of the needs of individual
States and the overall needs of States to determine the array, type,
and intensity of technical assistance to be provided.
(g) Facilitate activities and enhance relationships that build the
capacity of deaf-blind children and their families for advocacy,
empowerment, and increased knowledge.
(h) Evaluate project goals, objectives, and activities to determine
the effectiveness of project strategies and the overall impact of
technical assistance.
(i) Collaborate with other Federal technical assistance projects
and State agencies that provide early intervention, special education,
related services, and transitional services through programs such as
Developmental Disabilities, Vocational Rehabilitation, Centers for
Independent Living, and Parent Training and Information Centers in the
provision of technical assistance, training, and information sharing.
(j) Develop and disseminate materials and products to supplement
technical assistance and training. These materials and products must be
made available through an accessible Internet web site.
(k) Assist personnel training programs to work collaboratively to
impact a greater number of teachers and paraprofessionals so that they
can more effectively provide services to children who are deaf-blind.
(l) Gather, maintain, and analyze demographic information on
children who are deaf-blind for the purpose of developing project
priorities based on
[[Page 6842]]
data documenting the needs of these children.
(m) Assist OSEP in conducting the annual Project Directors' Meeting
and other Federal initiatives.
(n) Develop and implement strategies to promote coordination among
State and local agencies and organizations and children who are deaf-
blind and their families specific to, but not limited to, the
following:
(1) Early identification, assessment, placement and service
provision;
(2) Alternate assessment as well as appropriate modifications and
accommodations;
(3) Participation in the general curriculum and inclusion in
natural environments;
(4) Access to appropriate and necessary assistive technology,
including augmentative and alternative communication systems;
(5) Family-educator partnerships;
(6) Transition services including appropriate and timely
assessment, planning, vocational training, interagency collaboration,
and job placement and support;
(7) Consumer self-determination and self-advocacy; and
(8) Designing appropriate evaluation strategies for children who
are deaf-blind.
(o) Establish and maintain an advisory committee to assist in
promoting project activities. The committee must include at least one
individual with deaf-blindness, one parent of a child with deaf-
blindness, one representative of a State educational agency, and at
least three professionals with training and experience in serving
children with deaf-blindness, and other individuals representing
appropriate agencies.
In deciding whether to continue this project for the fourth and
fifth years, we 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 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 promotes best practices
designed to demonstrate the potential for advancing significant new
knowledge in the area of services to children who are deaf-blind.
Competitive Preference:
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Maximum Award: The maximum award amount is $1,700,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Technology and Media Services for Individuals With Disabilities
(CFDA 84.327)
Purpose of Program: The purpose of this program is to promote the
development, demonstration, and utilization of technology and to
support educational media activities designed to be of educational
value to children with disabilities. This program also provides 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; (b) The selection criteria for the
priorities under this program are drawn from the EDGAR general
selection criteria menu. The specific selection criteria for each
priority are included in the funding application packet for the
applicable competition.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Eligible Applicants: State and local educational agencies;
institutions of higher education; other public agencies; private
nonprofit organizations; outlying areas; freely associated States;
Indian tribes or tribal organizations; and for-profit organizations.
Priority: Under section 687 of IDEA and 34 CFR 75.105(c)(3), we
consider only applications that meet the following priority:
Absolute Priority 1--Video Description (84.327C)
Background
This priority supports cooperative agreements to provide video
description for national broadcast, satellite, and cable television
programs. The purpose of this activity will be to describe television
programs and videos in order to make television programming and videos
accessible to children and adults who are blind or have low vision. The
intent of this priority is to allow children who are blind or have low
vision to engage in age appropriate activities that include the
watching of television. Only educational, news, and informational
television and videos may be described after September 30, 2001.
