[Federal Register: July 16, 2002 (Volume 67, Number 136)]
[Notices]
[Page 46791-46806]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr16jy02-151]
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Part III
Department of Education
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Office of Special Education and Rehabilitative Services; Applications
for New Awards for Fiscal Year (FY) 2002; Notice
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services;
Applications for New Awards for Fiscal Year (FY) 2002
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
(FY) 2002.
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SUMMARY: This notice announces closing dates, priorities, and other
information regarding the transmittal of grant applications for FY 2002
competitions under three programs authorized under part D, subpart 2 of
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 (three
priorities); (2) Special Education--Personnel Preparation to Improve
Services and Results for Children with Disabilities (five priorities);
and (3) Special Education--Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities (four
priorities).
Please note that significant dates for the availability and
submission of applications, as well as important fiscal information,
are listed in a table at the end of this notice.
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 rulemaking procedures in 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 project activities qualified
individuals with disabilities (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, DC during each year
of the project.
(d) In a single application an applicant must address only one
absolute priority in this notice.
(e) If a project maintains a Web site, it must include relevant
information and documents in an accessible form.
Page Limit: If you are an applicant, Part III of each application,
the application narrative, is where you address the selection criteria
that are used by reviewers in evaluating the application. You must
limit Part III to the equivalent of no more than 70 pages, 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.
Use a font that is either 12-point or larger or no smaller
than 10 pitch (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 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.
Project Period: Each project funded in this notice is for a project
period of up to 60 months.
Instructions for Transmittal of Applications
Some of the procedures in these instructions for transmitting
applications differ from those in the Education Department General
Administrative Regulations (EDGAR) (34 CFR 75.102). Under the
Administrative Procedure Act (5 U.S.C. 553) the Department generally
offers interested parties the opportunity to comment on proposed
regulations. However, these amendments make procedural changes only and
do not establish new substantive policy. Therefore, under 5 U.S.C.
553(b)(A), the Secretary has determined that proposed rulemaking is not
required.
Pilot Project for Electronic Submission of Applications
In FY 2002, the U.S. Department of Education is continuing to
expand its pilot project of electronic submission of applications to
include additional formula grant programs and additional discretionary
grant competitions. The three programs in this announcement: Research
and Innovation to Improve Services and Results for Children with
Disabilities--CFDA 84.324, Personnel Preparation to Improve Services
and Results for Children with Disabilities--CFDA 84.325, and Technical
Assistance and Dissemination to Improve Services and Results for
Children with Disabilities--CFDA 84.326 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.
Within three working days of submitting your electronic
application, fax a signed copy of the Application for Federal
Assistance (ED 424) to the Application Control Center 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
acknowledgement, 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 at (202) 260-1349.
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 each of the
three programs included in this notice at: http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://e-grants.ed.gov
We have included additional information about the e-APPLICATION
pilot project (see Parity Guidelines
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between Paper and Electronic Applications) in the application packages.
Research and Innovation to Improve Services and Results for
Children with Disabilities [CFDA Number 84.324]
Purpose of Program: To produce, and advance the use of, knowledge
to improve the results of education and early intervention for infants,
toddlers, and children with disabilities.
Eligible Applicants: State educational agencies (SEAs); local
educational agencies (LEAs); institutions of higher education (IHEs);
other public agencies; nonprofit private organizations; outlying areas;
freely associated States; and Indian tribes or tribal organizations.
Applicable Regulations: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 80, 81,
82, 85, 86, 97, 98, and 99; and (b) The selection criteria, chosen from
the general selection criteria in 34 CFR 75.210. The specific selection
criteria for each priority are included in the application package for
that competition.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Priorities
Under 34 CFR 75.105(c)(3), we consider only applications that meet
one of the following priorities:
Absolute Priority (1)--Research and Training Center on Scientifically
Based Practices for Successful Early Childhood Transitions (84.324V)
Background
Early school success for young children with disabilities depends
on the identification and implementation of scientifically based
practices in programs supported by parts B and C of the IDEA. Effective
transition services that help young children with disabilities and
their families move from one service delivery system to another, such
as childcare, healthcare, and early education, can enhance children's
development and accomplishments at each subsequent level.
Effective preparation for kindergarten and early school holds
promise of success for all children, including young children with
disabilities. When children reach their third birthday, they transfer
out of early intervention services under part C and into either
preschool special education services or into other community-based
services or programs. Young children with disabilities and their
families experience the effects of transition as they move into an
unfamiliar service delivery system. In turn, this transition process
may affect early school success.
The use of scientifically based practices during transitions will
boost cognitive ability and early literacy skills and encourage early
identification and prevention of reading difficulties. These practices
will also improve the ability of the States to meet the statutory and
regulatory requirements for a smooth and effective transition.
Priority
As authorized under sections 672 and 673 of IDEA, the Assistant
Secretary establishes an absolute priority for an Early Childhood
Transition Research and Training Center to build on the existing
research of successful early intervention and early childhood
practices. The Center must identify, validate, and disseminate the most
successful practices available for young children, ages birth through
five, with disabilities and their families as the children grow and
transition from early intervention services under part C into preschool
services under part B, and eventually out of preschool special
education programs. The Center must provide the conceptual framework
and research for practices for implementing IDEA transition
requirements.
The Center's activities must include, but are not limited to, the
following:
(a) Implementing a research plan to identify and validate
strategies that will maximize learning and development as children
transition out of (1) early intervention services delivered under
IDEA--part C (ages birth through two) and out of (2) preschool services
delivered under IDEA--part B (ages three through five).
(b) Studying the multiple factors--including cultural factors--that
affect children's transition experiences as these influences relate to
later learning success. These factors must include the impact of
family, school systems, and community resources.
(c) Identifying early school success predictors that can be
documented during transition planning and addressed through IDEA
services.
(d) Examining the interaction between young children's development
and how service providers and teachers determine children's readiness
in all areas of a child's development.
(e) Measuring the effectiveness of transition planning, with regard
to the composition of teams that make decisions, types of transition
planning services, settings where transition planning takes place,
funding sources, and improved outcomes for young children with
disabilities.
(f) Making it easier for researchers who promote the use of
research findings and products to communicate and collaborate with one
another.
(g) Improving linkages among researchers and providers to
facilitate the exchange of knowledge related to or generated by the
Center.
(h) Developing, validating, and disseminating--
(1) A curriculum for training early childhood transition
professionals based on the knowledge gained from the Center's research
activities; and
(2) Reports and documents on research findings and products from
the Center in formats that are useful for specific audiences, including
families, administrators, policymakers, early interventionists, related
service personnel, teachers, and individuals with disabilities (see
section 661(f)(2)(B) of IDEA).
(i) In planning and implementing its research and training, working
together with part C lead agencies; preschool programs; parent training
and information centers; community parent resource centers;
professional and advocacy organizations; IHEs, including Historically
Black Colleges and Universities; agencies and organizations involved in
delivery of services to minority infants and toddlers with
disabilities, especially those who are African American, Native
American, Hispanic, and Asian American; and other agencies and
organizations involved in providing services to infants and toddlers
with disabilities and their families.
(j) Maintaining a Web site with current information on research
findings.
(k) Disseminating findings through collaborative efforts with the
Early Childhood Technical Assistance Center and other OSEP-funded
projects.
(l) Conducting national and regional meetings, in collaboration
with SEAs and LEAs, to assist providers in meeting the needs of young
children entering and exiting IDEA service delivery systems.
(m) Using external and internal evaluators to measure and report to
OSEP on the progress of the Center.
(n) Meeting 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.
