[Federal Register Volume 66, Number 130 (Friday, July 6, 2001)]
[Notices]
[Pages 35746-35749]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-16986]
[[Page 35745]]
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Part IV
Department of Education
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Office of Special Education and Rehabilitative Services; Special
Education--Research and Innovation to Improve Services and Results for
Children with Disabilities Program; Notice
Federal Register / Vol. 66, No. 130 / Friday, July 6, 2001 /
Notices
[[Page 35746]]
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DEPARTMENT OF EDUCATION
Office of Special Education and Rehabilitative Services; Special
Education--Research and Innovation to Improve Services and Results for
Children with Disabilities Program.
AGENCY: Department of Education.
ACTION: Notice inviting applications for new awards for fiscal year
(FY) 2001.
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SUMMARY: This notice provides closing dates and other information
regarding the transmittal of applications for two FY 2001 competitions
under one program authorized by the Individuals with Disabilities
Education Act (IDEA), as amended: Special Education--Research and
Innovation to Improve Services and Results for Children with
Disabilities.
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 priority addresses the National Education Goals by helping to
improve results for children with disabilities.
Waiver of Rulemaking
It is generally our practice to offer interested parties the
opportunity to comment on proposed priorities. However, section
661(e)(2) of IDEA makes the Administrative Procedure Act (5 U.S.C. 553)
inapplicable to the priorities in this notice.
General Requirements
(a) The projects funded under this notice must make positive
efforts to employ and advance in employment qualified individuals with
disabilities in project activities (see section 606 of IDEA).
(b) Applicants and grant recipients funded under this notice must
involve individuals with disabilities or parents of individuals with
disabilities in planning, implementing, and evaluating the projects
(see section 661(f)(1)(A) of IDEA).
(c) The projects funded under these priorities must budget for a
two-day Project Directors' meeting in Washington, DC during each year
of the project.
(d) In a single application, an applicant must address only one
absolute priority in this notice.
(e) Part III of each application submitted under a priority in this
notice, the application narrative, is where an applicant addresses the
selection criteria that are used by reviewers in evaluating the
application. You must limit Part III to the equivalent of no more than
the number of pages listed in the table at the end of this notice for
each applicable priority, using the following standards:
A ``page'' is 8.5" x 11" (on one side only) with one-inch
margins (top, bottom, and sides).
Double-space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, and captions, as well as all text in charts,
tables, figures, and graphs.
If using a proportional computer font, use no smaller than
a 12-point font, and an average character density no greater than 18
characters per inch. If using a nonproportional font or a typewriter,
do not use more than 12 characters per inch.
The page limit does not apply to Part I, the cover sheet; Part II,
the budget section, including the narrative budget justification; Part
IV, the assurances and certifications; or the one-page abstract, the
resumes, the bibliography or references, or the letters of support.
However, you must include all of the application narrative in Part III.
We will reject without consideration or evaluation any application
if--
You apply these standards and exceed the page limit; or
You apply other standards and exceed the equivalent of the
page limit.
Research and Innovation to Improve Services and Results for Children
With Disabilities [CFDA 84.324]
Purpose of Program: To produce, and advance the use of, knowledge
to: (a) improve services provided under IDEA, including the practices
of professionals and others involved in providing those services to
children with disabilities; and (b) improve educational and early
intervention results for infants, toddlers, and children with
disabilities.
Eligible Applicants: For absolute priority 1, eligible applicants
are: Institutions of higher education (IHEs), and private nonprofit
organizations. For absolute priority 2, eligible applicants are: State
and local educational agencies; institutions of higher education; other
public agencies; private nonprofit 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; (b) The selection criteria for the
priorities under this program are drawn from the EDGAR general
selection criteria menu. The specific selection criteria for each
priority are included in the funding application packet for the
applicable competition.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
Priority
Under 34 CFR 75.105(c)(3), we consider only applications that meet
one of the following priorities: Absolute Priority 1--Center on
Learning Disabilities (CFDA 84.324U)
Background
OSEP has realized for some time that there is concern over the
current identification and assessment procedures for children with
learning disabilities. In the preamble to the final regulations for
Part B of IDEA, OSEP stated; ``While there is merit to many of the
proposed changes to definitions and terms, modifications to the
substance of existing definitions should be subject to further review
and discussion before changes are proposed. For example, as indicated
in the preamble to the Notice of Proposed Rulemaking (NPRM) (10/22/97),
the Department plans to carefully review research findings, expert
opinion, and practical knowledge over the next several years to
determine whether changes should be proposed to the procedures for
evaluating children suspected of having a specific learning
disability'' (Final Regulations for Assistance to States for the
Education of Children with Disabilities (64 FR 12418--March 12, 1999)).