Priority: To be considered for funding under this priority, a
project must --
(a) Include criteria that take into account the preference of
consumers for particular topics of interest, the diversity of programs
or videos available, and the contribution of these programs or videos
to the general educational, social, and cultural experiences of
individuals with visual disabilities;
(b) Identify and support a diverse consumer advisory group
including parents and educators, that would meet at least annually;
(c) Identify the total number of hours and cost for each program to
be described;
(d) Identify for each program or video to be described, the source
and amount of any private or other public support, if any;
(e) Demonstrate the willingness of program providers to permit
video description and distribution of their program or video; and
(f) Evaluate the effectiveness of the methods and technologies used
in providing this service and the impact on intended populations.
Video descriptions produced under these awards must be provided on
request to owners or rights holders of programming, and may be
reformatted or otherwise adapted by them for future airings or other
distributions.
[[Page 6843]]
Competitive Preference:
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 36 months.
Maximum Award: The maximum award amount is $350,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 2--Accessible Educational TV (84.327E)
Background
This priority supports cooperative agreements to provide for the
description and captioning of widely available, noncommercial,
educational, and instructional programming that is suitable for use in
the classroom and shown on broadcast, satellite, or basic cable
television networks. Captioning provides a visual representation of the
audio portion of the programming while video description provides a
narrative of what takes place visually on the screen. This will allow
children with disabilities in the areas of vision or hearing to engage
in age appropriate activities that includes the watching of television.
Only educational, news, and informational television and videos may be
captioned or described after September 30, 2001.
Priority: To be considered for funding under this competition, a
project must --
(a) Include criteria that takes into account the preference of
educators, students, and parents for particular educational and
instructional programs, the diversity of this type of programming
available, and the contribution of this type of programming to the
general educational experience of students who have disabilities in the
areas of vision or hearing;
(b) Identify and support a diverse consumer advisory group,
including parents and educators, that would meet at least annually;
(c) Identify the extent to which the programming is widely
available;
(d) Identify the extent to which this commercial-free programming
may be taped for later classroom use;
(e) Identify the total number of program hours to be made
accessible and the cost per hour for captioning and description;
(f) Identify for each program to be made accessible, 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 quality captioning and
description of their programs;
(h) Provide assurances from program providers or owners of programs
stating the extent to which programs made accessible under this project
will air, and will continue to air, without the need for reformatting
or additional description;
(i) Evaluate the effectiveness of the methods and technologies used
in providing this service and the impact on intended populations; and
(j) Conduct nationwide outreach activities that target the
potential audience for this type of programming. To accomplish this
objective, the applicant must employ multiple dissemination mechanisms
and approaches, such as a user-friendly web site that incorporates
hotlinks to other web sites such as the National Clearinghouse in order
to further promote and inform the target audiences about the service.
This web site must be fully accessible and customized to attract
individuals from culturally and economically diverse backgrounds and
individuals with disabilities, across varying age levels and
professional experiences.
Captions and video descriptions produced under these awards must be
provided on request to owners or rights holders of programming, and may
be reformatted or otherwise adapted by them for future airings or other
distributions.
Competitive Preferences
Within this absolute priority, we will award the following
competitive preference, under 34 CFR 75.105(c)(2)(i): An additional 10
points to an applicant that proposes to include in the range of
programs to be described and captioned at least 52 hours a year of
programming originally broadcast in Spanish.
In addition, we will give the following competitive preference
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications
that are otherwise eligible for funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 20 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 120 points.
Project Period: Up to 36 months.
Maximum Award: The maximum award amount is $225,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 3--Open-Captioned Educational Media: Video Selection,
Captioning, and Distribution (84.327N)
Background
This priority supports one cooperative agreement for the selection,
acquisition, open-captioning, and distribution of media on a nonprofit
free loan-basis, for use by students who are deaf or hard of hearing,
parents of deaf or hard of
[[Page 6844]]
hearing persons, individuals directly involved in activities promoting
the advancement of individuals who are deaf or hard of hearing, and
other individuals with disabilities in the United States. This priority
would ensure that students and other individuals who are deaf or hard
of hearing, as well as other individuals with disabilities, might
benefit from the same media used to enrich the educational experiences
of students and other individuals who do not have disabilities.