(o) Funding each year as research assistants at least three
graduate students who have concentrations in early childhood
development and early childhood policy issues.
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Other Requirements
The Center must also--
(a) Establish, maintain, and meet at least annually with an
advisory committee consisting of at least three members from part C
lead agencies; three members from State agency preschool programs, one
of whom is an early childhood transition coordinator; three parents of
young children, ages birth through five, with disabilities; an early
childhood service provider; and a certified kindergarten or regular
education teacher; and
(b) In addition to the two-day Project Directors' Meeting listed in
the General Requirements section of this notice, budget for an
additional two-day trip annually to Washington, DC. The purposes of
this additional trip are (1) to attend an additional Project Directors'
meeting; and (2) to meet and collaborate with the OSEP project officer
and other funded projects for purposes of cross-project collaboration
and information exchange.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) The degree to which the project's design and methodology
demonstrate the potential for advancing significant new knowledge.
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority (2)--Center on Early Identification, Child Find, and
Referral of Young Children with Disabilities (84.324G)
Background
Locating and accessing appropriate services within various early
childhood systems can be particularly problematic for families of
infants, toddlers, and preschoolers with disabilities. Families whose
young children are in need of diagnostic services often experience
lengthy periods of searching for the appropriate agency or agencies to
provide these services. Timely referral to the LEA or part C Lead
Agency (LA) can prevent these delays.
IDEA requires SEAs, LEAs, and LAs to carry out early
identification, child find, and referral of infants, toddlers, and
preschoolers with disabilities for evaluation and the provision of
services under section 619 of Part B of IDEA, and under part C of IDEA.
Priority
As authorized under sections 672 and 673 of IDEA, the Assistant
Secretary establishes a Center to identify and promote the use of
effective models for early identification, child find, and referral for
infants, toddlers, and young children with disabilities and their
families.
The Center must carry out the following activities:
(a)(1) Conduct a comprehensive review and synthesis of the research
literature on early identification, child find, and referral of
infants, toddlers, and preschoolers with disabilities and those who are
suspected of having disabilities; and (2) identify and investigate gaps
in knowledge.
(b) Use the review and synthesis to determine the components of
scientifically based models of early identification, child find, and
referral designed to be implemented by SEAs, LAs, and their agency
partners.
(c) Develop, validate, and disseminate effective scientifically
based training units for use by SEAs, LAs, and their agency partners
and assist these agencies in the implementation and evaluation of the
training units. These units must be appropriate for implementation in
all communities, including those with families representing diverse
cultures.
(d) Through mechanisms including, but not limited to, an accessible
Web site, broadly disseminate the training units and Center's findings
on scientifically based practices in early identification, child find,
and referral.
(e) In planning, developing, and implementing its research and
training activities, work together with SEAs; LAs; parent training and
information centers; community parent resource centers; professional
and advocacy organizations; IHEs, including Historically Black Colleges
and Universities; agencies and organizations involved in delivery of
services to minority infants, toddlers, and preschoolers with
disabilities, including those who are African American, Native
American, Hispanic, and Asian American; and other agencies and
organizations involved in providing services to infants, toddlers, and
preschoolers with disabilities and their families.
(f) Consult with SEAs and LAs in which either the States' self-
assessments or OSEP monitoring of the States' systems have identified
early identification, child find, and referral as areas in need of
improvement.
(g) Meet with the OSEP project officer in the first three months of
the project to review the Center's proposed plans for (1) the
literature review and (2) the development and implementation of the
training units.
(h) Prepare the Center's findings and products in formats that are
useful for specific audiences, including families, administrators,
early interventionists, related service personnel, teachers, and
individuals with disabilities (see section 661(f)(2)(B) of IDEA).
(i) Evaluate the effectiveness and impact of the training units and
their implementation.
In carrying out these activities, the Center must examine the
following with regard to identification, child find, and referral:
(a) The major characteristics of model programs.
(b) The roles and responsibilities of SEAs, LAs, and their
respective partner agencies, such as the States' Departments of Health
and Departments of Human Services.
(c) Scientifically based practices for improving the quality,
acquisition, and implementation of the major components of these models
by agencies responsible for these activities.
(d) Implementation of scientifically based training units with
particular attention to areas of high density population, rural areas,
and areas of high poverty.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
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(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) The degree to which the project's design and methodology
demonstrate the potential for advancing significant new knowledge.
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority (3)--Center on Students Requiring Intensive Social,
Emotional, and Behavioral Interventions (84.324Q)
Background
In recent years, educators and mental health practitioners have
fostered schoolwide efforts that promote for all children good behavior
and adherence to a system of rules in schools. Educators and
practitioners have been especially supportive of a model that typically
incorporates three stages of prevention and intervention:
(1) The first stage, often called ``Primary Prevention'';
(2) The second stage, typically termed ``Secondary Prevention'' or
``At-Risk Intervention,''; and
(3) The third stage, sometimes called ``Tertiary'' or ``Intensive
Intervention.''
The third stage addresses the needs of children who have failed to
benefit from early intervention or whose unacceptable behavior, lack of
maturation, or other weaknesses in social and emotional development
indicate a serious deficit.
All who support this increasingly popular model agree that each
stage is a necessary component, and a large number of OSEP-funded
projects have targeted this tripartite approach. Nevertheless, research
continues to document serious limitations in the relative effectiveness
of interventions directed to the third group of children, those who
require more intensive interventions and services.
Priority
As authorized under section 672 of IDEA, the Assistant Secretary
establishes an absolute priority to support a Center to study and
disseminate information on effective practices to improve outcomes for
students with severe social, emotional, and behavioral deficits. The
Center's focus encompasses students with, or at risk of, emotional
disturbance, as well as students within other disability categories
whose behavioral or emotional problems indicate a need for additional
interventions. The focus includes students with ``acting out''
problems, as well as students who exhibit internalizing problems.
The Center must carry out the following activities:
(1) Synthesize Research: Conduct a literature review on the nature
and efficacy of specific practices that are used in schools and other
settings to improve results for students with social, emotional, and
behavioral deficits.
(2) Conduct Longitudinal Research: Implement a quantitative and
qualitative examination of the effectiveness of interventions for these
students in three to five school districts, selected to represent a
diversity of conditions, practices, and settings and to produce
reliable findings that can be generalized to other settings.
(3) Disseminate Findings: Beginning in the second year of funding,
implement a plan to provide usable information in suitable formats to
other researchers and practitioners. While initially using information
based on the literature review, the Center must eventually include
information based on findings from the Center's research.
(4) Establish and Convene an Advisory Group: Establish and convene
an advisory group to help support, guide, and define Center activities.
The advisory group must meet at least once a year in Washington, DC.
The group must include members of families with children that have
disabilities, and representatives of the medical community, educational
agencies, mental health agencies, and other agencies that identify and
serve children with social, emotional and behavioral deficits.
An applicant should provide evidence of agency support for its
proposal but refrain from securing specific commitments to serve on the
advisory group until after the award has been made.
(5) Research Findings and Products: Produce research findings and
products in formats that are useful and accessible for specific
audiences including: professional development personnel; parents and
other family members of affected children; local, State, and national
policymakers; and the broad range of service providers. The Center must
collaborate and coordinate dissemination activities with other OSEP-
funded research and dissemination Centers that address the emotional
and behavioral needs of children.
During the fourth or fifth year of the project, the Center must
plan for and implement a national conference or other culminating event
to foster the dissemination of findings and gauge reactions from
affected parties.