Early in 2000, OSEP began to discuss developing a process to open a
discussion on the identification of children with learning
disabilities. The disability category ``learning disabilities'' is
heterogeneous and multifaceted and we needed to develop a process for
discussing learning disabilities that reflected this diversity. Two
important decisions were made early on in our discussions on how the
process should be structured. First, our primary goal was to synthesize
and organize the most current and reliable research that we have on key
issues in learning disabilities and second, we wanted to make sure that
this process fully involved a broad variety of perspectives from other
research agencies, national organizations, and stakeholders.
In May of 2000, OSEP brought together a diverse workgroup of 21
stakeholders in the area of learning disabilities representing parents,
State and local level practitioners, representatives from policy
organizations, and researchers. This workgroup has worked with OSEP
since the initial meeting to: (1) Commission a
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set of papers on critical issues and organize formal responses to each
of the papers; (2) hold an issues conference to present and facilitate
discussion of the issues; (3) after the conference hold a round table
discussion of the issues with key organizations and stakeholders: (4)
disseminate the conference proceedings and results of the process; and
(5) facilitate another round table with key stakeholders and
organizations following the conference and prior to publication of
proceedings.
Nine topics were identified for research review papers: Early
identification, Classification Approach, Historical Perspective,
Decision-Making, Discrepancy, Alternative Responses to Intervention,
Processing Deficit, Clinical Judgement, and Is LD Real?. These papers
will provide the substantive framework for the LD Issues conference in
August of 2001. The workgroup will provide a report on the results of
the initiative to OSEP following the conference.
Absolute Priority
The purpose of this priority is to fund a center to conduct follow
up research, provide training, disseminate synthesized research
validated information, and provide national technical assistance on
issues in the area of identification and assessment of children with
learning disabilities.
A project funded under this priority must:
(a) Review and identify gaps of current knowledge in learning
disabilities looking across the areas addressed in the nine white
papers mentioned in the Background Statement. Additional research will
also be conducted exploring alternative approaches to identification of
children with learning disabilities. In the initial meeting with OSEP,
within the first month of award, OSEP will clarify with the project a
priority list of these issues and the level of effort for each issue;
(b) In consultation with OSEP and the technical workgroup, design
and conduct a strategic program of research to address identified gaps
and additional research needs based on the LD initiative. The plan must
be submitted within twelve (12) weeks of the award;
(c) Conduct a review of current State practices in identification
and assessment of children with learning disabilities and analyze the
variance in these State policies and practices;
(d) Conduct an analysis of the variation in identification and
assessment of children with learning disabilities at the State and
local level. Determine factors contributing to this variance and
examine these factors across the 3 through 21 age range;
(e) Design, implement, and evaluate a dissemination and technical
assistance approach that links research to practice and promotes the
use of current knowledge and ongoing research findings. This approach
must establish linkages with the Department of Education technical
assistance providers to communicate research findings and distribute
products; and prepare the research findings and products from the
project in formats that are useful for specific audiences, including
general education researchers, local, State, and national policymakers,
as well as education practitioners;
(f) Fund as research assistants at least three graduate students
per year who have concentrations in either policy or disability issues;
(g) Propose members for a project technical workgroup. (Do not
obtain letters of agreement prior to award). The final selection of
members will be determined in consultation with OSEP at the initial
meeting. The Center will work with the technical workgroup throughout
the length of the project to provide expertise throughout the project
and on all project activities. The technical workgroup will meet within
eight (8) weeks of award for an initial planning meeting. This
workgroup will also meet at least once a year in Washington, DC each
year of the project;
(h) Schedule three trips to Washington, DC the first year and two
trips to Washington, DC each subsequent year: (1) one trip to meet with
the Office of Special Education Programs (OSEP) project officer during
this second month of the project award to clarify priority issues,
review the program of research and technical assistance and
dissemination approaches; (2) one trip annually (as specified in the
``General Requirements'' section of this notice); and (3) another
annual meeting to meet and collaborate with the OSEP project officer.
Applicants for this priority are encouraged to attend the OSEP
Learning Disabilities Summit August 27-28, 2001. For additional
information please contact the competition manager.
In deciding whether to continue this project for the fourth and
fifth years, we will consider the requirements of 34 CFR 75.253(a), and
in addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary, which review will be conducted during the
last half of the project's second year in Washington, DC. Projects must
budget for the travel associated with this review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project; and (c) The degree to which the project's design and
methodology demonstrate the potential for advancing significant new
knowledge.
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority:
Up to ten (10) points based on the effectiveness of the applicant's
strategies for employing and advancing in employment qualified
individuals with disabilities in project activities as required under
paragraph (a) of the ``General Requirements'' section of this notice.
In determining the effectiveness of those strategies, we may consider
the applicant's past success in pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Under this priority, we will make one award for a
cooperative agreement with a project period of 60 months subject to the
requirements of 34 CFR 75.253(a) for continuation awards.