Priority: To be considered for funding under this priority, the
project must:
(a) Develop strategies and procedures to be used in determining
curricular needs of students who are deaf or hard of hearing in all
types of school settings for captioned media;
(b) Obtain media from producers and distributors for screening,
evaluation, and captioning. Select from titles submitted by evaluators
those that closely match the curricular needs identified under
paragraph (a) of this priority, taking into account the media most
commonly used in school districts across the nation for students.
(c) Make arrangements with respective producers and distributors to
purchase, caption, and distribute selected media, including
distribution in alternate formats. Captioned masters must be made
available to producers and distributors in an effort to promote the use
of captioned media.
(d) For selected media purchased, have captions prepared by
captioning agencies that meet guidelines for captioned media take into
account the age and reading levels of the likely target audience.
(e) Establish guidelines to ensure even and maximum participation
of captioning service providers in providing captions.
(f) Develop and implement quality control guidelines and procedures
for checking media after it has been captioned, and procedures for
training captioning agencies that express the desire to caption for the
program.
(g) Prepare up to 300 copies of each title purchased for
distribution through the distribution system. Twenty five percent of
the annual acquisition also must be captioned in Spanish so those
Latino students who are deaf or hard of hearing can have access to
media.
(h) For selected videos to be used in classrooms, select and train
writers to prepare lesson guides.
(i) Develop strategies and procedures to be implemented in
operating a distribution system, consisting of local and regional
depositories for distribution of captioned educational media, and one
central general interest and one central educational distribution
center. Local and regional depositories may include State schools,
public or private school systems, public libraries, colleges or
universities, or other distribution points. The system must be
computerized and allow electronic ordering, booking, and shipping of
materials, including interdepository circulation of free loan captioned
media. Explore and utilize alternate delivery methods (i.e., via CD
Rom, Internet, or Satellite) of captioned media.
(j) Describe and establish computerized registration procedures,
accessible via the Internet, that will be used to register eligible
users, schedule captioned media retrieval, and track and record
consumer feedback and usage information.
(k) Prepare, update, and distribute copies of a catalog listing all
captioned media available under this project, including copies of
lesson guides, as they become available. Both lesson guides and
catalogs must be made available online.
(l) In years 2 and 4 of the award, convene a meeting of local and
regional depository managers, librarians, and audiovisual and other
personnel from State educational agencies for the purpose of training
and planning. The year two meeting will be held at the project site and
the year four meeting will be held in the Washington, D.C. Metropolitan
area. Regional meetings of depository managers shall be held in years 1
and 3 of the project and shall coincide with meetings scheduled under
paragraph (m). All dates should be coordinated with the Project
Officer.
(m) Establish an advisory group of 7 members, which shall meet
annually, consisting of video producers and distributors, captioning
service providers, consumers of captioned media, parents of students
with hearing impairments, public and private school administrators and
educational personnel, and members from minority communities. This
advisory group shall develop an evaluation program for incorporating
the reactions and suggestions of users into the selection and
captioning process, provide input regarding the impact on program
activities and services, review effectiveness of the system and make
recommendations to ensure maximum effectiveness. The Project Officer
must approve committee membership. Format, agenda and dates of advisory
group meetings shall require prior approval by the Project Officer. A
set of recommendations for program enhancements recommended by the
advisory group shall be forwarded to the Department annually.
(n) Develop and maintain a comprehensive database containing
information related to the availability of open and closed captioned
media, information regarding the captioned media loan service, and
captioning service providers and procedures for applying for free loan
services. In addition, the project shall maintain a clearinghouse of
information on the subject of captioning for use by consumers,
agencies, corporations, businesses, and schools. All information should
be accessible via the Internet.