(6) Budget for Trips: The Center must budget for three trips to
Washington, DC during the first year, and two trips to Washington, DC
each subsequent year. One trip would be for the purpose of meeting with
the OSEP project officer during the first month of the project award to
review the design of the project. A second annual trip is intended to
meet the ``General Requirements'' section of this notice. The third
annual trip would be for the purpose of meeting and collaborating with
the OSEP project officer on matters other than the design of the
project.
Cooperative Agreement
During the first three months of the award, the Center must work
with the OSEP project officer to develop a strategic plan that will
serve as the centerpiece of the cooperative agreement. The agreement
will provide the foundation for all subsequent work in this project.
Cooperative agreements are grants in which the Government has a direct
interest and works closely with the grantee to ensure that the
intentions and requirements of the priority are carried out.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) The degree to which the project's design and methodology
demonstrate the potential for advancing significant new knowledge.
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
[[Page 46796]]
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Special Education--Personnel Preparation to Improve Services and
Results for Children with Disabilities [CFDA 84.325]
Purpose of Program: The purposes of this program are to (1) help
address State-identified needs for qualified personnel in special
education, related services, early intervention, and regular education
to work with children with disabilities; and (2) ensure that those
personnel have the skills and knowledge derived from practices that
have been determined through research and experience to be successful--
that are needed to serve those children.
Eligible Applicants: Eligible applicants for Absolute Priorities 1,
4 and 5 are: State educational agencies (SEAs); local educational
agencies (LEAs); institutions of higher education (IHEs); other public
agencies; nonprofit private organizations; outlying areas; freely
associated States; and Indian tribes or tribal organizations. Eligible
applicants for Absolute Priority 2 are IHEs. Eligible applicants for
Absolute Priority 3 are nonprofit private organizations.
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 regulations for this program in
34 CFR part 304; and (c) The selection criteria chosen from the general
selection criteria in 34 CFR 75.210. The specific selection criteria
for each priority are included in the application package for that
competition.
Priorities
Under 34 CFR 75.105(c)(3) we consider only applications that meet
one of the following priorities:
Absolute Priority 1--Center for Educating and Providing Early
Intervention Services to Children with Autism and Autistic Spectrum
Disorders (84.325g)
Background
Increasing numbers of children have been diagnosed with autism and
autistic spectrum disorders (ASD), such as autistic disorder,
Asperger's disorder, atypical autism, and pervasive developmental
disorder (PDD). These children are receiving special education and
related services under part B of IDEA and early intervention services
under part C of IDEA.
The research literature, including the National Academy of Sciences
(NAS) report, ``Educating Children with Autism'' (2001), recommends
strategies to enhance these children's development and improve their
educational results. The report identifies the need for additional
training for educators and other personnel responsible for planning and
providing special education, related services, and early intervention
services. A copy of the report can be obtained by writing to NAS at the
following address: 2001 Wisconsin Avenue, NW., Washington, DC 20007.
The report is also available at the following Web site: http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.nap.edu
In developing this priority, the Assistant Secretary has
incorporated several elements that the Assistant Secretary believes are
necessary for a Center to be effective in addressing the educational
and early intervention needs of children with autism and ASD. These
elements include--
(1) Multiple approaches to improving education and early
intervention for children with autism and ASD;
(2) Site-based professional development;
(3) Professional development that uses scientifically based methods
to maximize the likelihood that the intended results will be achieved;
(4) Follow-up professional development provided in the work
settings of the training participants; and
(5) Training provided to teams.
Priority
The Center must do the following:
(a)(1) Synthesize data on methods and practices related to special
education and early intervention for children with autism and ASD. (2)
Using information in the NAS report ``Educating Children with Autism''
and other sources, identify an array of methods and practices that may
improve education and early intervention for these children.
(b) Verify that scientifically based research shows that the
methods and practices in paragraph (a) are effective. This verification
may be done by a representative panel of individuals knowledgeable
about scientific method and education and about early intervention for
children with autism and ASD, or by other methods.
(c) In carrying out activities in (a) and (b) the Center should
coordinate with the Center for Children with Other Health Impairments,
Tramatic Brain Injury, Orthopedic Impairments, and Developmental Delays
Who Have Neurologically Based Disabilities.
(d) Provide site-based training. In providing this training, the
Center must--
(1) Identify sites that are--
(A) Distributed across the country in order to reduce both travel
time and costs for trainees,
(B) Effectively implementing the scientifically-based methods and
practices that have been verified by the Center, and
(C) Willing to provide trainees opportunities to see and engage in
the identified methods and practices in authentic settings; and
(2) Develop an outreach program to identify, select, and enroll a
variety of trainees. Trainees must include representatives from lead
agencies, LEAs, SEAs, early intervention personnel, related service
personnel, parent training and information projects, Regional Resource
Centers, parents, special and regular educators, parent advocacy
groups, and other groups and agencies. Whenever practical, trainees
should attend the training in teams.
(e) Provide a range of other training opportunities, through
activities such as regional workshops, targeted conferences, summer
programs, dissemination of training materials that the Center has
developed, and other similar activities.
(f) Provide follow-up training and technical assistance to all
trainees who desire to develop and implement practices and methods to
improve programs in their home communities.
(g) Include an evaluation component based on clear, measurable
performance and outcome goals, if possible, clearly linked to results.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
[[Page 46797]]
Maximum Award
Note: The maximum award amount of $1,000,000 is exclusive of any
matching funds provided by SEAs, LEAs, or agencies for site-based
professional development.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority 2--Center to Guide Personnel Preparation Policy and
Practice in Early Intervention and Preschool Education (Birth to
Five)(84.325J)
Background
The cornerstone of successful implementation of the IDEA Amendments
of 1997 is the assurance that infants, toddlers, and preschoolers with
disabilities are served by an adequate number of highly qualified
personnel.
Priority
The Assistant Secretary establishes an absolute priority to support
a Center to guide the development of policy and practice for personnel
preparation in early intervention and preschool education. The Center
is to do this by examining issues and recommending actions to ensure an
adequate supply of well-qualified personnel to serve infants, toddlers,
and preschoolers with disabilities. These personnel include early
intervention service providers, special educators, speech-language
pathologists, audiologists, occupational therapists, physical
therapists, psychologists, social workers, nurses, nutritionists,
family therapists, orientation and mobility specialists, pediatricians
and other physicians, and paraprofessionals.
The Center must do the following:
(a) Conduct a comprehensive review of literature in the following
subject areas:
(1) Licensure and certification standards and requirements,
including alternative certification options, for personnel serving
infants, toddlers, and preschoolers with disabilities. This review must
include, at a minimum, available information across all States and for
each type of personnel, on --
(i) Motivations for changes in, and resulting modifications to,
licensure standards and requirements; and
(ii) Intended versus actual impacts of these standards and
requirements, and changes to these standards and requirements, on
personnel quantity and quality.
