![](media/image1.pct){width="6.497916666666667in"
height="6.497916666666667in"}U.S. DEPARTMENT OF EDUCATION

**2006 ANNUAL REPORT TO CONGRESS**

**ON THE *INDIVIDUALS WITH DISABILITIES\
EDUCATION ACT*, PART D**

**2006 ANNUAL REPORT TO CONGRESS ON THE\
*INDIVIDUALS WITH DISABILITIES EDUCATION ACT*, PART D**

**Prepared for:**

U.S. Department of Education

Office of Special Education and Rehabilitative Services

Office of Special Education Programs

**by:**

American Institutes for Research

This report was produced under U.S. Department of Education Contract No.
ED04CO0025 with the American Institutes for Research. Reneé Bradley
served as the contracting officer's representative. No official
endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise mentioned in this publication is
intended or should be inferred.

U.S. Department of Education

Margaret Spellings

Secretary

**Office of Special Education and Rehabilitative Services**

Tracy R. Justesen

Assistant Secretary

**Office of Special Education Programs**

William W. Knudsen

Acting Director

March 2008

This report is in the public domain. Authorization to reproduce it in
whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: U.S. Department of
Education, Office of Special Education and Rehabilitative Services,
Office of Special Education Programs, 2006 *Annual Report to Congress on
the Individuals with Disabilities Education Act, Part D,* Washington,
D.C., 2007.

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# Contents {#contents .unnumbered}

[**Introduction 1**](#introduction)

[Overview of Programs, FY 2006 3](#overview-of-programs-fy-2006)

[Authorized Program Description and Appropriation
3](#authorized-program-description-and-appropriation)

[FY 2006 New Awards by Program and Competition Area
4](#fy-2006-new-awards-by-program-and-competition-area)

[Number of and Dollar Amounts for FY 2006 Awards
9](#number-of-and-dollar-amounts-for-fy-2006-awards)

[Project Abstracts for New FY 2006 Awards
11](#project-abstracts-for-new-fy-2006-awards)

[Personnel Development to Improve Services and Results for
Children with Disabilities
11](#personnel-development-to-improve-services-and-results-for-children-with-disabilities-program-85-new-awards-for-fy-2006)

[Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities
43](#technical-assistance-and-dissemination-to-improve-services-and-results-for-children-with-disabilities-program-23-new-awards-for-fy-2006)

[Technology and Media Services for Individuals with Disabilities
51](#technology-and-media-services-for-individuals-with-disabilities-program-20-new-awards-for-fy-2006)

[Training and Information for Parents of Children with Disabilities
59](#training-and-information-for-parents-of-children-withdisabilities-program-29-new-awards-for-fy-2006)

[Appendix: Descriptions of Studies and Evaluations Conducted in FY 2006
71](#appendix-descriptions-of-studies-and-evaluations-conducted-in-fy-2006)

  

# Introduction

The purpose of this report is to provide an annual overview of
activities funded under the *Individuals with Disabilities Education
Act* (*IDEA*), Part D (National Activities to Improve Education of
Children with Disabilities), subparts 2 and 3 (P.L. 108‑446). As
required in 20 *U.S.C.* § 681(a)(4):

The Secretary shall annually report to Congress on the Secretary's
activities under subparts 2 and 3, including an initial report not later
than 12 months after the date of enactment of the Individuals with
Disabilities Education Improvement Act of 2004.[^1]

*IDEA*, Part D, includes programs that support personnel development,
technical assistance, model demonstration projects and information
dissemination, as authorized under subpart 2 of *IDEA,* Part D (20
*U.S.C.* § 1461). It also supports parent training and technology to
improve results for children with disabilities, as authorized under
subpart 3 of *IDEA,* Part D (20 *U.S.C.* § 1470). A total of 633 awards,
including both new awards and continuations, were funded in FY 2006
under subparts 2 and 3 of *IDEA*, Part D. This report includes an
overview of these programs and awards for FY 2006, along with abstracts
of the 157 projects that were funded as new awards.

 

# Overview of Programs, FY 2006

## Authorized Program Description and Appropriation

Below are the programs funded under subparts 2 and 3 of *IDEA,* Part D.
The FY 2006 appropriation for each program is indicated in parentheses.

**Special Education---Personnel Development to Improve Services and
Results for Children with Disabilities (\$89,719,740).** This program
addresses state‑identified needs for highly qualified personnel to work
with children with disabilities. It ensures 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.

**Technical Assistance and Dissemination to Improve Services and Results
for Children with Disabilities (\$48,903,030).** This program promotes
academic achievement and improves results for children with disabilities
by supporting technical assistance, model demonstration projects,
dissemination of useful information, and implementation activities that
are supported by scientifically based research.

**Technology and Media Services for Individuals with Disabilities
(\$38,427,840).** This program promotes the development, demonstration
and utilization of technology; supports educational media services
activities designed to be of educational value in the classroom setting
to children with disabilities; and provides support for captioning and
video descriptions deemed appropriate for children with disabilities in
the classroom setting.

**Training and Information for Parents of Children with Disabilities
(\$25,704,360).** This program was developed to ensure that parents of
children with disabilities receive appropriate training and have the
necessary knowledge and information they need to help improve results
for their children.

**Special Education---Studies and Evaluations (\$9,900,000).** This
program is designed to assess progress in implementing *IDEA*, including
state and local efforts to provide: (1) free appropriate public
education to children with disabilities, and (2) early intervention
services to infants and toddlers with disabilities. The Office of
Special Education and Rehabilitative Services (OSERS) administered the
program until FY 2006, when it was moved organizationally to the
Department's Institute of Education Sciences, as directed by the 2004
reauthorization of *IDEA*. Prior to FY 2005, the program was funded from
funds set aside under the Special Education---Grants to States program
(*CFDA* #84.027). Funds carried forward from FY 2004 supported
continuations in FY 2006 and a congressionally mandated study of
students assessed against alternative achievement standards. (See the
appendix for descriptions of individual studies conducted under this
program.)

## FY 2006 New Awards by Program and Competition Area

The dollar figures in parentheses next to the titles represent the
amounts awarded in FY 2006. To view the full announcements of the
FY 2006 grant competitions, visit
www.ed.gov/news/fedregister/announce/index.html.

### *Special Education---Personnel Development to Improve Services and Results for Children with Disabilities: Catalog of Federal Domestic Assistance (CFDA) #84.325*

CFDA #84.325D Preparation of Leadership Personnel (\$4,250,000)

Projects are funded to conduct the following preparation activities for
leadership personnel: (1) preparing personnel at the doctoral and
postdoctoral levels to administer, enhance or provide special education
and related services, or early intervention services for children with
disabilities or (2) preparing personnel at the advanced levels (master's
and specialist) in special education administration and supervision.

CFDA #84.325F National Center to Enhance the Professional Development of
School Personnel Who Share Responsibility for Improving Results for
Children with Disabilities (\$1,350,000)

The project is funded to: (1) help address state‑identified needs for
highly qualified personnel in special education, related services, early
intervention, and regular education to work with infants, toddlers or
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.

CFDA #84.325K Combined Priority for Personnel Preparation (\$11,595,818)

Projects are funded to increase the number and quality of personnel who
are fully credentialed to serve children with disabilities especially in
areas of chronic shortage. They provide preparation for personnel in
special education and related services and in early intervention
personnel at the associate, bachelor's, master's, and specialist levels.

CFDA #84.325L Interdisciplinary Training in Analysis of Large‑Scale
Databases (\$499,926)

The project is funded to train doctoral students in employing
large‑scale, nationally representative data sets to conduct research in
special education policy.

CFDA #84.325P Principal Leadership Professional Development Center to
Support Schoolwide Improvement for All (\$285,000)

The project is funded to support principals in their efforts to improve
student academic performance by implementing unified, schoolwide
improvement initiatives that are designed to ensure participation in the
general education curriculum for all students, including students with
disabilities. The Professional Development Center will: (1) build the
capacity of principals to use evidence‑based schoolwide improvement
practices that span kindergarten through grade 12; (2) provide training
and on-site professional development to principals in partner schools to
lead schoolwide improvement; and (3) evaluate, replicate, and widely
disseminate the most successful evidence‑based, schoolwide systemic
improvement practices available to principals throughout the United
States for schoolwide improvement activities that include students with
disabilities and provide the students with access to the general
education curriculum in the least restrictive environment.

CFDA #84.325S Center on High-Quality Personnel in Inclusive Preschool
Settings (\$474,433)

The project is funded to support a center that will increase the number
of high-quality early childhood personnel who serve preschoolers with
disabilities in inclusive settings through professional development
opportunities and in‑service trainings. The center will coordinate the
provision of research‑based personnel professional development
opportunities and in‑service activities for early childhood special
educators, related-services personnel, pre-kindergarten teachers, Head
Start teachers, and child care providers. The center will coordinate
these activities by developing state networks that include state and
local early childhood program administrators (including *IDEA*, Part B,
Sec. 619, coordinators, child care administrators, and Head Start state
liaisons), local early care and education providers, early childhood
teacher trainers (institutions of higher education and community
colleges) and technical assistance providers. The center will assist
each network in developing a plan for providing training in
evidence‑based preschool inclusion models and practices.

### Technical Assistance (TA) and Dissemination to Improve Services and Results for Children with Disabilities: CFDA #84.326

CFDA #84.326B Technical Assistance Center on Evidence‑based Practices to
Improve Early Literacy and Language Development of Young Children with
Disabilities (\$799,715)

The project is funded to build on the existing database of
evidence‑based and promising intervention practices and to identify,
disseminate, and assist in the implementation of the most successful
practices available that improve the early literacy and language
outcomes of young children with disabilities. The center will provide
the conceptual framework and research base for intervention practices
and a cohesive decision‑making model related to implementing those
practices. Central to any successful TA center will be consideration of
the availability of professionals who can coordinate and deliver an
effective and practical approach to TA that providers and programs can
adopt, TA efforts that support and enhance evidence‑based practices, and
TA efforts that support federal provisions for delivery of services to
infants, toddlers, and preschool children with disabilities (*IDEA*,
Part C and Part B, Sec. 619).

CFDA #84.326D Postsecondary Education Programs for Individuals Who are
Deaf (\$1,300,000)

This activity funds four technical assistance centers to provide a range
of postsecondary education institutions, including academic, vocational,
technical, continuing, and adult education programs, to expand the array
of educational opportunities within the region that are available to
students who are deaf. The centers must provide technical assistance to
institutions currently not serving students who are deaf to help these
institutions develop services for students who are deaf. The centers
also must provide technical assistance to institutions currently serving
individuals who are deaf to improve existing programs. In carrying out
the objectives of this priority, the centers must distribute technical
assistance services and resources equitably, taking into account
population and geographic size, within each state in its targeted
geographic region.

Note: This activity appears under the Technical Assistance and
Dissemination projects, but is jointly funded for a total of \$4
million. The amount listed above is the Technical Assistance and
Dissemination money contributed to this program. In addition,
\$1,700,000 from Personnel Development funds and \$1,000,000 from
Technology and Media Services funds support this activity.

CFDA #84.326H National Early Childhood Technical Assistance Center
(\$3,000,000)

The project is funded to ensure that eligible infants, toddlers, and
young children (ages birth through 5 years) with disabilities receive
services under parts C or B of *IDEA* that ultimately improve their
developmental and early learning outcomes. For children receiving
services under Part C, the purpose includes ensuring their families
receive quality services. The technical assistance center is focusing on
strengthening state and local systems resulting in improved outcomes for
infants and toddlers, their families, and preschoolers with
disabilities. The center is engaged in a variety of leadership and
technical assistance activities to promote evidence‑based strategies and
supports.