In deciding whether to continue this project for the fourth and
fifth years, we 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, D.C. Projects
must budget for the travel associated with this review; and
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Maximum Award: The maximum award amount is $3,350,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
[[Page 6845]]
Page Limits: The maximum page limit for this priority is 80 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 4--Closed Captioned Daytime Television Programs
(84.327S)
This priority supports cooperative agreements to continue and
expand the variety of daytime television programming available
nationally to individuals who are deaf or hard of hearing through
captioning. Captioning provides a visual representation of the audio
portion of television programming and enables children, young adults,
and adults who are deaf or hard of hearing to engage in age-appropriate
behavior with their nondisabled peers by participating in shared
educational, social, and cultural experiences which include the
watching of television. Federal funds may not be used to fund more than
65 percent of captioning costs in Year One of the project, no more than
60 percent of the captioning costs in year two, and no more than 55
percent in year three. For the purpose of this activity, program hours,
or the costs of captioning associated with those programs, that are
funded by promotional billboards shall not be considered as an in-kind
cost, or a private sector match, for those Federal funds. Only
educational, news, and informational television and videos may be
captioned after September 30, 2001.
Priority: To be considered for funding under this priority, a
project must--
(a) Include procedures and criteria for selecting programs for
captioning that take into account the preference of consumers from
diverse communities for particular daytime programs;
(b) Provide a backup system that will ensure quality captioning
service;
(c) Identify and support a consumer advisory group, which would
meet at least annually;
(d) Identify the total number of hours and the captioning cost per
program hour for each of the programs captioned;
(e) Identify for each program to be captioned, the source, and
amount of any private or other public support;
(f) Demonstrate the willingness of major national commercial
broadcast or basic cable networks to permit and facilitate the quality
captioning of their programs; and
(g) Implement procedures for monitoring the extent to which full
and accurate captioning is provided and use this information to make
refinements in captioning operations.
Captions produced under these awards must be provided on request to
owners or rights holders of programming, including networks or
syndicators and may be reformatted or otherwise adapted by them for
future airings or other distributions.
Competitive Preferences
Within this absolute priority, we will award the following
competitive preference, under 34 CFR 75.105(c)(2)(i): An additional 10
points to an applicant that proposes to include in the range of
programs to be described and captioned at least 52 hours a year of
programming originally broadcast in Spanish.
In addition, we will give the following competitive preference
under section 606 of IDEA and 34 CFR 75.105(c)(2)(i), to applications
that are otherwise eligible for funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 20 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 120 points.
Project Period: Up to 36 months.
Maximum Award: The maximum award amount is $200,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 50 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 5--Research Institute on the Use of Technology In
Early Intervention (84.327X)
Background
Technology has shown great potential in supporting the growth and
development of children. This is particularly true with infants and
toddlers with disabilities. The years from birth to three represent a
pivotal stage in a child's life. During this period, young children
make important gains in mobility, communication, social awareness, and
cognitive understanding. It is also a period of time in which
children's development is intrinsically tied to interaction with those
who care for them. Technology has the potential to empower families and
caregivers to provide the type of environment in which infants and
toddlers with disabilities can reach their maximum potential for growth
and learning.
The IDEA lists assistive technology devices and services as early
intervention services that could be provided to meet the developmental
needs of each child and the needs of their families relating to
enhancing the child's development. These services are selected in
collaboration with the parents and provided in conformity with an
individualized family service plan (IFSP) (34 CFR 303.12(a)).
Section 602(1) of IDEA defines an assistive technology (AT) device
as ``any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that is used to
increase, maintain, or improve functional capabilities of a child with
a disability.'' According to Section 602(2), an assistive technology
service means, ``any service that directly assists a child with a
disability in the selection, acquisition, or use of an assistive
technology device * * *'' The law lists such services as evaluation,
purchasing, selection, coordination with other interventions, and
training for the child and family, as well as training or technical
assistance for professionals.
Even though technology appears to hold great benefits for infants
and toddlers with disabilities, the knowledge base on this topic is
limited. Evidence of the use and effectiveness of assistive technology
for this population is for the most part anecdotal and practitioner-
oriented. Comprehensive research on the subject is scarce.