(2) Preservice preparation for personnel to serve infants,
toddlers, and preschoolers with disabilities. The purpose of this
review is to develop a profile of current training programs for all
types of personnel who serve infants, toddlers, and preschoolers with
disabilities. The profile must provide detailed descriptions of
training programs at the institutional, State, and national levels. The
review must include, at a minimum, available information on--
(i) Mechanisms for entering programs, such as admissions criteria
and recruitment strategies;
(ii) Features of programs, such as program level (associate,
undergraduate, graduate), faculty-trainee ratios, the ratios of tenure-
track faculty to adjunct faculty, internal and external sources of
support (including State support and OSEP and other Federal support),
training emphasis (for example, multi-age program, multi-age program
with early childhood focus, early-intervention program, preschool
program), and program history;
(iii) Content features of programs, such as alignment with the
principles and requirements of IDEA, alignment with current licensure
and certification standards, the extent to which program content
reflects research-based knowledge and practice, practicum
opportunities, cross-disciplinary arrangements with other relevant
programs, and collaborative relationships with service providers for
infants, toddlers, and young children with disabilities to provide
employment support;
(iv) Demographic characteristics of students, such as age, prior
training and experience, racial and cultural diversity, and disability;
(v) Indicators of program quality assurance, such as procedures for
assessing program quality (including on-the-job performance of students
completing the program); and
(vi) Program outcomes, such as (A) the number of students
completing the program; and (B) employment data regarding relevant
positions for students completing the program, including the length of
employment and proximity to the location of the training program.
(3) Current and projected supply of, and demand for, personnel to
serve infants, toddlers, and preschoolers with disabilities. This
review must include, at a minimum, available information, at the
national, State, and local levels, on--
(i) The extent to which there exists, or will exist, an imbalance
between available personnel and demand for personnel;
(ii) The extent to which identified discrepancies in supply and
demand vary by personnel type and locality; and
(iii) Factors that influence discrepancies in supply and demand,
such as salaries and wages, general economic climate, population
demographics, licensure and certification standards and requirements,
and proximity to relevant training programs.
(b) Identify critical gaps in current knowledge, and design and
conduct a program to address these gaps. The project must identify the
most critical gaps on the basis of the review described in paragraph
(a). The program to address the gaps must--
(1) Be guided by a conceptual framework that (i) integrates the
most pressing needs for expanded knowledge; and (ii) yields information
that can be used to develop policies and practices at all levels
(Federal, State, and local, as well as in institutions of higher
education);
(2) Use a scientifically based research and evaluation methodology
that is reviewed and accepted by panels of content, research, and
evaluation experts. The project must identify these panels in
collaboration with OSEP staff and convene the panels; and
(3) Be designed to enhance, not duplicate, any current research and
evaluation efforts, including those supported by OSEP and other Federal
agencies.
(c)(1) Develop and disseminate recommendations regarding policy and
practice. On the basis of the review conducted under paragraph (a), and
the results of the program designed and conducted under paragraph (b),
the project must develop recommendations for policy and practice
related to: meeting current and projected demand for qualified
personnel; establishing quality licensure and certification standards
and requirements; and providing effective training programs that
produce highly qualified personnel to serve infants, toddlers, and
preschoolers with disabilities.
(2) Recommendations regarding policy and practice must be reviewed
and accepted by panels of experts in the identified topics. The project
must identify these panels in collaboration with OSEP staff and convene
the panels.
(3) The project must design and carry out dissemination activities
in collaboration with: OSEP technical assistance providers and
disseminators; professional organizations representing the various
disciplines involved in the provision of services to infants, toddlers
and preschoolers with disabilities; and organizations and associations
that
[[Page 46798]]
represent policymakers at the Federal, State, and local levels.
(4) Dissemination activities must incorporate the use of current
communications technology and include information that is available and
accessible through a Web site. Documents must be in an accessible form.
(d) Collaborate with OSEP staff in strategic planning throughout
the term of the project. The Center must schedule a meeting in
Washington, DC with OSEP to review the proposed project activities
within one month of the project award date.
(e)(1) In addition to the annual two-day Project Directors' meeting
in Washington, DC mentioned in the ``General Requirements'' section of
this notice, and the meeting mentioned in paragraph (d), budget for two
additional meetings in Washington, DC to collaborate with the Federal
project officer, to share information, and to discuss issues related to
the development of models, evaluation, and project implementation
issues.
(2) A proposed project must also include in its budget costs
associated with convening panels of experts as identified under
paragraphs (b) and (c).
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) The degree to which the project's design and methodology
demonstrate the potential for advancing significant new knowledge.
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority (3)--Statewide Models for Ensuring That Special
Education Students in Inclusive Schools are Served by Highly Qualified
Teachers (84.325M)
Background
The percentage of students with disabilities served in settings
with nondisabled students is rising. There must be a corresponding
increase in the number of regular and special education teachers well
prepared to provide these children access to the general education
curriculum and opportunities to meet high standards.
Standards for State licensure and certification and for training
programs and the preservice training of regular and special educators
must be aligned to incorporate the research-based knowledge and skills
that regular and special education teachers need to meet the needs of
these children.
Priority
The Assistant Secretary announces an absolute priority to establish
a support center to develop exemplary models for building statewide
systems of training and improved licensure and certification. These
systems are needed to ensure that beginning regular and special
education teachers are well prepared to meet the learning and
behavioral needs of children with disabilities.
The Center must do the following:
(a) Identify States that are committed to--
(1) Establishing a team of decisionmakers--such as, elected
officials, faculty at teacher training institutions, personnel
directors, and others within the State--that represents the full
spectrum of personnel responsible for ensuring that regular and special
education teachers are well prepared to effectively promote learning
for all students. This team must be committed to support change within
the State.
(2) Improving teacher licensure and certification standards for
regular and special education teachers. These standards must reflect
the research-based knowledge and skills that teacher candidates need to
ensure that all students, including children with disabilities, have
access to the general education curriculum and meet high academic
standards;
(3) Establishing or revising a system of accountability for teacher
quality to ensure that personnel licensed or certified in the State
demonstrate competency in content and pedagogical knowledge and skills
that--
(i) The improved licensure and certification standards require;
(ii) Are research-based; and
(iii) Lead to improved outcomes for children with disabilities.
(4) Working with all institutions of higher education and other
entities in the State, including LEAs, that provide preservice
preparation and staff development for regular and special education
teachers to ensure that all professional development in the State is--
(i) Founded on training program standards that are aligned with
improved, research-based certification or licensure standards;
(ii) Designed to incorporate and assess knowledge and skill mastery
in research-based content and pedagogy;
(iii) Part of a continuous system that incorporates preservice
preparation, mentoring and induction for beginning teachers, and
continuing, comprehensive staff development; and
(iv) Designed to establish and promote partnerships between
preservice training programs and local schools and LEAs.
(5) Cooperating with the Center to permit ongoing, comprehensive
study and documentation of all aspects of the model as it progresses;
(6) Reducing burden and streamlining the process of model
development by coordinating efforts with other initiatives and
activities in the State, including those supported with Federal funds.
(b) Establish an advisory panel of representatives from national
organizations--such as the American Federation of Teachers, National
Education Association, Association of American Educators, Education
Leaders Council, Council of Chief State School Officers, National
Association of State Directors of Teacher Certification, and National
Council on Teacher Quality--that together represent the full spectrum
of organizations responsible for ensuring that regular and special
education teachers are well prepared. These partners must advise the
Center and assist it in securing expert support to meet the model
development needs of the participating States.
(c) Design and structure the operation and management of the Center
to--
(1) Be most responsive to the technical assistance needs identified
by the participating States as they proceed with their commitment;
(2) Use current communications technology to plan and implement the
activities of the Center;
(3) Identify and describe all aspects and stages of the models as
they evolve in each State, including all factors in each State that may
influence the process of developing a model;
[[Page 46799]]
(4) Provide constructive feedback to each State;
(5) Establish and carry out formal agreements with each State that
clearly specify the contributions and responsibilities of the State and
the Center. The Assistant Secretary urges each State and the Center to
contribute fiscally toward developing a model;
(6) Establish a clearinghouse to provide links to resources and
services the State may use to enhance (i) the research-based knowledge
and skills; and (ii) the quality of preservice preparation and staff
development; and
(7) Disseminate, through a variety of mechanisms, the models
developed within each participating State, the factors that influenced
the development of the model, and the products and outcomes identified
by the Center. Dissemination mechanisms must include collaborative
arrangements with appropriate technical assistance and dissemination
centers funded by the Department of Education.