CFDA #84.326M Model Demonstration Centers on Implementing Tertiary-Level
Behavioral Interventions (\$1,199,831)

There are three centers funded to develop models that incorporate
evidence‑based, tertiary-level interventions within a schoolwide
behavior model for students in elementary, middle, and high school, in
regular and special education classrooms. These models must apply and
test research findings in typical settings where children with
disabilities receive services to determine their usefulness,
effectiveness, and general applicability to these typical settings. To
meet this priority, the centers must design and implement models that:
(1) target the group of children who have not been responsive to
universal or primary behavioral strategies or remedial evidence‑based
interventions and who require intensive and individualized behavioral
interventions at the tertiary-level; (2) are based on evidence‑based
practices, strategies and interventions; (3) have a process for the
collection, analysis, and use of data for decision-making; and (4)
include a professional development strategy.

CFDA #84.326T National Technical Assistance and Dissemination Center for
Children Who Are Deaf‑Blind (\$1,850,000)

This project is funded to provide specialized technical assistance,
training, dissemination, and informational services to states, families,
agencies, and organizations that are responsible for the provision of
early intervention, special education, related services, and
transitional services for infants, toddlers, and children who are
deaf‑blind. A major emphasis of this priority is building capacity and
the implementation of systems interventions so that quality outcomes can
be achieved for all children and young adults who are deaf‑blind. Its
technical assistance, training, and dissemination approach addresses the
gap in knowledge and evidence‑based practice to improve outcomes for
this unique population.

CFDA #84.326X General Supervision Enhancement Grants (\$3,431,698)

These projects are funded to assist states in improving their capacity
to accurately report on the performance and participation of children
with disabilities on the states' assessments. Projects funded by this
priority are intended to: (1) develop alternate achievement standards
aligned with the states' academic content standards; (2) develop
high‑quality alternate assessments that measure the achievement of
students with the most significant cognitive disabilities based on those
standards; (3) report on the participation and performance of students
with disabilities on alternate assessments; and (4) develop appropriate
assessment accommodations that do not alter the established reliability
and validity of the assessment instrument.

### *Technology and Media Services for Individuals with Disabilities: CFDA #84.327*

CFDA #84.327A Steppingstones of Technology Innovation for Students with
Disabilities (\$2,933,973)

These projects are funded to develop and refine the use of
technology‑based approaches to improve the education outcomes of
preschool, elementary, middle school, and high school children with
disabilities. Projects funded focus on either: (1) the evaluation of the
suitability and feasibility of promising technology‑based interventions
for implementation within the field or (2) the field testing and
rigorous scientific analysis of a technology‑based approach to improve
the outcomes of children with disabilities.

CFDA #84.327C Television Access (\$1,129,950)

These projects are funded to describe, or describe and caption, widely
available programs that are appropriate for, and designed to be of
educational value in the classroom setting for children with
disabilities at the preschool, elementary or secondary level.

CFDA #84.327E American Printing House for the Blind (APH) (\$920,500)

This earmark supports, through APH, the planning for the establishment
of the National Instructional Materials Access Center (NIMAC). NIMAC
will receive print and instructional materials prepared in the National
Instructional Materials Accessibility Standard (NIMAS) and maintain a
catalog of them; provide access of these materials free of charge to
people with print disabilities in elementary and secondary schools; and
develop, adapt, and publish materials to protect against copyright
infringement.

CFDA #84.327K Educational Materials in Accessible Formats for Students
with Visual Impairments and Other Print Disabilities (\$11,880,000)

This earmark supports the Recording for the Blind & Dyslexic (RFB&D),
which annually produces and distributes educational and audio textbooks
for print‑disabled students in the United States. This project has four
main efforts: (1) the distribution of more than 250,000 copies of books
in both analog and digital audio; (2) the production of audio materials
through use of volunteers; (3) outreach through its Educational Outreach
Program; and (4) a full-year experimental effectiveness study.

CFDA #84.327N Captioned and Described Educational Media: Selection,
Closed Captioning, Video Description, and Distribution (\$1,499,460)

This project is funded to support one cooperative agreement for the
selection, acquisition, captioning, video description, and distribution
of educational media that is appropriate for use in the classroom
setting on a nonprofit free-loan basis, for use by students with sensory
disabilities, and individuals directly involved in elementary or
secondary classroom activities. This priority would ensure that students
who have hearing or vision impairments would benefit from the same
educational media used to enrich the educational experiences of students
and other individuals who do not have sensory disabilities.

CFDA #84.327Q Congressional Earmark---WETA (\$1,485,000)

This earmark supports WETA's "Reading Rockets", a multimedia project
that disseminates research‑based findings on teaching reading to young
children through television programs, Web sites, print materials, and
outreach programs. This project has four main efforts: (1) to operate
and expand the "Reading Rockets" Web sites; (2) to produce a 10th
half‑hour television program about teaching children with learning
disabilities how to read; (3) to conduct two new teleconferences; and
(4) to conduct vigorous outreach and promotion.

CFDA #84.327Z Center to Support Technology Innovation for Students with
Disabilities (\$799,997)

This project is funded to advance learning opportunities and achieve
better results for children and youths with disabilities by: (1)
developing and implementing a network of collaborative partnerships; (2)
promoting the distribution and use, of technology‑related products and
approaches with potential to improve results for children and youths
with disabilities; and (3) tracking developments in government, private
industry, early intervention, education, and similar areas and analyzing
these existing and emerging needs, issues, and trends to foster
technology innovation that will improve results for children and youths
with disabilities.

### *Training and Information for Parents of Children with Disabilities: CFDA #84.328*

CFDA #84.328C Community Parent Resource Centers (\$989,993)

These projects are funded to support community parent training and
information centers in targeted communities that will help ensure that
underserved parents of children with disabilities, including low‑income
parents, parents of children who are English language learners, and
parents with disabilities in a community, have the training and
information they need to enable them to participate effectively in
helping their children with disabilities to: (1) meet established
developmental goals and challenging standards that have been established
for all children and (2) prepare to lead productive adult lives, as
independently as possible.

CFDA #84.328M Parent Training and Information Centers (PTI)
(\$4,917,674)

Projects are funded to: (1) provide training and information that meets
the training and information needs of parents of children with
disabilities in the geographical area served by the PTI, particularly
underserved parents and parents of children who may be inappropriately
identified as having a disability when the child may not have a
disability; (2) assist parents to understand the availability of, and
how to effectively use, procedural safeguards under *IDEA*, including
encouraging the use and explaining the benefits of alternative methods
of dispute resolution, such as the mediation process described in
*IDEA*; (3) serve the needs of parents of infants, toddlers, and
children with a full range of disabilities; and (4) familiarize center
staff with the provision of special education and related services in
the areas they serve to help ensure that children with disabilities are
receiving appropriate services.

## Number of and Dollar Amounts for FY 2006 Awards

The two figures below provide information on the number of awards in
FY 2006 and the dollar allocation by program area. Figure 1 depicts the
total number of awards in FY 2006 and the percentages in each program
area that were new versus continuation.

FIGURE 1: Number of awards, new and continuation, and percentage of
each, by program, FY 2006

![](media/image2.pct)

SOURCE: U.S. Department of Education (ED), Office of Special Education
Programs (OSEP), 2007. FY 2007 ED/OSEP unpublished program budget files.

Figure 2 depicts the total amount of money expended by program on new
and continuation awards in FY 2006.

FIGURE 2: Dollar allocations for new and continuation awards, by
program, FY 2006

  ----------------------- ----------------------- -----------------------
  Program                 New                     Continuation

  Personnel Preparation   \$23,007,569            \$65,334,011
  (84.325)                                        

  Technical Assistance    \$11,581,244            \$32,939,999
  and Dissemination                               
  (84.326)                                        

  Technology and Media    \$22,625,281            \$15,068,559
  Services (84.327)                               

  Parent Training and     \$6,160,677             \$19,358,377
  Information (84.328)                            
  ----------------------- ----------------------- -----------------------

SOURCE: U.S. Department of Education (ED), Office of Special Education
Programs (OSEP), 2007. FY 2007 ED/OSEP unpublished program budget files.

# Project Abstracts for New FY 2006 Awards

The final section of this report includes basic descriptive information,
including a brief abstract of each project funded under *IDEA,* Part D
(subparts 2 and 3), new awards made in FY 2006 by program listed in
order by grant number. For a complete listing of all currently funded
grants, please go to <http://www.nichcy.org/directories/intro.asp> (last
accessed April 30, 2007).

## Personnel Development to Improve Services and Results for Children with Disabilities Program (85 New Awards for FY 2006)

**Grant/Contract #:** H325D060002

**Awardee:** Rutgers, The State University of New Jersey

**Title:** Preparation of Leadership Personnel

**Project Director(s):** Forman, Susan; Gantwerk, Lewis

**FY 2006 Amount Awarded:** \$199,539

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The Concentration in Psychological/Systems Support for
Learning will train doctoral-level school psychologists whose service
delivery orientation is evidence‑based, culturally sensitive,
collaborative and coordinated with other school practices, and informed
by the literature on organizational functioning, organizational change,
and innovation implementation. These students will understand: (1) how
to provide research‑based interventions for individual students with an
emphasis on addressing emotional, social, and/or behavioral problems
that impede learning; (2) how to work with teachers and other school
personnel to develop inclusive classrooms that promote positive social
and academic behaviors; and (3) how to work at the organizational level
to develop inclusive schools and school districts.

**Grant/Contract #:** H325D060005

**Awardee:** Iowa State University

**Title:** Collaborative Leadership Training Program: Early Childhood
Special Education

**Project Director(s):** Brotherson, Mary Jane; Smith, Carl; Peterson,
Carla; Luze, Gayle

**FY 2006 Amount Awarded:** \$190,421

**Beginning Date:** 1/1/2006

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare doctoral-level leadership
personnel in the area of early childhood special education who will gain
skills in evidence‑based research, university teaching, program
administration, and public policy.

**Grant/Contract #:** H325D060008

**Awardee:** Lehigh University

**Title:** Developing Leaders for Systemwide Change in Urban
Environments for Students with or at Risk for Emotional/Behavioral
Disorders

**Project Director(s):** Shapiro, Edward; DuPaul, George; Power, Thomas

**FY 2006 Amount Awarded:** \$199,942

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** The purpose of this project is to train leaders in
pediatric school psychology, a doctoral subspecialization that is
focused on developing school psychologists who can facilitate linkages
among the school, health, mental health, and family systems to address
the educational, psychological, and health needs of students with or at
risk for emotional and behavioral disorders.

**Grant/Contract #:** H325D060009

**Awardee:** Arizona State University

**Title:** Interdisciplinary Doctoral Training Focusing on Young
Children with Disabilities in the Southwest Borderlands

**Project Director(s):** Wilcox, M. Jeanne; Swadener, Beth

**FY 2006 Amount Awarded:** \$199,921

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This doctoral training program addresses the need for
interdisciplinary faculty who are equipped to prepare future personnel
and conduct research that can contribute to, and guide, scientifically
based practices for families and their young children with disabilities,
during the early childhood years. The program also aims to include an
emphasis on the cultural and linguistic diversity commonly represented
in the Southwest borderland states, creating an opportunity for
in‑depth, field‑based research and training experiences to promote an
understanding of evidence‑based practices for these populations. The
project aims to graduate eight doctoral-level faculty who have an
emphasis in early intervention, early childhood special education, or
speech‑language pathology with a focus on early childhood. Instructional
activities include a focus on problem‑based learning, building
relationships and learning within the context of such relationships,
while also modeling and facilitating reflection as a central strategy
for ongoing integration of new knowledge and skills as well as
evaluation.