Maximum Award: The maximum award amount is $700,000 for any single
budget period of 12 months. Consistent with EDGAR 34 CFR 75.104(b), we
will reject any application that proposes a budget funding level for
any year that exceeds the stated maximum award amount for that year.
Page Limits: The maximum page limits for this focus are 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
Absolute Priority 2--Center for Evidence-Based Practice: Young
Children With Challenging Behavior (84.324Z)
Increasing numbers of infants, toddlers, and preschool children
experience, or are at risk for, behavioral problems that affect their
participation, performance, and development in natural environments and
inclusive educational and community settings. Families seek assistance
from diverse,
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and often multiple sources including child welfare, public health, and
mental health services; pediatricians; preschools; and early care and
intervention programs. There have been limited opportunities for these
agencies and providers to collaborate across agencies and disciplines
to identify effective practices for young children with, or at risk
for, behavioral problems and their families. For purposes of this
priority, young children are those under the age of six years.
Absolute Priority
The purpose of this priority is to support a Center to: (a)
identify effective practices to meet the needs of young children with,
or at risk for, behavioral problems and their families; (b) foster the
exchange of information between parents, family members, and
practitioners, as well as Federal, State, and community-based programs
that provide services; and (c) conduct a program of research to improve
services and interventions. In carrying out its activities, the Center
must collaborate with education, early care and intervention, medical,
and mental health providers, as well as others that identify and serve
children with, or at risk for, behavioral problems and their families.
The Center must use existing technical assistance agencies to assure
that training and dissemination activities are carried out.
A project funded under this priority must:
(a) During the first six months of project year one, review and
synthesize current knowledge base and gaps in knowledge related to the
referral, diagnosis, intervention, transition, and outcomes of young
children with, or at risk for, behavioral problems that affect their
participation and performance in natural environments and inclusive
educational and community settings. The synthesis must include:
(1) A review of the systems of services for young children and
their families and ways in which the systems support or discourage
access to effective interventions to address behavioral problems;
(2) A review of effective practices for the full range of
challenging behavior in young children; and
(3) Data from educational, early care and intervention, mental
health, medical, and other providers that identify and serve young
children with, or at risk for, behavioral problems and their families.
(b) Use the knowledge synthesized to finalize the research agenda
to evaluate the effects of the behavioral, environmental, and medical
interventions provided to young children with, or at risk for, behavior
problems and their families by the end of the sixth month of project
year one. The research agenda will examine the relative and interactive
effects of the interventions. The synthesis and research agenda must be
submitted to the Department of Education for review at the end of the
sixth month of project year one (with annual updates in subsequent
years).
(c) In the first year of the project, establish working
relationships with Federal, State, and local education, early care and
intervention, mental health, medical, and other agencies,
organizations, and providers to identify and foster the exchange of
information between:
(1) Federal, State, and community-based programs, practitioners,
and projects to assist them in their efforts; and
(2) Broader audiences of individuals and organizations including
parents and family members of children with, or at risk for, behavioral
problems.
(d) In the first year of the project, and in subsequent project
years, convene an Advisory Group to support, guide, and define Center
activities. The Advisory Group must meet at least once a year in
Washington, DC and include members representing educational service
agencies, early care and intervention agencies, mental health agencies,
the medical community, and other agencies that identify and serve young
children with, or at risk for, behavioral problems and their families.
Applicants should provide evidence of agency support for their
proposal, but refrain from securing commitments from specific
individuals to serve on the Advisory Group until after the award has
been made.
(e) Complete an externally reviewed document that provides
authoritative guidance in the areas of referral, identification,
intervention, transition, and outcomes for young children with, or at
risk for, behavioral problems and their families. The document must
provide guidance for recommended practices and standards of care that
reflect the contributions of families, communities, educational
agencies, early care and intervention agencies, mental health agencies,
medical providers, and others providing services to young children
with, or at risk for, behavioral problems and their families.
(f) Based on the synthesis and the findings from ongoing research
and other Center activities: (1) Iidentify effective early intervention
and prevention strategies across agencies and disciplines; and (2)
identify the partners with whom the Department of Education might
collaborate.
(g) Develop training materials that emphasize cross-agency and
cross-discipline collaboration. Research findings and products must be
in formats that are useful and accessible for specific audiences
including trainers and other professional development personnel;
parents and family members; local, State, and national policymakers;
education, early care and intervention, medical, mental health, and
other providers serving young children with, or at risk for, behavioral
problems and their families.
(h) Design and implement a dissemination plan that links research
to practice and promotes the exchange of information and use of current
knowledge and research findings. This approach must develop linkages
with OSEP and other Department of Education technical assistance
providers to communicate research findings and distribute products.
(i) Collaborate with partners from Federal, State, and local
agencies to assure that training and technical assistance reaches
children and their families, as well as education, early care and
intervention, mental health, medical providers, and other providers
serving young children with, or at risk for, behavioral problems and
their families.