(d) Design and conduct a comprehensive evaluation of all aspects of
the work of the Center with clearly measurable goals and objectives.
This evaluation must be designed to guide refinements to the structure,
activities, management, and products of the Center in order to improve
the ultimate effectiveness of the Center;
(e) Fund, as project assistants each year, at least three doctoral
students who have concentrations in relevant topics such as special
education, teacher education, curriculum and instruction, and
educational policy;
(f) Obtain and submit with the application for this priority strong
letters of commitment from --
(1) Identified States. These letters of commitment must respond to
paragraphs (a)(1)-(6); and
(2) National organization partners. These letters of commitment
must describe the resources and expertise the partners will contribute
to the work of the Center; and
(g) In addition to the annual two-day Project Directors meeting in
Washington, DC mentioned in the ``General Requirements'' section of
this notice, projects must budget for two additional meetings in
Washington, DC to collaborate with the Federal project officer to share
information and discuss issues related to the development of model,
evaluation, and project implementation.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) The degree to which the Center is making a positive
contribution and its strategies are demonstrating the potential for
disseminating significant new knowledge.
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority 4--Research and Training Center to Prepare Personnel
to Promote Parent and Professional Collaboration (84.325R)
Background
In the fall of 2001, OSERS held seven public forums on the
reauthorization of the Individuals with Disabilities Education Act
(IDEA). One of the most frequent concerns expressed by parents and
professionals centered on their lack of skills and knowledge in trying
to develop collaborative working relationships with each other in
special education planning. This planning includes initial evaluations,
determinations of eligibility, meetings about the Individualized Family
Service Plan (IFSP) and Individualized Education Program (IEP), and
continuing decisionmaking regarding the children's academic or
functional behavior.
Efforts to establish collaborative working relationships in
planning for children with disabilities were likely to slip into
adversarial conflicts because the two parties lacked the skills to work
out disagreements. Moreover, both parties involved in the complex
decisionmaking about these children focused on the difficulties of
building positive interactions based on mutual trust.
There was a strong feeling that training in collaborative
strategies might prevent misunderstandings and differences of opinion
in planning for these children and reduce the possibilities of
mediation processes, due process hearings, and lawsuits.
In developing this priority, the Assistant Secretary has
incorporated several elements that the Assistant Secretary believes are
necessary for a center to be effective in improving parent and
professional collaboration. These include (1) multiple approaches to
improving parent and professional collaboration; (2) site-based
professional development; (3) professional development that uses
scientifically based methods to maximize the likelihood that the
intended results will be achieved; (4) follow-up professional
development provided in the work settings of the training participants;
and (5) training provided to teams.
Priority
As authorized under sections 672, 673 and 685 of IDEA, the
Assistant Secretary announces this absolute priority for the purpose of
improving the interaction of parents and professionals in
collaboratively planning and implementing early intervention and
educational programs for children with disabilities.
The Center must do the following:
(a) Review and synthesize research and examine the current and
most-promising practices across the country to improve parent and
professional collaboration.
(b) Verify by scientifically based research that practices
identified in paragraph (a) are effective. This verification may be
done (i) by a representative panel of individuals knowledgeable about
scientific method and about building effective parent and professional
collaboration, or (ii) by other methods.
(c) If the panel fails to identify methods and practices that are
scientifically based, identify for the interim some promising practices
to be used for training. However, the Center must implement procedures
to develop scientifically based models and approaches for training
parents and professionals.
(d) Develop a coordinated program of research to address gaps in
knowledge.
(e) Make efforts to establish a cooperative partnership with
Consortium for Appropriate Dispute Resolution in Special Education
(CADRE) to coordinate activities regarding mediation.
(f) Establish an advisory panel, which may be identical to the
evaluation panel referred to in (b) above. A representative from CADRE
should be on the advisory panel.
[[Page 46800]]
(g) Provide site-based training. In providing this training, the
Center must--
(1) Select sites that are (i) distributed across the country in
order to reduce both travel time and costs for trainees; (ii)
effectively implementing the scientifically based methods and practices
that have been verified by the Center; and (iii) willing to serve as
training sites where trainees will be provided opportunities to see and
engage in the identified methods and practices in authentic settings;
and
(2) Develop an outreach program to identify, select, and enroll a
variety of trainees. These trainees must include personnel from lead
agencies, local educational agencies (LEAs), State educational
agencies, parent training and information projects, Regional Resource
Centers, the National Technical Assistance Center to Parents, parent
advocacy groups, and other agencies, groups, and programs. If
practical, trainees should attend the training in teams.
(h) Provide follow-up training and technical assistance to all
trainees who desire to develop and implement a program to improve
parent-professional collaboration in their home community.
(i) Provide a range of other training opportunities, through
activities such as regional workshops, targeted conferences,
dissemination of training materials that the Center has developed, and
similar activities. If possible, the Center should take advantage of
training activities using advanced technology.
(j) Develop a plan to conduct several leadership training academies
for both parents and professionals related to parent and professional
collaboration in order to promote the likely development of new methods
and practices.
(k) Train parents and professionals to work together productively
at the State and local levels to improve results for children with
disabilities. Training should enable participants to work together
successfully at school, LEA, and State levels; to identify and
implement best practices; to improve policy, implement changes in
systems, and promote flexibility and accountability for results, while
focusing on successful approaches; and to enhance parental involvement
in improving special education and student outcomes.
(l) Conduct an evaluation based on clear, measurable performance
and outcome goals that are related to parent and professional
collaboration and, if possible, clearly linked to improving results.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) The degree to which the Center is making a positive
contribution--and its strategies are demonstrating the potential for
disseminating significant knowledge--to improve collaboration.
(d) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority 5--Center for Children with Other Health Impairments,
Traumatic Brain Injury, Orthopedic Impairments and Developmental Delays
Who Have Neurologically Based Disabilities (84.325T)
Background
Children with neurological impairments may be eligible for services
under a number of categories under the Individuals with Disabilities
Education Act (IDEA). These categories include Other Health Impairments
(OHI), Traumatic Brain Injury (TBI), Orthopedic Impairments (OI), and
Developmental Delays. Infants and toddlers may also have neurologically
based developmental delays or diagnosed conditions that make them
eligible for services under part C of IDEA. This priority addresses the
needs of a wide range of children with neurological impairments who are
eligible under IDEA and who require similar types of educational
interventions or early intervention services.
Many children in the OHI category are identified because of
Attention Deficit Disorder/Attention Deficit Hyperactive Disorder (ADD/
ADHD).
TBI is an acquired neurological disorder that typically impacts
learning and behavior, though academic skills per se are not always
impaired. Many of the problems involve difficulties with memory,
organization, and behavior that are not like those experienced by
children with ADD/ADHD.
Children identified with OI commonly have concomitant congenital
neurological disorders involving the brain that impact learning. For
example, spina bifida is the most common severely disabling birth
defect in the United States. Children with spina bifida are often
unable to walk, but problems with math and attention are also common.
Children with cerebral palsy have difficulties with ambulation, but the
neurological basis for the impairment often also impacts learning.
The Assistant Secretary is establishing a Center for educating and
providing early intervention services to children with neurological
disabilities who are eligible under IDEA. The Center will ensure that
parents and professionals have the most current, scientifically based
methods and practices for planning and implementing educational and
early intervention services to improve results for these children.