**Grant/Contract #:** H325D060017

**Awardee:** University of North Texas

**Title:** Project STARS: Systematic Training for Autism Researchers and
School Personnel

**Project Director(s):** Callahan, Kevin; Combes, Bertina

**FY 2006 Amount Awarded:** \$199,962

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will develop a new component of the Special
Education Ph.D. program at the University of North Texas, which will
focus on the preparation of personnel to assume leadership roles in the
area of autism research, education and training. The program will
provide intensive, high-quality doctoral training to prepare personnel
to become recognized leaders in institutions of higher education,
federal and state organizations, and local education agencies and
service centers.

**Grant/Contract #:** H325D060031

**Awardee:** Syracuse University

**Title:** Preparation of Leadership Personnel: Preservice Special
Education Doctoral Program

**Project Director(s):** Biklen, Douglas; Ferri, Beth

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This program will recruit and train doctoral-level leaders
as teacher educators, prepared to teach preservice special educators how
to support meaningful access to academic curriculum for students with
disabilities, in New York and other American schools.

**Grant/Contract #:** H325D060032

**Awardee:** Ohio State University Research Foundation, Inc.

**Title:** Leadership Training in the Integration of Research, Personnel
Preparation, and Practice in Urban Special Education

**Project Director(s):** Neef, Nancy

**FY 2006 Amount Awarded:** \$399,796

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The project will: (1) prepare special education leadership
personnel in urban settings; (2) prepare leadership personnel to engage
in integrated research, personnel preparation, and professional practice
that will enhance special education services for children with
disabilities, including those from culturally and linguistically diverse
populations; and (3) evaluate trainee performance, the effectiveness of
the program in meeting project objectives, and the impact of the
project.

**Grant/Contract #:** H325D060033

**Awardee:** University of North Texas

**Title:** Preparation of Leadership Personnel in Special Education with
Emphasis in Emotional or Behavioral Disorders and Underrepresented
Populations

**Project Director(s):** Bullock, Lyndal

**FY 2006 Amount Awarded:** \$211,333

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will help meet the critical shortage of
leadership personnel in special education, specifically personnel to
work with students with emotional or behavioral disorders. Throughout
each of the four years of the project, it will recruit and retain a
minimum of six full-time, grant‑funded scholars in the leadership
program.

**Grant/Contract #:** H325D060036

**Awardee:** San Francisco State University

**Title:** Special Education Leadership Preparation

**Project Director(s):** Hanson, Marci

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2007

**Ending Date:** 9/30/2010

**Purpose:** A new leadership institute, Special Education Leadership
Preparation, will be created with a particular focus on early childhood
special education and those children with mild and moderate
disabilities.

**Grant/Contract #:** H325D060037

**Awardee:** Bank Street College of Education

**Title:** Special Education Leadership for Change

**Project Director(s):** Spencer, Andrea

**FY 2006 Amount Awarded:** \$393,907

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will prepare leaders to implement and
supervise school‑based change that improves outcomes for children in
special education classes and settings in New York City public schools.
The objectives are to: (1) recruit and prepare 20 special education
teachers; (2) graduate 20 special education administrators and
supervisors, who can improve outcomes for children with disabilities
from diverse urban special education settings; (3) develop leadership
competencies in project participants; and (4) increase participants'
abilities to communicate and collaborate effectively about important
issues, policies, and practices to develop strategies that will improve
outcomes for children with disabilities.

**Grant/Contract #:** H325D060040

**Awardee:** Board of Regents, University of Nebraska‑Lincoln

**Title:** Leadership Training in Attention Deficit Hyperactivity
Disorder

**Project Director(s):** Reid, Robert

**FY 2006 Amount Awarded:** \$114,097

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will prepare eight students for leadership
positions in the education of children with attention deficit
hyperactivity disorder (ADHD). These students will: (1) be prepared to
address the specialized needs of children with ADHD from diverse
cultural and linguistic backgrounds; (2) be grounded in current research
in ADHD; (3) receive training and practice that integrate research and
practice; and (4) be knowledgeable of provisions of *IDEA* and the *No
Child Left Behind Act of 2001.*

**Grant/Contract #:** H325D060041

**Awardee:** University of Kansas Center for Research, Inc.

**Title:** Leadership in the Teacher Education Core (L‑TEC)

**Project Director(s):** Walther‑Thomas, Chriss; Knowlton, Earle;
Griswold, Deborah

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will produce doctoral‑level (Ph.D.) teacher
educators who can immediately apply evidence‑based test practices in
teacher education to improve university‑based special education
personnel preparation. Project participants will gain expert knowledge
and skills in role functions pertinent to higher education teacher
preparation: college teaching, research in higher education, advisement,
supervision and coaching of teachers, and public service via
professional development. The project includes critical experience in
each role for all doctoral participants.

**Grant/Contract #:** H325D060047

**Awardee:** University of Central Florida

**Title:** Recruiting and Preparing Highly Qualified Teacher Educator
Scholars

**Project Director(s):** Wienke, Wilfred; Dieker, Lisa

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will support a doctoral program designed to
prepare seven highly qualified special education leadership personnel
for university faculty positions or for service in training positions in
agencies or school systems.

**Grant/Contract #:** H325D060051

**Awardee:** Oregon State University

**Title:** Leadership Training in Adapted Physical Education

**Project Director(s):** McCubbin, Jeffrey

**FY 2006 Amount Awarded:** \$198,748

**Beginning Date:** 9/15/2006

**Ending Date:** 9/14/2010

**Purpose:** This project will prepare doctoral-level personnel in the
area of adapted physical education special education. Oregon State
University will prepare a cadre of eight doctoral-level personnel who
have the necessary knowledge, experiences, and research skills to serve
as effective teacher‑trainers, scholars, and advocates or leaders.

**Grant/Contract #:** H325D060053

**Awardee:** University of Kansas Center for Research, Inc.

**Title:** Doctoral Program for Developing Leaders to Ensure the
Academic Success of Students with Disabilities in Secondary Schools

**Project Director(s):** Deshler, Donald; Lenz, B. Keith

**FY 2006 Amount Awarded:** \$400,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare leadership personnel to assume
roles that will enhance access to and success in general education
curricula for students with disabilities through high-quality research
for knowledge creation, product development, system change, and
personnel preparation. Doctoral-level students will be prepared to
provide leadership in: (1) creating knowledge by conducting research
that will result in the validation of educational practices that promote
the success of students with disabilities in rigorous general education
curricula; (2) designing products (print- or technology-based) that are
valued and embraced by school personnel that lead to improved academic
outcomes; (3) changing systems to facilitate the adoption and sustained
use of research‑based practices in secondary schools and college and
university programs involved in preparing school personnel; and (4)
preparing personnel to use and effectively integrate research‑based
approaches, practices, and interventions to significantly enhance the
academic success of students in the context of secondary schools.

**Grant/Contract #:** H325D060063

**Awardee:** University of Kansas Center for Research, Inc.

**Title:** Leadership Outcomes Program in Education and Family Policy
for Students with Significant Cognitive Disabilities Program

**Project Director(s):** Turnbull, Ann

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare five national leaders through the
Leadership and Outcomes Program in Education and Family Policy for
Students with Significant Cognitive Disabilities. The purpose is to make
substantial and sustainable improvements in long‑term outcomes for
students with significant cognitive disabilities and their families.
These students are ones with moderate to severe mental retardation and
severe or multiple disabilities. The project will: (1) recruit, admit,
advise, and provide other such support for five doctoral students; (2)
develop, implement, and evaluate courses with a special emphasis on
enhancing family‑school‑community partnerships, assessment and
instructional quality and policy; (3) develop, implement, and evaluate
leadership practica to ensure that students have opportunities for
strategic roles at local, state, and national levels; and (4) place
program graduates in leadership positions that enable them to make
significant and sustainable contributions to improving outcomes for
students with significant cognitive disabilities and their families.

**Grant/Contract #:** H325D060068

**Awardee:** Michigan State University

**Title:** Preparing Leadership Personnel in Policy and Practice for
Diverse Students with Disabilities in Urban Settings: Teaching and
Researching in Complex Environments

**Project Director(s):** Mariage, Troy; Peters, Susan

**FY 2006 Amount Awarded:** \$166,987

**Beginning Date:** 9/1/2006

**Ending Date:** 8/31/2010

**Purpose:** This project will provide scholarship support, and prepare
and graduate a minimum of eight future leadership personnel in a
doctoral program in special education. Three main objectives of the
project are: (1) to operate a high-quality disability and diversity
specialization in the doctoral program to prepare these candidates with
diversity skills; (2) provide placement support pre- and postgraduation;
and (3) implement a curriculum design process to address and evaluate
the project.

**Grant/Contract #:** H325D060069

**Awardee:** University of South Florida

**Title:** Doctoral-Level Leadership Preparation with a Cognate in
Special Education

**Project Director(s):** Kleinhammer‑Tramill, P. Jeannie; Tramill, James

**FY 2006 Amount Awarded:** \$198,880

**Beginning Date:** 9/30/2006

**Ending Date:** 9/29/2010

**Purpose:** This project will address the shortage of leadership
personnel who are prepared to assume leadership roles as special
education faculty members. Through collaboration across general and
special education departments in the College of Education, the project
will meet the following objectives: (1) recruit a cohort of prospective
doctoral students who are seeking leadership roles as special education
or teacher education faculty; (2) develop and provide a cognate in
teacher education that addresses the role demands of the special
education professoriate; (3) prepare participants to conduct research
and to teach new generations of teachers to identify and implement
research‑based practices, as promoted by the *Education Sciences
Improvement Act of 2001* and implemented by the Center for Special
Education Research within the U.S. Department of Education's Institute
for Education Sciences; (4) prepare program participants to teach new
generations of teachers who meet the highly qualified requirements of
the *No Child Left Behind Act of 2001* and the 1998 amendments to
*IDEA*; (e) prepare program participants to engage in, advocate for, and
prepare new generations of special educators for culturally accomplished
practices; and (5) place program graduates in professional roles as
special education faculty members.

**Grant/Contract #:** H325D060071

**Awardee:** George Mason University

**Title:** Preparation of Leadership Personnel: New Leaders Now

**Project Director(s):** Thorp, Eva; Sánchez, Sylvia; Burns, M. Susan;
Kidd, Julie

**FY 2006 Amount Awarded:** \$195,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will recruit, support, and mentor future
leaders in early childhood special education who possess the knowledge,
competencies, and insights to address the specialized needs of
culturally, linguistically, and ability-diverse young children and their
families. The project aims to: (1) prepare doctoral fellows to enter
higher education or other leadership positions by developing their
evidence‑based research, advocacy and policy competencies, and personnel
preparation knowledge and competencies; (2) provide the support,
training, and skills needed for doctoral fellows to promote equity for
young children with disabilities and their families, respond to issues
of bias and discrimination, and ensure participation in the general
education curriculum; and (3) provide research, policy, and personnel
preparation internships that increase fellows' understanding and
expertise related to diverse young learners with disabilities.

**Grant/Contract #:** H325D060072

**Awardee:** Wichita State University

**Title:** Preparation of Doctoral-level Faculty/Scholars in
Speech‑Language Pathology and Audiology: Reducing the
Shortage---Enhancing Accessibility

**Project Director(s):** Hull, Raymond H.

**FY 2006 Amount Awarded:** \$195,017

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** The project will recruit, support, and prepare 12
doctoral‑level candidates over the four years of the project to become
university or college faculty or scholars and prepare future
speech‑language pathologists and audiologists.

**Grant/Contract #:** H325D060074

**Awardee:** Howard University

**Title:** EAGLE II Personnel Preparation Project

**Project Director(s):** Boone, Rosalie; Saravanabhavan, R.C.

**FY 2006 Amount Awarded:** \$199,987

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare eight doctoral students, who have
master's degrees in special education and three years teaching
experience, to successfully complete course work in Educational
Administration and Leadership with a special emphasis on special
education and disability‑related laws.