(j) Budget three trips to Washington, DC the first year and two
trips to Washington, DC each subsequent year: (1) One trip to meet with
the Office of Special Education Programs (OSEP) project officer during
the first month of the project award to review the design of the
project; (2) one trip annually (as specified in the ``General
Requirements'' section of this notice); and (3) another trip annually
to meet and collaborate with the OSEP project officer.
In deciding whether to continue this project for the fourth and
fifth years, we will consider the requirements of 34 CFR 75.253(a), and
in addition--
(a) The recommendation of a review team consisting of experts
selected by the Secretary, which review will be conducted during the
last half of the project's second year in Washington, D.C. Projects
must budget for the travel associated with this review;
(b) The timeliness and effectiveness with which all requirements of
the negotiated cooperative agreement have been or are being met by the
project; and
(c) The degree to which the project's design and methodology
demonstrate the potential for advancing significant new knowledge.
[[Page 35749]]
Competitive Preference
Within this absolute priority, we will give the following
competitive preference under section 606 of IDEA and 34 CFR
75.105(c)(2)(i), to applications that are otherwise eligible for
funding under this priority: Up to ten (10) points based on the
effectiveness of the applicant's strategies for employing and advancing
in employment qualified individuals with disabilities in project
activities as required under paragraph (a) of the ``General
Requirements'' section of this notice. In determining the effectiveness
of those strategies, we may consider the applicant's past success in
pursuit of this goal.
Therefore, for purposes of this competitive preference, applicants
can be awarded up to a total of 10 points in addition to those awarded
under the published selection criteria for this priority. That is, an
applicant meeting this competitive preference could earn a maximum
total of 110 points.
Project Period: Under this priority, we will make one award for a
cooperative agreement with a project period of 60 months subject to the
requirements of 34 CFR 75.253(a) for continuation awards.
Maximum Award: The maximum award amount is $750,000 during the
first year of the project and up to $1.5 million for each of the four
subsequent years of the project. Consistent with EDGAR 34 CFR
75.104(b), we will reject any application that proposes a budget
funding level for any year that exceeds the stated maximum award amount
for that year.
Page Limits: The maximum page limit for this priority is 70 double-
spaced pages.
Note: Applications must meet the required page limit standards
that are described in the ``General Requirements'' section of this
notice.
For Applications Contact: Education Publications Center (ED Pubs),
P.O. Box 1398, Jessup, Maryland 20794-1398. Telephone (toll free): 1-
877-4ED-Pubs (1-877-433-7827). FAX: 301-470-1244. Individuals who use a
telecommunications device for the deaf (TDD) may call (toll free) 1-
877-576-7734.
You may also contact Ed Pubs via its Web site (http://www.ed.gov/pubs/edpubs.html) or its E-mail address ([email protected]).
If you request an application from ED Pubs, be sure to identify
these competitions as follows: CFDA 84.324U and CFDA 84.324Z.
FOR FURTHER INFORMATION CONTACT: Grants and Contracts Services Team,
U.S. Department of Education, 400 Maryland Avenue, S.W., room 3317,
Switzer Building, Washington, DC 20202-2550. Telephone: (202) 260-9182.
If you use a TDD you may call the Federal Information Relay Service
(FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact persons listed in the preceding
paragraph.
Individuals with disabilities may obtain a copy of the application
package in an alternative format by contacting the Department as listed
above. However, the Department is not able to reproduce in an
alternative format the standard forms included in the application
package.
Individuals With Disabilities Education Act Application Notice for Fiscal Year 2001
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Estimated
CFDA No. and name Applications Application Maximum award Project Page limit 2 number of
available deadline date (per year) 1 period awards
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84.324U Center on Learning Disabilities................. 07/13/01 08/24/01 $700,000 60 mos 70 1
84.324Z Center for Evidence-based Practice: Young 07/13/01 08/24/01 .............. 60 mos 70 1
Children with Challenging Behavior.....................
First Year of Project............................... .............. .............. $750,000 .............. .............. ..............
Each of the Subsequent Four Years of Project........ .............. .............. $1,500,000 .............. .............. ..............
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1 Consistent with EDGAR 34 CFR 75.104(b), we will reject any application that proposes a project funding level for any year that exceeds the stated
maximum award amount for that year.
2 Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted. Please refer to the ``Page Limit''
requirements included under each priority description and the page limit standards described in the ``General Requirements'' section. We will reject
and will not consider an application that does not adhere to this requirement.
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
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 the previous 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/nara/index.html.
Program Authority: 20 U.S.C. 1472.
Dated: July 2, 2001.
Francis V. Corrigan,
Deputy Director, National Institute on Disability and Rehabilitation
Research.
[FR Doc. 01-16986 Filed 7-5-01; 8:45 am]
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