In developing this priority, the Assistant Secretary has
incorporated several elements that he believes are necessary for a
center to be effective in addressing the educational and early
intervention needs of children with neurological impairments. These
include (1) multiple approaches to improving education and early
intervention of children with neurologically based disabilities; (2)
site-based professional development; (3) professional development that
uses scientifically based methods to maximize the likelihood that the
intended results will be achieved; (4) follow-up professional
development provided in the work settings of the training participants;
and (5) training provided to teams.
Priority
As authorized under sections 673 and 685 of IDEA, the Assistant
Secretary announces an absolute priority to establish a Center for
educating and providing early intervention services to children with
OHI, TBI, OI, and developmental delays who have neurologically based
disabilities.
The Center must do the following:
(a)(1) Synthesize available data on methods and practices for
serving children with neurologically based disabilities; and (2)
identify an array of scientifically based methods and practices that
may improve the education of eligible children.
[[Page 46801]]
(b) Verify that these methods and practices are effective through
scientifically based research that is done by a representative panel of
individuals knowledgeable about scientific method and about the
education of eligible children with neurologically based disabilities,
or by other methods.
(c) In carrying out the activities in (a) and (b) the Center must
coordinate with the Center for Educating and Providing Early
Intervention Services to Children with Autism and Autistic Spectrum
Disorders.
(d) Provide site-based training. In providing this training, the
Center must--
(1) Select sites that are (i) reasonably distributed across the
country in order to reduce both travel time and costs for trainees;
(ii) effectively implementing the scientifically based methods and
practices that have been verified by the Center; and (iii) willing to
provide trainees opportunities to see and engage in the identified
methods and practices in authentic settings, and
(2) Develop an outreach program to identify, select, and enroll a
variety of trainees. These trainees must include personnel from lead
agencies, local educational agencies, State educational agencies,
parent training and information projects, Regional Resource Centers,
parent advocacy groups, institutions of higher education, related
service providers, and other groups and programs. If practical,
trainees should attend the training in teams.
(e) Provide a range of other training opportunities, through
activities such as regional workshops, targeted conferences,
dissemination of training materials that the Center has developed, and
other activities.
(f) Provide follow-up training and technical assistance to all
trainees who desire to develop and implement a program to improve the
education of eligible children in their home community.
(g) Conduct an evaluation based on clear, measurable performance
and outcome goals related to the education and early intervention for
children with neurologically based disabilities.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Special Education--Technical Assistance and Dissemination to
Improve Services and Results for Children with Disabilities
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 (1)
improve early intervention, educational, and transitional services and
results for children with disabilities and their families; and (2)
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; and (b) The selection criteria, chosen
from the general selection criteria in 34 CFR 75.210. The specific
selection criteria for each priority are included in the application
package for that competition.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Eligible Applicants: State educational agencies, local educational
agencies, institutions of higher education, other public agencies,
nonprofit private organizations, for-profit organizations, outlying
areas, freely associated States, and Indian tribes or tribal
organizations.
Priorities
Under 34 CFR 75.105(c)(3), we consider only applications that meet
one of the following priorities:
Absolute Priority 1--Technical Assistance Center on Disproportionate
Representation of Culturally and Linguistically Diverse Students in
Special Education (84.326E)
Background
The National Academy of Sciences (NAS) recently completed a
congressionally mandated study on minorities in special education. The
NAS report supports the data in the Twentieth Annual Report to Congress
on the Implementation of the Individuals with Disabilities Education
Act: 1998 indicating that African Americans are overrepresented in the
mentally retarded category and Native Americans are overrepresented in
the learning disabilities category. Both reports have similar data on
disproportionate over-or under representation for Hispanics and for
Asians and Pacific Islanders.
The NAS report also includes information on the special education
placement rate by States of students from culturally diverse
backgrounds. The information indicates a wide variation among States
and notable inconsistencies within States.
The report concludes by providing practical recommendations that
can be implemented by State educational agencies (SEAs) and local
educational agencies (LEAs) to reduce disproportionate representation
of culturally and linguistically diverse students in special education.
Section 618(c) of IDEA requires States to collect and examine data
on students by disability and race to determine if significant
disproportionate representation by disability categories or placement
exists based on race. There is some evidence that SEAs and LEAs are
experiencing difficulty with analyzing and interpreting the data and
need assistance in developing plans and strategies to address
disproportionate representation.
Priority
This priority establishes a center to provide technical assistance
enabling SEAs and LEAs to effectively address and reduce incidences of
disproportionate representation of minorities in special education
resulting from inappropriate or ineffective educational practices.
The Center's activities must include, but are not limited to, the
following:
(a) Collaborating with Project Forum, currently at the National
Association of State Directors of Special Education (NASDSE), to
determine the level of compliance for each State in collecting
[[Page 46802]]
the data required in section 618(c) of IDEA.
(b) Assisting SEAs with analyzing and interpreting the data
collected on representation of minorities in special education.
(c) Assisting SEAs with developing a plan to address
disproportionality using the recommendations in the NAS report and
focusing on effective early intervention, reading, and behavioral
programs.
(d) Summarizing and disseminating--through a Web site and by other
means--reports and documents on research findings and related topics to
guide policy and practice.
(e) Conducting national and regional meetings, in collaboration
with other centers such as the Regional Resource Centers, to help SEAs
and LEAs address disproportionate representation of minorities in
special education.
(f) Communicating and collaborating with--
(1) Other technical assistance centers, including the Elementary
and Middle School Technical Assistance Center, Regional Resource
Centers, Federal Resource Center, projects funded under the priority
for ``Linking Policy and Practice Audiences with the 1997 Amendments of
IDEA,'' Regional Educational Laboratories, and the planned national
center for Reading First technical assistance;
(2) Organizations including NASDSE, the Council for Exceptional
Children, 100 Black Men, and the National Association of Bilingual
Education (NABE); and
(3) Other projects funded by OSEP concerning effective practices
for reducing disproportionate representation.
(g) Communicating and collaborating with reading and behavioral
research centers to ensure that LEAs and SEAs incorporate effective
scientifically based reading and behavioral strategies into their plans
for addressing disproportionate representation.
(h) Collaborating with institutions of higher education--including
Historically Black Colleges and Universities, Hispanic-serving
institutions, and other minority institutions--and recipients of State
Improvement grants to produce quality teachers by designing and
implementing scientifically based early intervention, reading,
behavioral, and classroom management practices.
The Center must also do the following:
(a) Establish, maintain, and meet at least annually with an
advisory committee--consisting of representatives of SEAs and LEAs,
individuals with disabilities, parents, educators, professional
organizations and advocacy groups, researchers, and other appropriate
groups--to review and advise on the Center's activities and plans. The
committee must include membership that represents urban school and
minority populations.
(b) In addition to the two-day Project Directors' meeting in
Washington, DC mentioned in the General Requirements section of this
notice, budget for an additional two-day trip annually to Washington,
DC (1) to attend an additional Project Directors' meeting and (2) to
meet and collaborate with the OSEP project officer and other funded
projects for purposes of cross-project collaboration and information
exchange; and
(c) Budget for at least a monthly trip to attend appropriate
meetings convened by the Department of Education (such as the regional
Improving America's Schools conferences), NABE, NASDSE, and other
Centers and organizations.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority 2--Center to Improve Access to the General Education
Curriculum for Students with Disabilities at the Elementary and Middle
School Levels (84.326K)
Absolute Priority
Background
The 1997 reauthorization of the Individuals with Disabilities
Education Act (IDEA '97) created expectations that students with
disabilities would be included in State and local reform and
accountability efforts. IDEA required that students with disabilities
have access to the general curriculum and that States provide for the
participation of students with disabilities in State and district-wide
assessments and public reporting of the assessment results. IDEA also
required States to establish performance goals for students with
disabilities.