**Grant/Contract #:** H325D060086

**Awardee:** Board of Regents of the University of Wisconsin

**Title:** Training School Psychologists in Culturally Competent and
Evidence‑Based Practice for Children with Disabilities

**Project Director(s):** Kratochwill, Thomas

**FY 2006 Amount Awarded:** \$195,059

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will train doctoral‑level preservice school
psychology graduate students in the skills needed to implement
culturally and linguistically appropriate evidence‑based academic,
behavioral, and psychopharmacological prevention and intervention within
a response to intervention framework.

**Grant/Contract #:** H325F060003

**Awardee:** Vanderbilt University

**Title:** IDEA and Research for Inclusive Settings (IRIS II): The IRIS
Center for Training Enhancements

**Project Director(s):** Tyler, Naomi

**FY 2006 Amount Awarded:** \$1,350,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will improve the quality of services delivered
to, and results for, all children and youths with disabilities. To
ensure high-quality personnel in inclusive settings, the project will
provide free, online training enhancements for flexible use in
professional development or preservice college instruction. The center
will work with college and university faculty and professional
development providers who prepare and educate the nation's present and
future education professionals.

**Grant/Contract #:** H325K060101

**Awardee:** University of North Carolina at Chapel Hill

**Title:** Preparation of Culturally Responsive Early Childhood
Interventionists to Provide Evidence-Based Interventions for Young
Children with Disabilities and Their Families

**Project Director(s):** Boone, Harriet; Ritchie, Sharon

**FY 2006 Amount Awarded:** \$199,656

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The School of Education at the University of North Carolina
at Chapel Hill proposes to develop a specialized program focused on
culturally responsive evidence‑based practices for early childhood
interventionists seeking professional licensure, a master's degree in
early childhood intervention, or both. The proposed project will
establish partnerships with community‑based programs serving young
children from socioculturally diverse backgrounds.

**Grant/Contract #:** H325K060104

**Awardee:** University of Florida

**Title:** Project CYCLE: Changing Young Children's Lives Through
Education

**Project Director(s):** Jones, Hazel; Emery, Alice Kay; Torode, Tracy

**FY 2006 Amount Awarded:** \$189,665

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will provide Florida early childhood teachers
and early intervention service providers with expertise in working with
young children with disabilities. In addition, participants will be
eligible for Florida Department of Education Prekindergarten
Disabilities endorsement as well as the Florida Department of Health
Infant Toddler Developmental Specialist certificate.

**Grant/Contract #:** H325K060105

**Awardee:** University of North Carolina at Greensboro

**Title:** BKISED Birth to Kindergarten: An Enhanced Collaborative Model

**Project Director(s):** Hardin, Belinda; Niemeyer, Judith; Cassidy,
Deborah; Hestenes, Linda

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare graduate-level personnel to work
with young children in inclusive settings with an emphasis on children
with disabilities, particularly those from culturally and linguistically
diverse populations. Specifically, this project will: (1) recruit for
application to the program students with disabilities or those who have
family members with disabilities, and students from underrepresented
populations; (2) provide a high-quality interdisciplinary training
program based on federal, state, and local standards (including those
for working with children from culturally and linguistically diverse
backgrounds) for young children, and develop and embed training
activities and experiences throughout the program, including relevant
case studies, information sharing from professional collaborators
through co‑instruction, hands-on experiences, and family‑centered
field‑site experiences, especially in inclusive high-poverty and
inner-city settings that serve a high number of English language
learners (e.g., early intervention programs, public schools in
low-poverty areas); (3) develop a collaborative partnership with
community experts (professional collaborators) in the identified
disability areas who will serve as co‑instructors, mentors, and
field‑site placements; (4) develop and implement a mentoring program for
retaining personnel working with young children with disabilities and
their children, including those from culturally and linguistically
diverse populations; (5) disseminate the preservice model that infuses
the identified disability areas and diversity training within a
family‑centered framework to other institutions of higher education,
especially in North Carolina; and (6) evaluate the impact on trainees
and the overall project effectiveness.

**Grant/Contract #:** H325K060106

**Awardee:** Utah State University

**Title:** Project SEIM: Sensory Impaired Early Intervention Master's
Program

**Project Director(s):** Blair, James; Watkins, Sue

**FY 2006 Amount Awarded:** \$199,682

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will train students to serve infants and
toddlers with sensory loss in Utah and the surrounding intermountain
states. Students will earn a master's degree in one of three
sensory‑specific focus areas (deaf or hard of hearing, blind or vision
impaired, and deaf-blind) and receive state credentialing and
endorsement.

**Grant/Contract #:** H325K060108

**Awardee:** San Jose State University

**Title:** New Families, Agencies, Communities, and Educational
Strategies (FACES) in Early Childhood Special Education

**Project Director(s):** Hughes, Margaret

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will train 40 highly qualified candidates over
four years to work in a culturally responsive manner, with special
attention given to the growing need for teachers who are skillful in the
areas of autism and inclusion. The specific objectives include: (1)
recruit and train cultural and linguistic highly qualified early
childhood special educators; (2) work collaboratively with family and
community agencies; (3) identify and train seven university supervisors
in the 10 counties of the Central California region; (4) prepare
candidates with concentrations in autism and inclusion; and (5) monitor,
evaluate, and institutionalize program features, strategies, and
outcomes to assure effectiveness and future support.

**Grant/Contract #:** H325K060109

**Awardee:** Portland State University

**Title:** The Pathways to Preparing Culturally Responsive Early
Intervention/Early Childhood Special Educators (Pathways)

**Project Director(s):** Munson, Leslie; Esparza‑Brown, Julie

**FY 2006 Amount Awarded:** \$199,998

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will recruit for application to the program
instructional assistants who are bilingual, bicultural, or both, or wish
to work with culturally and linguistically diverse children to become
licensed early intervention/early childhood special education (EI/SE)
teachers. Specifically, the project will: (1) recruit, admit, and retain
instructional assistants for three years with completion of licensure in
EI/SE; (2) provide an integrated (EI/SE) linguistic and cultural
competency‑based preservice program to participants; (3) monitor the
instructional effectiveness of Pathways' graduates for progress towards
Individualized Family Service Plan (IFSP) and Individual Education
Program (IEP) goals and objectives for young children with special
needs; and (4) promote retention in the field by providing mentors and
networking for graduates.

**Grant/Contract #:** H325K060112

**Awardee:** University of North Carolina at Greensboro

**Title:** Project Duet: Facilitating Spoken Language Communication
Through Family Professional Partnerships

**Project Director(s):** Compton, Mary; Niemeyer, Judith

**FY 2006 Amount Awarded:** \$199,997

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will increase the number and quality of
personnel prepared to work with young children (birth through
kindergarten) with hearing impairments with a focus on spoken language.
Specifically, the objectives are: (1) integrate a family‑centered
approach throughout all program components; (2) enhance course delivery
and accessibility through the inclusion of a variety of distance
learning strategies; (3) expand and strengthen partnerships with
schools, community colleges, public agencies, family organizations, and
early childhood service agencies to support field‑based student
learning; (4) extend recruitment strategies to highlight establishing
relationships with family members of or persons with disabilities and
members of traditionally underrepresented groups in auditory and oral
early intervention; and (5) develop and implement a plan that evaluates
the program components and the impact of the program on children and
families served by graduates.

**Grant/Contract #:** H325K060116

**Awardee:** Illinois State University

**Title:** Preparing Qualified Personnel to Provide Early Intervention
for Children Who Are Deaf and Hard of Hearing in Illinois

**Project Director(s):** Lartz, Maribeth

**FY 2006 Amount Awarded:** \$195,609

**Beginning Date:** 1/1/2007

**Ending Date:** 12/30/2010

**Purpose:** This project is designed to reduce the critical shortage of
personnel trained to work in early intervention with children who are
deaf and hard of hearing. The project will do so by addressing the
in-service needs of existing deaf educators to improve their knowledge
of and skills in two primary areas: (1) enhancing the auditory and
spoken language skills in the child; and (2) developing competencies
specific to working with infants and their families.

**Grant/Contract #:** H325K060120

**Awardee:** George Washington University

**Title:** Infant, Toddler, and Preschool (ITAP) Training: Preparing
Highly Qualified Early Interventionists and Preschool Special Educators

**Project Director(s):** Jarrett, Marian; Spencer, Karin

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The project will prepare 39 fully credentialed special
education and early intervention personnel in a 39‑hour master's degree
program focused on infants, toddlers, and preschool children with
disabilities. Graduates will be prepared to improve services for the
D.C. metropolitan area's infants, toddlers, and preschoolers with
disabilities through: (1) course work that focuses on evidence‑based
education related to cultural and linguistic diversity, social‑emotional
development and mental health, and positive behavioral intervention; (2)
a programmatic emphasis on literacy to ensure that children meet
learning standards; (3) a two‑semester supervised field experience
guided by state learning standards; (4) field placements in a variety of
professional partner programs in culturally, linguistically, and
economically diverse programs in urban areas; and (5) ongoing,
high-quality mentoring and induction using a Community of Practice
approach.

**Grant/Contract #:** H325K060121

**Awardee:** Cal State L.A. University Auxiliary Services, Inc.

**Title:** The Early Childhood Special Education Language and Literacy
(ECSELL) Project

**Project Director(s):** Hunt, Nancy A.

**FY 2006 Amount Awarded:** \$199,901

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will increase the number of fully qualified
early childhood special education teachers and provide them with
advanced knowledge and skills in the core academic areas of language
arts and literacy as they complete their teaching credential and M.A.
degrees. The ECSELL project will prepare future early intervention
specialists and preschool special education teachers to provide
intensive instruction, design a learning environment, and partner with
families to promote the early language and literacy development of their
young children receiving special education services.

**Grant/Contract #:** H325K060123

**Awardee:** University of South Carolina Research Foundation

**Title:** Preparation of Early Childhood Special Education Personnel in
South Carolina Focus Area A: Training of Early Intervention and Early
Childhood Personnel

**Project Director(s):** Brown, William; Knopf, Herman; Lopez‑De Fede,
Ana

**FY 2006 Amount Awarded:** \$199,778

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will train 34 students in early childhood
special education services and supports. Participating trainees will
have undergraduate degrees and certification in early childhood
education and will augment their initial professional training with a
39‑credit hour master's degree program that will focus on students
acquiring and practicing research‑based and recommended early childhood
special education practices in inclusive preschool and community‑based
settings.

**Grant/Contract #:** H325K060200

**Awardee:** University of Florida

**Title:** Project SCIPP (Significant Cognitive Disabilities Personnel
Preparation)---A Multi‑University Consortium

**Project Director(s):** Ryndak, Diane

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare teachers with research‑based
knowledge and skills to meet the needs of students with severe cognitive
disabilities. Further, the project will expand the Multi‑University
Consortium from seven state institutes of higher education to nine. As a
result it will further expand the access to courses that meet the
requirement for the state endorsement in severe disabilities for current
and preservice teachers, as well as help those teachers develop the
knowledge and collaborative partnerships to effectively instruct
students with severe cognitive disabilities. Specifically, the project
will: (1) recruit current and preservice teachers with disabilities from
rural areas and from underrepresented groups for application to the
program; (2) present research‑ and evidence‑based content and pedagogy;
(3) increase teachers' knowledge and skills to meet the needs of
students with severe cognitive disabilities; and (4) assist participants
in acquiring the state endorsement in severe disabilities and
employment.

