[Federal Register: August 6, 2001 (Volume 66, Number 151)]
[Notices]
[Page 41125-41128]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr06au01-130]
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Part III
Department of Education
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Rehabilitation Short-Term Training; Notice
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DEPARTMENT OF EDUCATION
Rehabilitation Short-Term Training
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice of proposed priority.
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SUMMARY: The Assistant Secretary for the Office of Special Education
and Rehabilitative Services proposes a priority under the
Rehabilitation Short-Term Training program. The Assistant Secretary may
use this priority for competitions in fiscal year (FY) 2002 and in
later years. We take this action to focus on training in areas of
national need. We intend the priority to improve the leadership among
top-level managers and administrators of the State Vocational
Rehabilitation Services Program.
DATES: We must receive your comments on or before September 5, 2001.
ADDRESSES: Address all comments about this proposed priority to Sylvia
Johnson, U.S. Department of Education, 400 Maryland Avenue, SW., room
3318, Switzer Building, Washington, DC 20202-2649. If you prefer to
send your comments through the Internet, use the following address:
Sylvia.Johnson@ed.gov.
You must include the term ``Short-Term Training Program'' in the
subject line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Sylvia Johnson. Telephone: (202) 205-
9312 or via Internet: Sylvia.Johnson@ed.gov.
If you use a telecommunications device for the deaf (TDD), you may
call the TDD number at (202) 205-8133.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION:
Invitation to Comment
We invite you to submit comments regarding this proposed priority.
We invite you to assist us in complying with the specific requirements
of Executive Order 12866 and its overall requirement of reducing
regulatory burden that might result from this proposed priority. Please
let us know of any further opportunities we should take to reduce
potential costs or increase potential benefits while preserving the
effective and efficient administration of the program.
During and after the comment period, you may inspect all public
comments about this proposed priority in room 3414, Switzer Building,
330 C Street SW., Washington, DC, between the hours of 8:30 a.m. and
4:00 p.m., Eastern time, Monday through Friday of each week except
Federal holidays.
Assistance to Individuals With Disabilities in Reviewing the
Rulemaking Record
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the comments or other documents in the public
rulemaking record for this proposed priority. If you want to schedule
an appointment for this type of aid, you may call (202) 205-8113 or
(202) 260-9895. If you use a TDD, you may call the Federal Information
Relay Service (FIRS) at 1-800-877-8339.
We will announce the final priority in a notice in the Federal
Register. We will determine the final priority after considering
responses to this notice and other information available to the
Department. This notice does not preclude us from proposing or funding
additional priorities, subject to meeting applicable rulemaking
requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use this proposed priority, we invite applications
through a notice in the Federal Register. When inviting applications we
designate the priority as absolute, competitive preference, or
invitational. The effect of each type of priority follows:
Absolute priority: Under an absolute priority we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority we give competitive preference to an application by either (1)
awarding additional points, depending on how well or the extent to
which the application meets the priority (34 CFR 75.105(c)(2)(i)); or
(2) selecting an application that meets the priority over an
application of comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
priority a competitive or absolute preference over other applications
(34 CFR 75.105(c)(1)).
Priority
National Rehabilitation Leadership Institute
Background
The authority for us to establish training priorities under the
Rehabilitation Short-Term Training program by reserving funds to
support particular training activities is in section 302 of the
Rehabilitation Act of 1973, as amended (the Act) (29 U.S.C. 772). Under
this program we make awards to public agencies and private agencies and
organizations, including institutions of higher education, Indian
tribes, and tribal organizations. This program is designed for the
support of special seminars, institutes, workshops, and other short-
term courses in technical matters relating to the vocational, medical,
social, and psychological rehabilitation programs, independent living
services programs, and client assistance programs.
The State Vocational Rehabilitation Services Program continues to
undergo significant change. In addition to serving increased numbers of
individuals with significant disabilities, the vocational
rehabilitation (VR) programs are seeking to reach unserved and
underserved populations, including individuals from linguistically and
culturally diverse backgrounds. In their efforts to improve the
employment outcomes of the individuals they serve, State VR agencies
must remain alert to this ever-changing environment. For example, State
VR agencies regularly analyze their practices, policies, and procedures
and make adjustments that will promote responsive service delivery. In
addition, State VR agencies are increasingly recognizing that their
success in promoting the employment of their consumers depends in part
on the strength of their linkages with employers and with generic
employment and training programs.
The changed environment of State VR agencies demands a different
set of skills from leaders and managers than has traditionally been
required. Managers and leaders in the VR system need to develop new
skills that will enable them, for example, to change their agencies'
focus from processes and compliance to the achievement of high-quality
outcomes and to build working relationships with organizations outside
their agencies.
Elements of a VR Leadership Training Program
To have maximum utility to administrators in the State VR Services
Program, a leadership training program must include training in
leadership
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skills that includes periodic reinforcement and feedback to
participants, application of leadership skills to VR issues, and
provision of training in a peer setting. Many skills associated with
effective leadership can be taught, given sufficient instruction,
practice, and feedback on performance.
Effective skills training uses a strategy of repeated practice over
time with feedback on performance. In the training arena, this often
translates into providing a series of training programs. The time
between training programs is used for practicing newly learned skills.