The No Child Left Behind Act of 2001 (NCLB), which reauthorized the
Elementary and Secondary Education Act (ESEA), further strengthened the
accountability for results for children with disabilities. Under NLCB
each State must develop and implement a single, statewide
accountability system that applies the same high standards of
achievement to all students, including students with disabilities, and
ensures that all school districts and public schools in the State make
adequate yearly progress. The State's definition of adequate yearly
progress must include separate annual measurable objectives for
continuous and substantial improvement in mathematics and reading for
all students and for each of four groups, including students with
disabilities.
The overall quality of services children with disabilities receive
varies widely by LEAs and across States. Many children are performing
below their potential.
In trying to improve this situation, national technical assistance
activities can play a pivotal role in building the capacity States need
to support schoolwide change.
Identifying effective, scientifically validated practices;
disseminating and replicating them through national, State, and local
channels; and evaluating their use with children with disabilities has
the potential to strengthen the overall education system and to improve
achievement for all children, including children with disabilities.
Priority
The purpose of this priority is to increase access to and improve
the quality of education in the general curriculum in areas of reading,
language arts, mathematics, and science for children with disabilities
in elementary and middle schools.
The Center must do the following:
(a) At the national level--
(1) Collaborate with the Office of Educational Research and
Improvement's new ``What Works Clearinghouse'' to identify studies that
may represent scientifically valid practices first in the area of
reading and
[[Page 46803]]
language arts (particularly, with regard to children who do not respond
to class-wide interventions), next in mathematics, and then in science;
(2) Work with researchers and developers to incorporate effective
educational strategies based on scientifically based research;
(3) Support work to implement research-based information and
instructional practice at national, State, and local levels.
(b) At the State level, collaborate with the Regional Resource
Centers (RRCs) to help States --
(1) Establish measurable annual IEP objectives for continuous and
substantial improvement for students with disabilities;
(2) Strengthen efforts to continuously improve access to and the
quality of education in the subject areas; and
(3) Assist States in ``scaling up'' scientifically based practices
through existing in-State technical assistance systems.
(c) Disseminate findings and approaches to appropriate audiences
through the project's communication mechanism and the collaborative
national and State partnerships;
(d) At the local level--
(1) Identify a number of LEAs (i) that have successfully used
scientifically based practices to monitor and effect continuous and
substantial progress for students with disabilities; and (ii) that are
willing to work with other LEAs that have been less successful;
(2) Provide continuous assistance to the LEAs to help them work
with less successful LEAs; and
(e) At the local level--
(1) Identify a number of LEAs that have been less successful in
their efforts to continuously monitor progress and show evidence of
progress--first in reading and language arts, next in mathematics, then
in science;
(2) In concert with the successful LEAs, provide training and
technical assistance through other means to help schools in less
successful LEAs adapt and implement scientifically based practices;
(3) Observe and document the process of change; and
(4) Help less successful LEAs build capacity to solve problems.
(f) Establish an evaluation mechanism to continuously analyze the
implementation of scientifically based practices, the outcomes of the
technical assistance provided, including effect on student academic
outcomes. The evaluation should not only document successful practices,
but, also--
(1) Analyze less successful approaches to technical assistance to
determine what changes could strengthen those approaches;
(2) Examine patterns and strategies for implementing effective
practices across successful LEAs;
(3) Identify research areas of limited knowledge where further
research is needed to identify effective practices; and
(4) Compile documentation to assist other LEAs and other technical
assistance providers in implementing research-based practices.
(g) Develop training materials to support and train, on site,
participating RRCs, States, and LEAs.
(h) Prepare and disseminate information and products for specific
audiences, as appropriate, such as parents, administrators, teachers,
related-services personnel, researchers, and individuals with
disabilities.
(i)(1) Communicate, collaborate, and form partnerships, as
appropriate, with entities such as technical assistance providers at
national, regional, and local levels; centers that are part of the
Special Education Technical Assistance and Dissemination Network; the
National Center on Educational Outcomes; OSEP-funded projects; business
and professional organizations; and universities.
(2) In particular, the project must build and maintain
communication and collaboration with research and demonstration
projects that are addressing issues related to the focus of this
priority.
(j) Establish, maintain, and meet at least annually with an
advisory committee consisting of representatives of SEAs and LEAs,
individuals with disabilities, parents, educators and other interested
parties--such as, professional organizations, and advocacy groups,
researchers, persons conversant with literature on reform and change,
and other appropriate groups--to review and advise on the Center's
plans, products, and activities.
(k) In addition to the annual two-day Project Directors' meeting in
Washington, DC mentioned in the ``General Requirements'' section of
this notice, budget for two additional trips annually to Washington, DC
(1) to attend the Technical Assistance and Dissemination Project
Directors' meeting and (2) to meet and collaborate with the OSEP
project officer and with other projects focusing on access to the
general education curriculum.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards. The Secretary will also consider the
following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority 3--Center to Promote Involvement by Minority
Institutions in Discretionary Programs under IDEA (CFDA 84.326L)
Background
Congress has concluded that success in educating children with
disabilities from minority backgrounds can be improved if we increase
the participation by Historically Black Colleges and Universities
(HBCUs), and other institutions of higher education whose minority
student enrollment is at least 25 percent (OMIs) in awards under IDEA.
These awards include grants, cooperative agreements and contracts
(section 661(d)(2) of IDEA).
Priority
The purpose of this priority is to improve educational results for
children with disabilities by supporting a national center to: (a)
Promote the participation by, and increase the number of awards to
HBCUs and OMIs in competitions under IDEA designed to prepare
personnel; and (b) increase the capacity of HBCUs and OMIs to prepare
personnel to work with children with disabilities.
The Center must do the following:
(a) Establish and maintain contacts with HBCUs and OMIs.
(b) Analyze the performance of HBCUs and OMIs as a basis for
providing technical assistance to them, especially in (1) recruiting
and retaining students in personnel preparation programs; (2) improving
the quality of those programs; (3) placing students after graduation;
(4) and related activities that contribute to improved results for
children with disabilities;
(c) Develop materials and implement strategies that are necessary
to carry out the Center's activities.
(d) Prepare and disseminate to the HBCUs and OMIs materials
explaining
[[Page 46804]]
personnel preparation competitions under section 673 of IDEA.
(e)(1) Analyze the results of each applicable discretionary grant
competition under IDEA in terms of the degree to which HBCUs and OMIs
applied, and the degree to which they were successful; and (2) submit
this analysis to the Department and the HBCUs and OMIs served by the
project.
(f) Disseminate practices found to be effective (1) to assist with
the development of new special education personnel preparation programs
in HBCUs and OMIs; and (2) to expand existing special education
programs.
(g) Provide professional development to faculty to ensure that
current research knowledge and methods are used in all special
education personnel preparation programs in HBCUs and OMIs.
(h) Increase the participation of faculty from HBCUs and OMIs at
national and State policy-setting meetings.