**Grant/Contract #:** H325K060201

**Awardee:** University of Washington

**Title:** Creating Instructional Leaders for Students with
Low-Incidence Disabilities

**Project Director(s):** Davis, Carol Ann; West, Beth

**FY 2006 Amount Awarded:** \$399,994

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will address the complex issues and
requirements of educating students with severe and multiple disabilities
and other low-incidence disabilities, especially those who live in
poverty. These are students in "double jeopardy": They are already at
risk due to environmental issues, and their disability status may put
them even further at risk for school failure. This project will prepare
32 candidates across four years to be evidence‑based instructional
leaders and effective teaming partners who have the skills and
competencies needed to educate challenging populations of students,
including those with autism, behavior issues, sensory and motor
impairments, and limited English proficiency.

**Grant/Contract #:** H325K060203

**Awardee:** University of Georgia

**Title:** Collaborative Personnel Preparation in Autism

**Project Director(s):** Gast, David; Luscres, Deanna

**FY 2006 Amount Awarded:** \$197,180

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will support five to seven special education
students interested in teaching children with Autism Spectrum Disorders
(ASD). The project has three primary objectives for preparing highly
qualified (as required by *No Child Left Behind*) and certified public
school teachers to: (1) use research-based practices when serving
children with ASD in inclusive educational settings; (2) provide
consultation, in-service training, and disseminate evidence‑based
information; and (3) conduct applied research with children with ASD,
their families, or both.

**Grant/Contract #:** H325K060206

**Awardee:** Portland State University

**Title:** Braille, Reading, Assessment, Independent Living, Low Vision,
Learning Media & Educational Services for Children & Youth in
Underserved Areas (Project BRAILLE‑USA)

**Project Director(s):** Bickford, James

**FY 2006 Amount Awarded:** \$192,273

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will continue and expand its national distance
education program to prepare teachers of children with blindness and
visual impairments, allowing individuals who do not have access to a
traditional training model the opportunity to access quality training,
and thus help alleviate state and national shortages of qualified staff.
The project will provide students with: (1) \$1,500 summer living
stipend; (2) minimum \$10,000 grant to each qualified student toward
tuition and fees; (3) resident tuition for students residing within the
14-state Western Regional Graduate Program consortium; (4) on‑site
faculty supervision of practicum and internship placements; and (5)
Oregon initial licensure as a teacher of children with visual
impairments, or an endorsement on a current teaching license.

**Grant/Contract #:** H325K060208

**Awardee:** Utah State University

**Title:** Teachers for the 21st Century: A Diverse Community
Participating in Hybrid Courses Leading to Licensure in Special
Education

**Project Director(s):** Morgan, Robert

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/2/2007

**Ending Date:** 1/1/2011

**Purpose:** This project will develop, implement, and evaluate an
innovative teacher education program to produce teachers serving
children with severe disabilities.

**Grant/Contract #:** H325K060211

**Awardee:** San Francisco State University

**Title:** Project Mosaic: Preparing Highly Qualified Educators to Meet
the Unique Needs of Students with Autism in Diverse Settings

**Project Director(s):** Wolfberg, Paula; LePage, Pamela

**FY 2006 Amount Awarded:** \$197,844

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** Throughout the nation, and most notably in Northern
California, the incidence of children identified with autism spectrum
disorders (ASD) has been on the rapid rise and is reaching epidemic
proportions. There is a pressing need to increase the number, quality,
and diversity of educators who are fully credentialed and competent to
serve students with ASD from diverse ethnic, cultural, and linguistic
backgrounds in diverse settings. This four‑year project responds to that
need by adding a new program emphasis in ASD to an established Master of
Arts and credential in special education programs (K--12 and transition)
at San Francisco State University.

**Grant/Contract #:** H325K060213

**Awardee:** University of North Carolina at Charlotte

**Title:** Personnel Preparation Program in Low-Incidence Severe
Disabilities

**Project Director(s):** Spooner, Fred; Wood, Wendy

**FY 2006 Amount Awarded:** \$198,453

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will address state-identified needs for highly
qualified personnel in special education by offering teacher training
leading to licensure in teaching those with severe disabilities via
online distance education formats.

**Grant/Contract #:** H325K060215

**Awardee:** University of Utah

**Title:** University of Utah's Distance Teacher Education Program
(DTEP) in Severe Disabilities

**Project Director(s):** McDonnell, John; Hardman, Michael; Jameson,
Matt

**FY 2006 Amount Awarded:** \$398,240

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** DTEP is designed to address the critical shortage of highly
qualified special education teachers in rural and remote areas of Utah.
DTEP will deliver a comprehensive post‑bachelor's teacher licensure
program in severe disabilities to two cohorts of 15 teacher candidates
located in a minimum of three distance sites. The program will be
delivered collaboratively by the University of Utah's Department of
Special Education and school districts located in the central and
southern regions of the state.

**Grant/Contract #:** H325K060217

**Awardee:** University of Central Florida

**Title:** Special Educator Preparation in Autism Spectrum Disorders

**Project Director(s):** Wienke, Wilfred; Pearl, Cynthia

**FY 2006 Amount Awarded:** \$400,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The project is designed to address two identified gaps in
service that persist in the field: (1) the need to increase the quality
and diversity of special education teachers prepared to serve the
increasing numbers of students identified with autism spectrum disorders
(ASD) and (2) the need to increase the qualifications of special
educators to implement evidence‑based practices for comprehensive
instructional programming for students with ASD. This project leads to
teacher certification in Exceptional Education and endorsement in
Autism.

**Grant/Contract #:** H325K060220

**Awardee:** Florida State University

**Title:** Preparing Personnel to Teach Students with Visual Impairments

**Project Director(s):** McKenzie, Amy; Lewis, Sandra

**FY 2006 Amount Awarded:** \$400,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will improve competencies of and increase the
number of highly qualified teachers with the unique and specialized
skills necessary to support the access of Florida's students with visual
impairments to the general curriculum.

**Grant/Contract #:** H325K060222

**Awardee:** University of Tulsa

**Title:** South‑Central Heartland Deaf Education Project

**Project Director(s):** Baker, Sharon

**FY 2006 Amount Awarded:** \$341,337

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare teachers to work with students
who are deaf or hard of hearing (d/hh). It will focus on recruiting and
retaining students to the field of deaf education, while addressing four
needs: (1) reducing the current and future potential future shortage of
certified teachers of students who are d/hh in grades pre-K--12; (2)
preparing teachers to work with children from culturally and
linguistically diverse backgrounds and their families, especially those
who are Native American; (3) connecting preservice teacher's practica to
the educational outcomes of children by establishing a promising new
technology program and providing remote tutoring to d/hh students in
areas where personnel shortage exist; and (4) enhancing the
collaborative skill set of preservice general education teachers and
related service providers regarding the needs of children who are d/hh
in inclusive settings.

**Grant/Contract #:** H325K060223

**Awardee:** University of Maryland‑College Park

**Title:** Preparation of Personnel in Secondary Special Education
Serving Youth with Low‑Incidence Disabilities

**Project Director(s):** Moon, Sherril

**FY 2006 Amount Awarded:** \$399,849

**Beginning Date:** 12/1/2006

**Ending Date:** 11/30/2010

**Purpose:** This project addresses the need for training fully
credentialed and highly qualified middle and high school special
education teachers and transition specialists to provide services to
students with low‑incidence disabilities.

**Grant/Contract #:** H325K060224

**Awardee:** University of Northern Colorado

**Title:** National Project for the Preparation of Professional
Educational Interpreters

**Project Director(s):** Johnson, Leilani

**FY 2006 Amount Awarded:** \$400,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will establish a new baccalaureate degree in
American Sign Language (ASL)‑English Interpretation. The program will
have three emphasis areas, one of which will be focused on K--12
interpreting services. The project will: (1) deliver a research‑based,
bachelor's degree program in ASL‑English Interpreting by means of
multiple media and on-site summer sessions; and (2) provide stipends of
\$10,000 per year to 24 students who declare Educational Interpreting
their area of interest and who commit to serve K--12 students as their
service obligation for this OSEP sponsorship.

**Grant/Contract #:** H325K060309

**Awardee:** Vanderbilt University

**Title:** Project PREPARE: A Comprehensive Approach to Preparing
Teachers to Serve Students with Emotional Disturbances

**Project Director(s):** Lane, Kathleen; Wehby, Joseph

**FY 2006 Amount Awarded:** \$198,645

**Beginning Date:** 9/1/2006

**Ending Date:** 8/31/2010

**Purpose:** This project will train a total of 18 master's degree
students during a four-year period. This master's program has three
goals: (1) to address the shortage of teachers prepared to work with
students with emotional disturbances (ED); (2) to prepare teachers to
address the academic, social, and behavioral needs of students with ED;
and (3) to prepare teachers to work collaboratively with general
education teachers and Positive Behavior Support (PBS) team members to
identify and meet the needs of students with ED and those at risk for ED
within the context of the PBS model.

**Grant/Contract #:** H325K060310

**Awardee:** University of Alabama

**Title:** University of Alabama Project TEEACH: Transforming Elementary
Educators Into Advocates, Change Agents, & Highly Qualified Special
Educators

**Project Director(s):** Rock, Marcia; Gregg, Madeleine

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The project will recruit 28 practicing elementary educators
to take part in a rigorous, research‑based, 48-credit master's degree
training program in special education. This project aims to: (1) address
critical special education teacher shortages; (2) prepare teachers to
bridge the gap between research and practice to improve results for
children with high‑incidence disabilities; and (3) prepare teachers to
work collaboratively to provide effective special education services in
the least restrictive environment.

**Grant/Contract #:** H325K060315

**Awardee:** Board of Trustees of the University of Illinois

**Title:** Teacher Leaders for Children: Bilingual Special Educators
(Project TLC)

**Project Director(s):** Lopez‑Reyna, Norma; Bay, Mary

**FY 2006 Amount Awarded:** \$193,544

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** Consistent with the national context, Illinois struggles to
provide an educational workforce that is competent to provide
specialized instructional services to a culturally and linguistically
diverse student population. The purpose of Project TLC is to implement a
high-quality program for practicing special education teachers who are
bilingual to acquire the knowledge, skills, and abilities to provide
instruction in core academic areas to students with mild to moderate
disabilities who are English language learners and who live in urban
areas.

**Grant/Contract #:** H325K060316

**Awardee:** Texas A&M Research Foundation

**Title:** Project CABS: Comprehensive Academic and Behavior Support

**Project Director(s):** Burke, Mack; Hagan‑Burke, Shanna

**FY 2006 Amount Awarded:** \$199,967

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare 28 to 36 special education
teachers at the master's degree level to deliver high-quality academic
and instructional interventions to students with high-incidence
disabilities.

**Grant/Contract #:** H325K060323

**Awardee:** Portland State University

**Title:** Inclusive Elementary Educators Project (IE(2)P)

**Project Director(s):** Stanovich, Paula

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will provide advanced training to prepare
educators at the master's degree level to work with students with
high‑incidence disabilities. The goals include: (1) develop cohorts of
highly qualified dual‑licensed educators in Oregon and Washington who
are prepared to serve students with high-incidence disabilities; (2)
improve the quality of teacher preparation programs with an intensive
two‑year master's degree program founded on research‑based best practice
and focusing on assessment and remediation, effective instruction of
students, and teaming and collaboration for effective instruction; (3)
improve educator quality by developing teachers who are comfortable with
standards-based reforms and who are prepared to be educational change
agents and leaders; and (4) disseminate information about the project
model, regionally and nationally.

**Grant/Contract #:** H325K060325

**Awardee:** University of Washington

**Title:** Preparation of Personnel to Service Children with
High‑Incidence Disabilities

**Project Director(s):** Jenkins, Joseph

**FY 2006 Amount Awarded:** \$399,991

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** The project will prepare 55 highly qualified teachers of
students with high-incidence disabilities. Specifically, this project
will: (1) increase the number of highly qualified special education
teachers to teach children with high‑incidence disabilities; (2) prepare
special education teachers who are confident and capable of taking a
leadership role in meeting the needs of those children and adolescents
who, because of their learning and behavior challenges, do not respond
satisfactorily in general education classrooms; and (3) strengthen and
expand the university's high‑incidence special education preparation
programming.