Subsequent events allow for feedback by instructors and peers on their
efforts. For example, an institute may propose a series of short
courses (several days each) over the course of a year, each building
upon the other. The time between the courses would be used to try out
new techniques and exercise new skills. At the next course, experiences
may be discussed to allow the instructors to provide feedback. The
instructors then would move on to new topics. It is a progressive
learning technique that has proven effective, especially when training
busy professionals such as rehabilitation administrators. There also
may be a ``pick and choose'' series of courses from which a given
administrator, in concert with a training specialist on the grantee's
staff, could select to develop a ``customized'' program of learning.
Efforts such as these have proven to be effective in programs designed
for busy professionals.
The second element of effective VR leadership training is the
application of training to actual issues. This approach both helps
trainees solve real problems and relates to a long-held principle of
adult learning: Adults learn most effectively when the content of the
training is directly related to issues they face. Within VR, new
policies, initiatives, and legislation will require top administrators
and directors to make major changes in procedures and practices within
their agencies. Tying the content of leadership training to these types
of issues makes the training in leadership skills more effective and
helps solve real world problems.
The third element of effective leadership training is the provision
of training in a peer setting. A well-tested management principle
relates to the benefits of working in teams with others who face
similar situations. Group, as opposed to individual, examination of
issues often reveals a wider range of options for addressing those
issues and results in better solutions.
Leadership skills, like all skills, can improve over time.
Therefore, we consider progressive levels of leadership training
programs, such as courses for new directors, programs for
administrators and directors with various levels of experience, and
seminars for seasoned administrators and directors, essential to
meeting the diverse needs of VR administrators and directors.
We have determined that it is in the best interest of the State VR
Services Program to provide leadership skills training through one
national institute. Having one institute lends consistency in the
quality and content of training and better enables us to monitor the
quality and relevance of the training. We intend to be involved with
the grantee to provide direction and technical assistance on the
content of the training.
To expand the funding base for the project and to encourage State
agencies to contribute to the costs of training, we are proposing that
participants be required to provide some level of contribution for
training.
In summary, we have determined that it is in the best interest of
the State VR Services Program to develop a leadership training program
that focuses on leadership skills as applied to the unique issues
facing the VR agencies in a peer setting. Progressive levels of
training are needed to meet the varying needs of administrators and
directors. One institute would ensure consistency in training and
provide for better quality control. State agencies would be required to
provide some degree of support to the program.
Proposed Priority: We propose to fund one project to establish a
National Rehabilitation Leadership Institute that will focus on
developing the leadership skills of top-level managers and
administrators in State VR agencies. The project must have plans for
addressing the leadership needs in all VR agencies funded under the Act
and programs funded under section 121 of the Act.
The project must employ a curriculum that focuses on the
development of leadership skills and on the application of those skills
to current challenges and issues in the VR program. The project must be
capable of structuring leadership curricula around current VR issues of
national significance, such as using VR evaluation standards and
performance indicators to assess and improve agency performance,
coordinating effectively with generic employment and training programs,
and increasing client choice. The advisory committee (described later
in this notice) and the Assistant Secretary will determine actual
issues.
The project must employ a curriculum that includes several levels
of training to meet the needs of audiences ranging from new State
administrators and directors to seasoned administrators and directors.
The project's curriculum must include sequential courses that allow for
repeated practice of newly learned skills over time, with performance
feedback. The project must provide training in a peer setting.
The project must coordinate its training activities with activities
conducted under the State Vocational Rehabilitation Unit In-Service
Training program, the Rehabilitation Continuing Education Program, and
the National Technical Assistance Centers funded by the Rehabilitation
Services Administration (RSA). These programs are also charged with
improving the leadership skills of State agency personnel. Therefore,
collaboration and coordination are necessary.
The project must establish an advisory committee that includes RSA
central and regional office representatives, representatives of State
VR agency administrators and trainers, rehabilitation counselors, VR
clients, Regional Continuing Education Centers, other educators and
trainers of VR personnel, tribes and tribal agencies, and others as
determined to be appropriate by the grantee and RSA. This committee
must provide substantial input on and direction to the training
curriculum, including the specific VR issues to be incorporated.
The project must include an evaluation component based upon clear,
specific performance and outcome measures. The results must be reported
in its annual progress report.
The project must be designed to ensure that State agencies will
contribute to the costs of the participant's training.
National Education Goals
The eight National Education Goals focus the Nation's education
reform efforts and provide a framework for improving teaching and
learning.
This proposed priority would address the National Education Goal
that every adult American will be literate and will possess the
knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
Intergovernmental Review
This program is subject to 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
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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 this program.
Applicable Program Regulations: 34 CFR parts 385 and 390.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
www.ed.gov/legislation/FedRegister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using 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://
www.access.gpo.gov/nara/index.html.
(Catalog of Federal Domestic Assistance Number: 84.246D,
Rehabilitation Short-Term Training)
Program Authority: 29 U.S.C. 772.
Dated: July 31, 2001.
Francis V. Corrigan,
Deputy Director, National Institute on Disability and Rehabilitation
Research.
[FR Doc. 01-19528 Filed 8-3-01; 8:45 am]
BILLING CODE 4000-01-P