(i) As requested by the Department, provide advice on strategies to
further the purposes of part D of IDEA.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
Absolute Priority 4--National Center on Monitoring and Evidence-Based
Decisionmaking (CFDA 84.326Y)
Background
Monitoring and enforcement of IDEA has always been a topic of great
concern among advocates, LEA and State administrators, and Federal
officials. The Assistant Secretary is supporting an effort to implement
a focused monitoring system in which data collection and a small number
of carefully chosen priorities drive the process, and intervention and
enforcement occur according to set criteria. Although this model system
is replicable at the State and local levels, there is still a pressing
need to assist States in their efforts to design, implement, and manage
data systems and compliance-monitoring processes that can support data-
based decisions about special education.
Priority
The Assistant Secretary announces an absolute priority for a
technical assistance center to support the implementation of focused
monitoring and, thereby, help SEAs and LEAs improve results for
children with disabilities.
The Center's activities must include, but are not limited to, the
following:
(a)(1) Providing technical assistance to States and LEAs to develop
effective practices in monitoring and accountability to implement IDEA.
(2) This activity must focus on assistance in data management. This
includes the process of collecting accurate and effective data and the
development of data systems that focus on data-based decisionmaking.
(3) In addition, this project must assist States in (i) using special
education data to align with State accountability standards and (ii)
organizing and presenting data to decisionmakers and policymakers in an
understandable and convincing manner.
(b) Identifying effective practices in monitoring and
accountability.
(c) Working with OSEP, the RRCs, and the States to effectively
communicate and improve results for children through technical
assistance, training, and dissemination of information.
(d) Preparing and disseminating through a Web site and by other
means reports and documents on research findings and related topics,
including a comprehensive analysis of the monitoring literature.
(e) Maintaining communication and collaboration with other
Department-funded projects concerning effective practices by States and
LEAs that will improve results for children.
(f) Disseminating findings through collaboration with the National
Information Center for Children and Youth with Disabilities and the
Regional Resource and Federal Centers Network.
(g) Providing technical assistance and support to OSEP's Monitoring
and State Improvement Planning Division.
(h) Presenting findings and providing training at national and
regional conferences; and
(i) Using an outside evaluator to measure the progress of the
Center.
The Center must also do the following:
(a) Establish, maintain, and meet, as needed, with an advisory
committee to review and advise on the Center's activities and progress.
The advisory committee must consist of individuals whose organizations
or perspectives were part of the group that worked with OSEP on focused
monitoring. The committee must include, but is not limited to,
representatives of SEAs and LEAs, individuals with disabilities,
parents, educators, professional organizations, advocacy groups,
researchers, and other appropriate groups. The committee also must
include membership from otherwise underrepresented populations.
(b) In addition to the annual two-day Project Directors' Meeting
mentioned in the ``General Requirements'' section of this notice,
budget for two additional two-day trips annually to Washington, DC (1)
to attend a Project Directors' meeting and (2) to meet and collaborate
with the OSEP Project Officer and other funded projects for purposes of
cross-project collaboration and information exchange.
Fourth and Fifth Years of Project
In deciding whether to continue this project for the fourth and
fifth years, the Secretary will consider the requirements of 34 CFR
75.253(a) for continuation awards.
The Secretary will also consider the following:
(a) The recommendation of a review team consisting of experts
selected by the Secretary. The team will conduct its review in
Washington, DC during the last half of the project's second year. A
project must budget for the travel associated with this one-day
intensive review.
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project.
(c) Evidence of the degree to which the project's activities have
contributed to changed practice and improved student outcomes.
Number of Awards
Under this priority, the Secretary will make one award for a
cooperative agreement.
[[Page 46805]]
Individuals With Disabilities Education Act, Application Notice for Fiscal Year 2002
----------------------------------------------------------------------------------------------------------------
Deadline for Estimated
CFDA No. and name Applications Application intergovernmental Maximum award number of
available deadline date review (per year) * awards
----------------------------------------------------------------------------------------------------------------
84.324V Research and 07/17/02 08/19/02 09/19/02 $700,000 1
Training Center on
Scientifically Based
Practices and Succesful
Early Childhood Transitions.
84.324G Center on Early 07/17/02 08/19/02 09/19/02 700,000 1
Identification, Child Find,
and Referral of Young
Children with Disabilities..
84.324Q Center on Students 07/17/02 08/19/02 09/19/02 700,000 1
Requiring Intensive Social,
Emotional, and Behavioral
Interventions...............
84.325G Center for Educating 07/17/02 08/19/02 09/19/02 1,000,000 1
and Providing Early
Intervention Services to
Children with Autism and
Austistic Spectrum Disorders
84.325J Center to Guide 07/17/02 08/19/02 09/19/02 600,000 1
Personnel Preparation Policy
and Practice in Early
Intervention and Preschool
Education (Birth to 5)......
84.325M Statewide Models for 07/17/02 08/19/02 09/19/02 1,000,000 1
Ensuring that Special
Education Students in
Inclusive Schools are Served
by Highly Qualified Teachers
84.325R Research and 07/17/02 08/19/02 09/19/02 650,000 1
Training Center to Prepare
Personnel to Promote Parent
and Professional
Collaboration...............
84.325T Center for Children 07/17/02 08/19/02 09/19/02 650,000 1
with Other Health
Impairments, Traumatic Brain
Injury, Orthopedic
Impairments and
Developmental Delays Who
Have Neurologically Based
Disabilities................
84.326E Technical Assistance 07/17/02 08/19/02 09/19/02 $700,000 1
Center on Disproportionate
Representation of Culturally
and Linguistically Diverse
Students in Special
Education...................
84.326K Center to Improve 07/17/02 08/19/02 09/19/02 1,800,000 1
Access to the General
Education Curriculum for
Students with Disabilities
at the Elementary and Middle
School Levels...............
84.326L Center to Promote 07/17/02 08/19/02 09/19/02 1,656,000 1
Involvement by Minority
Institutions in
Discretionary Programs under
IDEA........................
84.326Y National Center on 07/17/02 08/19/02 09/19/02 1,000,000 1
Monitoring and Evidence-
Based Decisionmaking........
----------------------------------------------------------------------------------------------------------------
*We will reject any application that proposes a budget exceeding the maximum award for a single budget period of
12 months.
Note: The Department of Education is not bound by any estimates in this notice.
For Applications Contact: If you want an application for any
competition in this notice, 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. If you use a
telecommunications device for the deaf (TDD), you may call (toll free)
1-877-576-7734.
You may also contact Ed Pubs at its Web site: http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.ed.gov/pubs/edpubs.html; or you may contact Ed Pubs at its e-mail address:
edpubs@inet.ed.gov
If you request an application from Ed Pubs, be sure to identify the
competition in this notice by the appropriate CFDA number.
FOR FURTHER INFORMATION CONTACT: If you want additional information
about any competition in this notice, contact the 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 telecommunications device for the deaf (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 Grants and Contracts Services Team under
FOR FURTHER INFORMATION CONTACT. However, the Department is not able to
reproduce in an alternative format the standard forms included in the
application package.
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. One of the objectives of the Executive
order is to foster an intergovernmental partnership and a strengthened
federalism. The Executive Order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance. This document provides early notification of our
specific plans and actions for these programs.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal
[[Page 46806]]
Register, in text or Adobe Portable Document Format (PDF) on the
internet at the following site: http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.ed.gov/legislation/FedRegister
To use the PDF you must have Adobe Acrobat Reader, which is
available free at this site. If you have questions about using the PDF,
call the U.S. Government Printing Office (GPO), toll free, at 1-888-
293-6498; or in the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.access.gpo/nara/index.html
Program Authority: 20 U.S.C. 1405, 1461, 1472, 1473, and 1485.
Dated: July 11, 2002.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 02-17882 Filed 7-15-02; 8:45 am]
BILLING CODE 4000-01-P