**Grant/Contract #:** H325K060330

**Awardee:** California State University

**Title:** Project PHISET (Preparing High‑Incidence Special Education
Teachers)

**Project Director(s):** Beard, Kelli

**FY 2006 Amount Awarded:** \$199,956

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will provide field‑based, tuition‑supported
preparation for individuals to become highly qualified special education
elementary school teachers working with students with high‑incidence
disabilities (termed mild/moderate, or M/M, in California). Project
PHISET will address the critical shortage of teachers who are trained to
meet the needs of culturally and linguistically diverse school children
with M/M disabilities---such as mental retardation, emotional
disturbance, specific learning disabilities, AD/HD, and developmental
disabilities.

**Grant/Contract #:** H325K060335

**Awardee:** Regents of the University of Colorado

**Title:** Rural Special Education Double Endorsement Project

**Project Director(s):** Baca, Leonard

**FY 2006 Amount Awarded:** \$196,047

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will increase the number of highly qualified
special education teachers addressing a defined need in rural
communities in the state of Colorado, with limited access to
high-quality graduate-level programs. Specifically, this project will
prepare teachers to meet the combined special education and linguistic
diverse needs of students in selected rural, mountain schools in the
state of Colorado. The project has four primary outcomes for
participants: (1) double endorsement and master's degree in special and
linguistically diverse education; (2) preparation for work with
high-incidence needs; (3) preparation and experience in training other
teachers (trainer of trainers); and (4) placement and follow‑up support
for participants once they complete their endorsements and degree.

**Grant/Contract #:** H325K060336

**Awardee:** Western Michigan University

**Title:** Intensive Recruitment, Preparation, and Retention Revised
(IRPR2) Program

**Project Director(s):** Summy, Sarah; Whitten, Elizabeth

**FY 2006 Amount Awarded:** \$192,794

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** Western Michigan University's special education Intensive
Recruitment, Preparation, and Retention Revised (IRPR2) program is
designed to fully credential special educators currently working on
temporary approvals and practicing general educators pursuing
endorsements in special education. This master's degree project will
significantly increase the number of highly qualified special educators
in Michigan as well as provide a support structure that promotes
recruitment for application to the program of teachers from
underrepresented populations and persons with disabilities.

**Grant/Contract #:** H325K060337

**Awardee:** University of North Carolina at Greensboro

**Title:** Project RESTART: Recruitment and Retention---Students on
Alternative Routes to Teacher Training

**Project Director(s):** Kurtts, Stephanie

**FY 2006 Amount Awarded:** \$199,760

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will expand the development and
implementation, with evaluation, of a current model teacher preparation
program, including both preservice and in-service components, that is
designed to recruit for application to the program a pool of highly
qualified special education teachers with an emphasis on those from
underrepresented teacher candidate groups.

**Grant/Contract #:** H325K060345

**Awardee:** University of Wisconsin‑Milwaukee

**Title:** UWM‑MPS Internship Program

**Project Director(s):** Winn, Judith; Ford, Alison; Rice, Nancy

**FY 2006 Amount Awarded:** \$196,836

**Beginning Date:** 10/1/2007

**Ending Date:** 9/30/2010

**Purpose:** This project will address the shortage of certified special
education teachers working in Milwaukee Public Schools (MPS) by
recruiting for application to the program, special education teachers
who are from groups that have traditionally been underrepresented in the
special education teaching force.

**Grant/Contract #:** H325K060347

**Awardee:** University of Florida

**Title:** Preparing Teachers for the Critical Shortage Area of
Emotional or Behavioral Disorders: Training of High-Incidence Personnel
(Project EBD Prep)

**Project Director(s):** Smith, Stephen; Corbett, Nancy

**FY 2006 Amount Awarded:** \$196,040

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will recruit and prepare new special education
teachers, as well as enhance the knowledge of currently practicing
special or general education teachers, particularly those from rural
communities, who wish to pursue a master's degree in special education
and who will serve students in the high-incidence area of
emotional/behavioral disorders (EBD). The specific goals include:
(1) prepare special education master's-level students to work
collaboratively with general educators and school guidance counselors in
school‑based settings; (2) train 37 master's-level preservice and
in-service special education teachers to work with children and youths
with EBD; (3) guide students in developing, implementing, evaluating,
and disseminating a cross‑disciplinary intervention for children and
youths with EBD; and (4) successfully graduate, evaluate, place, and
track the job performance of program graduates.

**Grant/Contract #:** H325K060356

**Awardee:** San Diego State University Research Foundation

**Title:** Project Achieve

**Project Director(s):** Graves, Anne; Johnson, John

**FY 2006 Amount Awarded:** \$199,959

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will: (1) recruit, prepare, and graduate
highly qualified teachers of students with mild to moderate
disabilities; (2) implement evidence‑based practices with a focus on
teaching reading and writing in a response to intervention (RTI)
framework through school-based practica in diverse settings; (3)
collaborate with the San Diego Unified School District to incorporate
general education partners in preservice preparation in elementary and
middle schools with continued support through the first two years of
teaching; and (4) evaluate the success of the project by reporting
candidate data, monitoring strategy implementation in practica
experiences, and presenting triangulated analysis of general education
and special education partnerships through data collection and
interviews.

**Grant/Contract #:** H325K060403

**Awardee:** Vanderbilt University Medical Center

**Title:** Clinical Specialty Preparation to Serve Infants, Toddlers,
and Children with Feeding and Swallowing Disabilities

**Project Director(s):** Golper, LeeAnn; Hale, Sue

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project supports the specialty preparation of 22
speech‑language pathology graduate students and 20 occupational therapy
students to provide highly qualified, evidence‑based clinical services
to children with dysphagia in association with
low‑incidence disabilities.

**Grant/Contract #:** H325K060410

**Awardee:** University of South Carolina Research Foundation

**Title:** Preparing Personnel to Fill Speech‑Language Pathology
Vacancies in South Carolina: A Partnership with School Districts

**Project Director(s):** McDade, Hiram

**FY 2006 Amount Awarded:** \$196,920

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will provide a graduate education in
speech‑language pathology via distance learning, specifically targeting
individuals living in rural parts of the state where the number of
position vacancies and lack of qualified personnel are the greatest
concern. The project will recruit and train nonspeech pathologists,
living in rural communities, hence bringing new personnel into the
profession and filling vacancies.

**Grant/Contract #:** H325K060416

**Awardee:** Ohio State University Research Foundation

**Title:** Preparing School Speech‑Language Pathologists for New
Instructional Leadership Roles in Language and Literacy

**Project Director(s):** Secord, Wayne

**FY 2006 Amount Awarded:** \$194,755

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This four‑year project will prepare 60 entry‑level
professionals to address the urgent state and national shortage of
school speech‑language pathologists qualified to enhance services for
children with language, learning, and literacy disabilities.

**Grant/Contract #:** H325K060424

**Awardee:** Research Foundation of The State University of New York on
behalf of SUNY

**Title:** Professional Preparation in Adapted Physical Education

**Project Director(s):** Winnick, Joseph

**FY 2006 Amount Awarded:** \$197,412

**Beginning Date:** 8/28/2006

**Ending Date:** 8/27/2010

**Purpose:** This project will prepare adapted physical education
teachers at the master's degree-level, through an M.S. degree in
Education or Special Education, with a concentration in adapted physical
education. It will enhance the development of knowledge and skills of
adapted physical educators to teach children and youth with
disabilities. It will also enhance their ability to provide direct
services, serve as a resource, and work collaboratively with regular
physical educators in regular classroom settings.

**Grant/Contract #:** H325K060427

**Awardee:** Wichita State University

**Title:** Recruiting, Supporting, Retaining, and Preparing Three
Special Groups of Trainees Who Will Serve Children With Speech‑Language
and Hearing Disabilities in Rural, Often Remote Communities of Kansas
and Eastern Colorado: A Cost-Sharing Approach

**Project Director(s):** Hull, Raymond

**FY 2006 Amount Awarded:** \$199,914

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will enhance accessibility, provide financial
assistance, mentor, retain, and enhance the preparation of three groups
of graduate trainees who will serve children who have
speech‑language‑hearing impairments, particularly in rural communities
of Kansas and eastern Colorado.

**Grant/Contract #:** H325K060429

**Awardee:** Board of Regents, University of Nebraska‑Lincoln

**Title:** Project Re‑entry: Preparing Speech‑Language Pathologists to
Serve Students with Traumatic Brain Injury

**Project Director(s):** Scheffler, Marilyn; Hux, Karen

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** Project Re‑entry will prepare speech‑language pathologists
(SLPs) to assume leadership roles in reintegrating student survivors of
traumatic brain injury (TBI) into schools. The project will address the
issues and challenges facing SLPs who work with students with TBI by
providing comprehensive training in: (1) the frequency with which mild,
moderate, and severe TBI occur; (2) the acute and long‑term effects of
TBI on speech, language, cognitive, physical, behavioral, emotional, and
social functioning; (3) the recovery process following TBI; (4) the
impact of TBI on family, school, and community systems; (5) the
similarities and differences among medical, rehabilitation, and
educational settings; (6) the impact of service fragmentation on the
overall quality of education programs; and (7) TBI and limited awareness
of the contributions SLPs can make to promoting achievement among
student survivors.

**Grant/Contract #:** H325K060431

**Awardee:** Nazareth College of Rochester

**Title:** Specialty Personnel Preparation for Speech-Language
Pathologists to Serve Children with Cochlear Implants

**Project Director(s):** Brown, Paula; Quenin, Cathy

**FY 2006 Amount Awarded:** \$199,999

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will develop a specialty concentration at the
graduate-level that will increase the quality and quantity of
speech-language pathologists who are prepared to work with children who
are deaf and hard of hearing, especially those with cochlear implants.

**Grant/Contract #:** H325K060440

**Awardee:** Gallaudet University

**Title:** A Combined Master of Arts Degree Program in School Counseling
with Deaf Students and a Certificate in Cultural Diversity and Human
Services: Summers Only Option

**Project Director(s):** Zieziula, Frank

**FY 2006 Amount Awarded:** \$168,187

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The project will develop a 68-graduate-hour combined
master's degree-level school counseling training program and certificate
program in cultural diversity that will graduate 10 professionals over
the four years of the grant.

**Grant/Contract #:** H325K060441

**Awardee:** Florida State University

**Title:** Improving Language and Literacy Outcomes for Children with
Communication Disorders in High-Poverty Communities

**Project Director(s):** Goldstein, Howard

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This program will prepare graduate students in
communication sciences and disorders. Trainees will develop in‑depth
knowledge in: (1) language and literacy development and evidence‑based
practices for populations at high risk for and with disabilities; (2)
the influences of the family, culture, linguistic diversity, and poverty
on education and society; (3) evidence‑based assessment and intervention
methods appropriate for children from diverse cultural and linguistic
backgrounds; and (4) interdisciplinary teamwork and collaborative
consultation models for effective service delivery within natural
environments.

**Grant/Contract #:** H325K060443

**Awardee:** Board of Regents of the University of Wisconsin

**Title:** Response to Intervention and School Reform: Training School
Psychologists and Special Educators in the Wisconsin REACh Prevention
Project

**Project Director(s):** Kratochwill, Thomas; Albers, Craig; Malmgren,
Kimber; McGivern, Julie

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will improve the quality and supply of
personnel who serve children with disabilities by training
master's-level preservice special education and school psychology
graduate students in skills needed to implement systematic intervention,
school reform, and response to intervention as part of a Wisconsin
Department of Public Instruction statewide initiative called the
Responsive Education for All Children (REACh).