There is little argument that technology devices can help infants
and toddlers with disabilities interact with their environment. Some
useful AT devices could be off-the-shelf commercial items or materials
that have been modified or adapted according to the specific needs of
the child. Examples include head pointers, picture boards with symbols
or pictures, and pull toys. More complex technologies may involve
computers or electronics that often are specially ordered and fitted.
Examples are electronic scooters,
[[Page 6846]]
drawing software, or a musical mat. Whatever device or application is
chosen, it is important, that when considering the use of technology
with young children, the professional involved goes beyond merely
matching tools to the child's abilities and disabilities. The decision
also should reflect the family's goals and be another tool in helping
young children to grow and develop within the context of the family.
Priority: This priority is for a research institute to study the
use of technology to enhance the development of infants and toddlers
with disabilities ages birth to three years.
The Institute must:
(a) Select a range of settings within States reflecting diverse
demographics;
(b) Use methodologies such as interviews, case studies, focus
groups, reviews of records, observations, and policy analyses;
(c) Consider what factors enhance or impede decisionmaking,
planning, acquisition, maintenance, and training in the use of
technology;
(d) Answer, at a minimum, the following research questions:
(1) Prevalence: What percentage of infants and toddlers with
disabilities use technology as part of their IFSP? What functions are
these devices and services intended to perform for the individual
child?
(2) Policy and Resources: What policies or guidelines and processes
are in place to help the IFSP team make decisions about the use of
technology? What resources are in place to finance the provision of
technology? What mechanisms are in place to ensure leveraging of
resources among appropriate agencies? How do early intervention
programs acquire technology? How is the technology managed and
maintained?
(3) Individualized decisionmaking: How are the child's needs for
the technology evaluated? How does the IFSP team determine when a
technology device or service is appropriate? How is the appropriate
technology selected, designed, or adapted to the individual child?
(4) Training and Support: What training and technical assistance is
available for service providers, caregivers, families, and other
appropriate individuals regarding technology? Are structures in place
to promote collaboration among appropriate agencies and service
providers?
(e) Design and implement a dissemination approach that promotes the
use of current knowledge and ongoing research findings. In support of
this approach, the Institute must:
(1) Develop links with appropriate Department of Education
technical assistance providers to communicate research findings and
distribute products;
(2) Develop a web site to link participating early intervention
programs and to provide up-to-date information on findings;
(3) Prepare the research findings in formats that are useful for
specific audiences, such as families, service providers,
administrators, and policy makers;
(4) Meet with the OSEP project officer and appropriate OSEP staff
within the first three months of the project to review the strategic
work plan and the approach to dissemination;
(f) Fund at least three graduate students per year as research
assistants who have concentrations in early childhood development,
early intervention issues, and technology; and
(g) Budget for trips to Washington, DC (one trip during the first
year of the project to meet and collaborate with U.S. Department of
Education officials; one trip annually, as specified in the ``General
Requirements'' section of this notice, to attend the two-day OSEP
Research Project Directors' Conference; and one trip annually to attend
the three-day Early Childhood Combined Conference).
In deciding whether to continue this project for the fourth and
fifth years, we 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 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.
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Up to 60 months.
Maximum Award: The maximum award amount is $500,000 per year.
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application
that proposes a project funding level for any year that exceeds the
stated maximum award amount for that year. Requests for funding
reasonable accommodations are not included in this limitation.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
For Applications 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 its E-mail address (edpubs@inet.ed.gov).
For Further Information Contact: Grants and Contracts Services
Team, U.S. Department of Education, 400 Maryland Avenue, SW., room
3317, Switzer Building, Washington, DC 20202-2550. Telephone: (202)
260-9182.
If you use a 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 contact persons listed in the preceding
paragraph.
Individuals with disabilities may obtain a copy of the application
package in an alternative format by contacting the Department as listed
above. However, the Department is not able to reproduce in an
alternative format the standard forms included in the application
package.