**Grant/Contract #:** H325K060445

**Awardee:** University of Wisconsin‑La Crosse

**Title:** UW‑L Preservice Personnel Preparation Grant in Adapted
Physical Education

**Project Director(s):** DiRocco, Patrick

**FY 2006 Amount Awarded:** \$196,168

**Beginning Date:** 1/7/2007

**Ending Date:** 12/31/2011

**Purpose:** This program will prepare highly qualified state-certified
adapted physical education teachers to enhance the health and physical
well‑being of children with disabilities.

**Grant/Contract #:** H325K060501

**Awardee:** University Corporation, California State University

**Title:** Technology Enhanced Culturally‑Responsive (TEC) Intern
Program for Secondary Special Educators in Urban Schools

**Project Director(s):** Burstein, Nancy

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will create an innovative and comprehensive
on‑the‑job program designed to recruit for application to the program
teachers from culturally and linguistically diverse backgrounds. Program
curriculum will include preparing them to serve urban learners at the
secondary-level with mild to moderate disabilities.

**Grant/Contract #:** H325K060503

**Awardee:** University of Alabama at Birmingham

**Title:** Preparing Special Educators for SUCCESS

**Project Director(s):** Voltz, Deborah

**FY 2006 Amount Awarded:** \$162,932

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will prepare teachers to teach students with
disabilities in urban areas, where there are high concentrations of
culturally and linguistically diverse students. The project will partner
with three urban school districts in preparing and mentoring two cohorts
of 20 special educators for a total of 40 graduates who: (1) have strong
content preparation; (2) are prepared to teach to state standards; (3)
are able to implement research‑based pedagogy; and (4) meet the
requirements for highly qualified special education teachers in the
state of Alabama.

**Grant/Contract #:** H325K060505

**Awardee:** North Carolina Central University

**Title:** Deep and Wide: Preparing Culturally Responsive Highly
Qualified Teachers

**Project Director(s):** Bacon, Ellen

**FY 2006 Amount Awarded:** \$194,444

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will prepare 30 students with initial or
advanced licensure in special education to teach students with special
needs as highly qualified teachers at the elementary, middle, or
secondary-level. Specifically, the goals are: (1) to prepare teachers to
use and demonstrate use of evidence‑based practices with an emphasis on
peer tutoring and differentiated instruction; (2) to prepare personnel
to be knowledgeable of cultural identities and to use best practices in
culturally responsive teaching; (3) to increase the number of highly
qualified exceptional education teachers from underrepresented groups
who apply to the program; and (4) to collaborate with local schools in
providing professional development programs through annual conferences
and seminars for regular and special education teachers and in providing
internship programs in culturally diverse environments.

**Grant/Contract #:** H325K060512

**Awardee:** San Jose State University Foundation

**Title:** Project Seefu

**Project Director(s):** Weddington, Gloria

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will recruit bilingual students from
culturally diverse groups for application to the program to become
speech‑language pathologists to serve an increasing ethnically,
culturally, and linguistically diverse population of infants, toddlers,
children, and youths with speech, language, and hearing disorders in
California. Specific goals are to: (1) recruit, retain, graduate, and
provide specialized education to superior performing undergraduates and
post‑graduate students with an emphasis on those with backgrounds in
speech‑language pathology; (2) develop competencies of all
speech‑language pathology graduates to provide a high-quality of service
to low-income, minority, and limited English speaking individuals; (3)
provide trainees the opportunity to provide service to speech‑language
pathologists in low‑income diverse communities, thus providing numerous
opportunities for the trainees to learn about the scope of practice,
ethics, how clinicians deliver services in the absence of assessment and
treatment materials for limited English and culturally diverse
communicatively handicapped children; (4) increase the number of
bilingual trainees who complete the master's degree, and acquire the
necessary knowledge and skills to enter the profession of
speech‑language pathology; (5) ensure that the trainees achieve a
passing score on the California Basic Educational Skills Test and the
Praxis assessment in speech‑language pathology; (6) ensure that trainees
remain in the program through to completion of the master's degree; and
(7) provide education and practice in conducting, presenting, and
publishing research.

**Grant/Contract #:** H325K060517

**Awardee:** Florida International University Board of Trustees

**Title:** Project QUEST: Qualified Urban Elementary Special education
Teachers

**Project Director(s):** Barbetta, Patricia; Cramer, Elizabeth

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will improve academic achievement of
elementary special education students. The project will: (1) recruit
prospective novice elementary special education teachers who currently
teach at schools, including those from typically underrepresented
groups, for application to the program; (2) prepare special educators
who are highly qualified to teach specific elementary content areas to
culturally and linguistically diverse learners at the elementary-level;
(3) ensure successful completion of a master's degree in special
education and retention of graduates as content area special educators;
(4) evaluate the program and the project itself; and (5) disseminate
findings and information about new programs or course work nationwide.

**Grant/Contract #:** H325K060518

**Awardee:** Research Foundation of the City University of New York

**Title:** Preparation of Teachers for Learners with Severe Disabilities
including Deaf-blindness from High‑Poverty, Culturally and
Linguistically Diverse Urban Populations

**Project Director(s):** Silberman, Rosanne K.

**FY 2006 Amount Awarded:** \$400,000

**Beginning Date:** 9/1/2006

**Ending Date:** 8/31/2010

**Purpose:** The proposed project will prepare teachers for learners
with severe disabilities, including deaf-blindness, including those from
diverse cultural and language backgrounds and live in high-poverty
settings in the New York metropolitan area.

**Grant/Contract #:** H325K060523

**Awardee:** San Diego State University Research Foundation

**Title:** Preparation and Retention of Special Education Teachers in a
Rural Area

**Project Director(s):** Cegelka, Patricia; Alvarado, Jose Luis

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** The proposed project will recruit for application to the
program culturally and linguistically diverse special education teachers
for the rural, desert region of Imperial County, California, the state's
poorest and fastest-growing county. The program will utilize the
internship credential that the state has authorized for improving the
quality of teachers who otherwise would be teaching without full
certification.

**Grant/Contract #:** H325K060527

**Awardee:** National University

**Title:** Project PEBSE: Preparing Evidence‑Based Special Educators

**Project Director(s):** Kutaka‑Kennedy, Joy; Sebastian, Joan

**FY 2006 Amount Awarded:** \$194,318

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This project will prepare highly qualified teachers who
will use evidence‑based practices to serve students with mild to
moderate and moderate to severe students from culturally and
linguistically diverse backgrounds in high‑need districts. Project goals
include: (1) recruiting and preparing highly qualified individuals from
the ranks of paraprofessionals and "career changers" with an emphasis on
underrepresented populations for application to the program; (2)
preparing participants to implement evidence‑based practices using
systematic procedures to measure and monitor K--12 student growth; (3)
providing professional support to participants as they complete a
special education teaching credential; (4) providing financial support
to participants as they complete a special education teaching
credential; (5) conducting a comprehensive evaluation of project
activities, participant performance, and associated outcomes for K--12
students with disabilities; and (6) disseminating information on project
model, implementation, evaluations, and outcomes.

**Grant/Contract #:** H325K060528

**Awardee:** University of Massachusetts Boston

**Title:** Support for Early Intervention/Early Childhood Network
(SECEN) at UMass

**Project Director(s):** Freeman, Ann

**FY 2006 Amount Awarded:** \$198,106

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2010

**Purpose:** This program will recruit for application to the program
students from culturally and linguistically diverse populations to earn
a bachelor's degree as well as dual licensure in early intervention and
early childhood education.

**Grant/Contract #:** H325K060533

**Awardee:** Howard University

**Title:** Training Highly Qualified Personnel with Cultural Competence
in Speech‑Language Pathology

**Project Director(s):** Payne, Kay

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 10/15/2006

**Ending Date:** 10/14/2010

**Purpose:** This project will recruit and retain 12 bachelor's
degree-level speech‑language pathology assistants and train them for
master's degrees, full American Speech and Hearing Association (ASHA)
certification and state licensure in speech pathology. It also will
provide in‑service training to 33 speech‑language pathology
professionals to enable them to gain course credits to update their
knowledge and maintain certification and pass the Praxis examination in
order to achieve ASHA certification and state licensure.

**Grant/Contract #:** H325K060537

**Awardee:** Regents of New Mexico State University

**Title:** Training School Psychology Practitioners to Work with Diverse
Populations

**Project Director(s):** Arroyos‑Jurado, Elsa

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** This project will increase the number of school
psychologists serving culturally and linguistically diverse students and
their families, in order to better serve the needs of all infants,
toddlers, children, and youths, and their families.

**Grant/Contract #:** H325L060002

**Awardee:** University of Maryland College Park

**Title:** Interdisciplinary Training in Analysis of Large‑Scale
Databases

**Project Director(s):** McLaughlin, Margaret

**FY 2006 Amount Awarded:** 499,926

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will support doctoral trainees in developing
knowledge and skills in conducting interdisciplinary research utilizing
large‑scale data-bases to address critical policy and practice issues
relating to children and youths with disabilities receiving special
education and related services. The program has five objectives: (1)
recruit, select, and retain doctoral students with diverse academic
backgrounds and experience; (2) provide a comprehensive array of
doctoral‑level course work and experiences, including state-of-the art
research methodologies related to the design, implementation, and
analyses of large‑scale data sets and in topical areas, such as special
education law, special education, or education policy, including the
*Elementary and Secondary Education Act of 1965*, as amended by *No
Child Left Behind*; (3) provide, with the cooperation of collaborating
entities, such as government agencies and nongovernmental organizations,
research apprenticeships, and internships for doctoral student fellows
so that recipients of fellowships have the opportunity to carry on their
own research activities; (4) provide program recipients with
individualized course work planning, mentoring, and career planning in
the field of special education; and (5) provide opportunities for
doctoral trainees from universities outside of UM to develop an
awareness of and participate in research utilizing large‑scale
data-bases.

**Grant/Contract #:** H325P060012

**Awardee:** Arizona State University

**Title:** NIUSI (National Institute for Urban School Improvement)
Principal Leadership Academies iNitiatives (NIUSI‑PLAN)

**Project Director(s):** Kozleski, Elizabeth

**FY 2006 Amount Awarded:** \$285,000

**Beginning Date:** 11/1/2006

**Ending Date:** 10/31/2011

**Purpose:** The purpose of this project is to directly assist at least
400 principals across the country to develop and implement inclusive
schools to ensure their students with and without disabilities meet or
exceed academic standards set by their states and measured by state
assessment systems.

**Grant/Contract #:** H325S060004

**Awardee:** University of North Carolina at Chapel Hill

**Title:** National Center on High-Quality Personnel in Inclusive Early
Childhood Settings

**Project Director(s):** Winton, Pamela

**FY 2006 Amount Awarded:** \$474,433

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of the National Center on High-Quality
Personnel in Inclusive Early Childhood Settings is to increase the
number of high-quality early childhood personnel in inclusive early care
and education settings.

## Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities Program (23 New Awards for FY 2006)

**Grant/Contract #:** H326B060010

**Awardee:** Orelena Hawks Puckett Institute

**Title:** Center for Early Literacy Learning (CELL)

**Project Director(s):** Dunst, Carl; Trivette, Carol

**FY 2006 Amount Awarded:** \$799,715

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to identify, promote, and
support the adoption and utilization of evidence‑based early literacy
and language assessments, curricula, and instructional practices for
infants, toddlers, and preschoolers with developmental delays and
diagnosed disabilities.

**Grant/Contract #:** H326D060001

**Awardee:** Saint Paul College

**Title:** Midwest Center for Postsecondary Outreach

**Project Director(s):** Buchkoski, David

**FY 2006 Amount Awarded:** \$1,000,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will increase and improve postsecondary
educational opportunities for individuals who are deaf in the following
13 Midwestern states: Iowa, Illinois, Indiana, Kansas, Minnesota,
Michigan, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South
Dakota, and Wisconsin.