[[Page 6847]]
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. The objective of the Executive Order is
to foster an intergovernmental partnership and a strengthened
federalism by relying on processes developed by State and local
governments for coordination and review of proposed Federal financial
assistance.
In accordance with the order, we intend this document to provide
early notification of the Department's specific plans and actions for
those programs.
Individuals With Disabilities Education Act Application Notice for Fiscal Year 2001
--------------------------------------------------------------------------------------------------------------------------------------------------------
Application Deadline for Maximum Estimated
CFDA No. and name Applications deadline intergovernmental award (per Project period Page limit number of
available date review year) * ** awards
--------------------------------------------------------------------------------------------------------------------------------------------------------
84.324D Directed Research Projects 01/19/01 03/02/01 ................. $180,000 Up to 36 mos.................. 50 27
84.324K Research and Training 01/19/01 03/09/01 ................. 500,000 Up to 60 mos.................. 70 1
Center on the Development of
Infants, Toddlers, and Preschool
Children with or At Risk of
Disabilities.
84.324Q Research Institute on 01/19/01 03/09/01 ................. 500,000 Up to 60 mos.................. 70 1
Early Literacy for Infants,
Toddlers, and Young Children with
Visual Impairments.
84.324T Model Demonstration 01/19/01 03/16/01 ................. ........... Up to 48 mos.................. 50 21
Projects for Children with
Disabilities.
Focus Area 1: First two 12- ............ ........... ................. 150,000 .............................. ........... ...........
month funding periods.
Focus Area 1: Final two 12- ............ ........... ................. 75,000 .............................. ........... ...........
month funding periods.
Focus Areas 2 and 3............ ............ ........... ................. 180,000 .............................. ........... ...........
84.324W Improving Post School 01/19/01 03/09/01 ................. 600,000 Up to 36 mos.................. 70 1
Outcomes: Identifying and
Promoting What Works.
84.326H National Clearinghouse on 01/19/01 03/09/01 05/08/01 500,000 Up to 60 mos.................. 70 1
Postsecondary Education.
84.326T National Technical 01/19/01 03/09/01 05/08/01 1,700,000 Up to 60 mos.................. 70 1
Assistance Project for Infants,
Toddlers, and Children Who Are
Deaf-Blind.
84.327C Video Description......... 01/19/01 03/09/01 05/08/01 350,000 Up to 36 mos.................. 50 2
84.327E Accessible Education TV... 01/19/01 03/16/01 05/15/01 225,000 Up to 36 mos.................. 50 5
84.327N Open-Captioned Educational 01/19/01 03/09/01 05/08/01 3,350,000 Up to 60 mos.................. 80 1
Media: Selection, Captioning and
Distribution.
84.327S Closed Captioned Daytime 01/19/01 3/23/01 05/23/01 200,000 Up to 36 mos.................. 50 5
Television Programs.
84.327X Research Institute on 01/19/01 03/30/01 05/30/01 500,000 Up to 60 mos.................. 70 1
Technology for Early Intervention.
--------------------------------------------------------------------------------------------------------------------------------------------------------
* Consistent with EDGAR 34 CFR 75.104(b), we will reject any application that proposes a project funding level for any year that exceeds the stated
maximum award amount for that year. We will consider, and may fund, requests for additional funding as an addendum to an application to reflect the
costs of reasonable accommodations necessary to allow individuals with disabilities to be employed on the project as personnel on project activities.
** Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted above. Please refer to the ``Page Limit''
requirements included under each priority description and the page limit standards described in the ``General Requirements'' section. We will reject
and will not consider an application that does not adhere to this requirement.
[[Page 6848]]
Electronic Access to This Document
You may view this document, as well as all other Department of
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To use PDF you must have Adobe Acrobat Reader, which is available
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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, 1472, 1474, and 1487.
Dated: January 10, 2001.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 01-1241 Filed 1-19-01; 8:45 am]
BILLING CODE 4000-01-P