**Grant/Contract #:** H326D060002

**Awardee:** University Corporation

**Title:** PEPnet West (Postsecondary Education Programs Network West)

**Project Director(s):** McLeod, Catherine

**FY 2006 Amount Awarded:** \$1,000,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will improve academic achievement and results
for students who are deaf. Specifically, the project will: (1) promote
academic achievement and improve results for deaf students by supporting
technical assistance, model demonstration projects, dissemination of
pertinent information, and evidence‑based implementation activities; (2)
address needs of personnel in special education, related services, early
intervention, and regular education through knowledge and skill
development activities; and (3) promote the use of technology to improve
results for deaf individuals and to support media services of
educational value in the classroom, including assistive technologies.

**Grant/Contract #:** H326D060003

**Awardee:** University of Tennessee

**Title:** PEPnet South (Postsecondary Education Programs Network South)

**Project Director(s):** Kolvitz, Marcia

**FY 2006 Amount Awarded:** \$1,000,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will help secondary and postsecondary
institutions address the postsecondary, vocational, technical,
continuing, and adult education needs of individuals who are deaf. Its
goal is to expand and enhance transition services and access to
postsecondary education opportunities for persons who are deaf. The
project objectives include: (1) conducting training with secondary,
postsecondary, vocational, and adult education professionals and support
staff regarding transition and postsecondary educational services for
students who are deaf; (2) establishing a technical assistance network
for secondary, postsecondary, vocational, and adult education
professional and support staff; and (3) demonstrating how technology can
be used to provide access to and accommodations within programs for
individuals who are deaf.

**Grant/Contract #:** H326D060004

**Awardee:** Rochester Institute of Technology

**Title:** Technology: Access 2001, A Pathway to Success (A Vision for
the Northeast Regional Center)

**Project Director(s):** Brooks, Dianne

**FY 2006 Amount Awarded:** \$1,000,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will work with secondary and postsecondary
programs to explore and expand the options for access to and support for
students who are deaf or hard of hearing through the use of technology.

**Grant/Contract #:** H326H060005

**Awardee:** The University of North Carolina at Chapel Hill

**Title:** National Early Childhood Technical Assistance Center

**Project Director(s):** Trohanis, Pat

**FY 2006 Amount Awarded:** \$3,000,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will establish a National Early Childhood
Technical Assistance Center. The center is intended to strengthen state
and local service systems to ensure that young children with
disabilities and their families receive and benefit from high‑quality,
evidence‑based, culturally-appropriate, and family‑centered supports and
services.

**Grant/Contract #:** H326M060006

**Awardee:** University of Oregon

**Title:** Intensive Positive Behavior Support

**Project Director(s):** Anderson, Cynthia; Lewis‑Palmer, Teri

**FY 2006 Amount Awarded:** \$399,842

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The purpose of this project is to create a model
development project to develop, implement, evaluate, and document a
practical, evidence‑based model of behavior support for those children
with the most extreme behavior support needs.

**Grant/Contract #:** H326M060009

**Awardee:** University of Washington

**Title:** Scaling the Pyramid: Tertiary Intervention Model to Serve
Students with Challenging Behavior

**Project Director(s):** Davis, Carol A.; Schwartz, Ilene

**FY 2006 Amount Awarded:** \$399,990

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The purpose of this project is to develop a model of
technical assistance that: (1) influences student behavior to promote
student learning and contributes to the quality of life; (2) institutes
a system of staff development to sustain knowledge of evidence-based
practices in the school and classroom; and (3) is cost-effective and
efficient for school districts to implement and sustain.

**Grant/Contract #:** H326M060010

**Awardee:** University of Kansas Center for Research, Inc.

**Title:** Tertiary Intervention: The K--I

**Project Director(s):** Sailor, Wayne

**FY 2006 Amount Awarded:** \$399,999

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2010

**Purpose:** The purpose of this project is to fund a model
demonstration center with schools and implementation in Kansas and
Illinois. The aim is for the center to show: (1) how and when resources
and systems are organized to ensure the success of all students in
accordance with a response to intervention logic model and (2) how
individual supports and interventions for students with complex needs
can be more effectively and efficiently provided.

**Grant/Contract #:**H326T060002

**Awardee:** Teaching Research Institute, WOU

**Title:** National Technical Assistance Center (NTAC)

**Project Director(s):** Stremel, Kathleen

**FY 2006 Amount Awarded:** \$2,100,000

**Beginning Date:** 4/1/2006

**Ending Date:** 3/31/2011

**Purpose:** The purpose of this project is to promote academic
achievement and results for children (birth through 26) who are
deaf‑blind through technical assistance, model demonstration, and
dissemination activities that are supported by evidence-based research.
The project also aims to help address state-identified needs for highly
qualified personnel by ensuring that personnel have skills and
knowledge.

**Grant/Contract #:** H326X060003

**Awardee:** Wisconsin Department of Public Instruction

**Title:** Enhancing the Wisconsin Alternate Assessment: Evidence and
Technology Innovations to Advance Reporting of the Achievements of
Students with Significant Disabilities

**Project Director(s):** Stremel, Kathleen

**FY 2006 Amount Awarded:** \$306,325

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** This project is designed to significantly improve the
Wisconsin Alternate Assessment for Students with Significant
Disabilities (WAA‑SwD), a comprehensive rating scale with items based on
the state's Alternate Performance Indicators and aligned to the state's
Model Academic Standards in reading/language arts, mathematics, science,
and social studies. Although the WAA‑SwD is one of the oldest and most
researched alternate assessments in the country, it has not kept pace
with some of the requirements of *No Child Left Behind* and has been
cited by U.S. Department of Education, Office of Special Education
Programs, peer reviewers as needing improvement in the areas of academic
achievement standards, technical quality, and alignment.

**Grant/Contract #:** H326X060004

**Awardee:** University of Oregon

**Title:** Ensuring the Participation of Students with the Most
Significant Disabilities in Statewide Large‑Scale Assessment Using the
Scaffolded Extended Assessment System (SEAS)

**Project Director(s):** Tindal, Gerald

**FY 2006 Amount Awarded:** \$307,363

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** This project is a direct response to the most recent
outcome of a federal peer review of Oregon's assessment system. One of
the findings of that review was that the life‑skills component of
Oregon's two‑tiered alternate assessment system was no longer eligible
to be included in the state's AYP participation data. Therefore, the
purpose of this project is to develop and validate an alternate academic
assessment for the students previously served by life-skills assessment
(known as Career and Life Role Assessment System, or CLRAS). The new
assessment will be referred to as the Scaffolded Extended Assessment
System, or SEAS.

**Grant/Contract #:** H326X060005

**Awardee:** Arizona Department of Education

**Title:** Refining AIMS‑A: Innovations to Advance Assessment of
Students with Significant Disabilities

**Project Director(s):** Croswell, Judith

**FY 2006 Amount Awarded:** \$290,173

**Beginning Date:** 11/1/2006

**Ending Date:** 10/31/2007

**Purpose:** In this project, the Arizona Department of Education will
develop an innovative method for assessing student achievement in
science and concurrently enhance the technical quality of its alternate
assessment system for students with significant disabilities, the
Arizona Instrument to Measure Standards‑Alternate (AIMS‑A). The current
version of this assessment instrument combines comprehensive rating
scales and structured performance events.

**Grant/Contract #:** H326X060007

**Awardee:** South Carolina Department of Education

**Title:** South Carolina Modifications, Accommodations, Reports, and
Standards (MARS) Project

**Project Director(s):** Siskind, Teri

**FY 2006 Amount Awarded:** \$307,389

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The Office of Assessment and the Office of Exceptional
Children within the South Carolina Department of Education will join
forces to develop alternate achievement standards aligned with South
Carolina's academic content standard; report on the participation and
performance of students with disabilities on alternate assessments; and
develop appropriate assessment accommodations that do not alter
established reliability and validity of the assessment instrument. By
addressing both alternate assessment and accommodation in assessment,
this project will ensure that the majority of students with disabilities
participate in statewide assessment.

**Grant/Contract #:** H326X060008

**Awardee:** Minnesota Department of Education

**Title:** Minnesota General Supervision Enhancement Grant

**Project Director(s):** Troolin, Barbara

**FY 2006 Amount Awarded:** \$307,500

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** This project will improve the effectiveness of testing
accommodations by reevaluating state policies for consistency with best
practices and federal guidelines, and by providing district‑level
training to ensure the consistent application of accommodations in the
classroom and on statewide assessments. The intent of the project is to
develop and implement effective accommodations that do not alter the
validity of the statewide assessment instrument by increasing the
correlation between documented accommodations in the Individualized
Education Program (IEP) and the application of accommodations chosen for
students during statewide assessment.

**Grant/Contract #:** H326X060009

**Awardee:** Iowa Department of Education

**Title:** The SAAFE‑Learning Project: Standards and Assessment
Alignment for Equal Learning

**Project Director(s):** Ikeda, Martin

**FY 2006 Amount Awarded:** \$307,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2007

**Purpose:** The purpose of this project is to develop and validate: (1)
alternate achievement standards aligned with grade‑level content
standards; (2) high-quality alternate assessments that measure the
achievement of students, ages 6 through 21, with the most significant
cognitive disabilities, based on the established alternate achievement
standards; and (3) report on participation and performance of students
with disabilities on alternate assessments.

**Grant/Contract #:** H326X060010

**Awardee:** University of New Hampshire

**Title:** Beyond Access to Assessment

**Project Director(s):** Jorgenson, Cheryl

**FY 2006 Amount Awarded:** \$307,468

**Beginning Date:** 11/1/2006

**Ending Date:** 10/31/2007

**Purpose:** This project will: (1) develop new accommodations for the
New England Common Assessment Program (NECAP) that do not impact its
validity and reliability, and that result in an increase in the
percentage of students taking the NECAP with accommodations, a decrease
in the percentage of students taking the New Hampshire Alternate
Assessment, and an increase in the percentage of students with
disabilities who access the depth, breadth, and complexity of the
general curriculum and (2) enhance the state education agency's ability
to provide guidance and supervision to the local education agencies
relative to the participation of students with disabilities in statewide
assessments.

**Grant/Contract #:** H326X060011

**Awardee:** University of Guam

**Title:** Pacific Assessment Consortium: American Samoa's
Implementation

**Project Director(s):** De Leon, June R.

**FY 2006 Amount Awarded:** \$237,093

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The project provides technical support for the Pacific
Basin entity of American Samoa to improve capacity for accurately
reporting on the performance and participation of students with
disabilities in the statewide assessment system and represents the
second phase (implementation) of American Samoa's participation in the
Pacific Assessment Consortium (PAC6).

**Grant/Contract #:** H326X060012

**Awardee:** University of Guam

**Title:** Pacific Assessment Consortium: Guam's Implementation

**Project Director(s):** De Leon, June R.

**FY 2006 Amount Awarded:** \$188,103

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The project provides technical support for the Pacific
Basin entity of the U.S. Territory of Guam to improve capacity for
accurately reporting on the performance and participation of students
with disabilities in the statewide assessment system and represents the
second phase (implementation) of Guam's participation in the Pacific
Assessment Consortium (PAC6).

**Grant/Contract #:** H326X060013

**Awardee:** University of Guam

**Title:** Pacific Assessment Consortium: Republic of the Marshall
Islands Implementation

**Project Director(s):** De Leon, June R.

**FY 2006 Amount Awarded:** \$230,366

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The project provides technical support for the Pacific
Basin entity of the Republic of the Marshall Islands (RMIs) to improve
capacity for accurately reporting on the performance and participation
of students with disabilities in the statewide assessment system and
represents the second phase (implementation) of RMIs' participation in
the Pacific Assessment Consortium (PAC6).

**Grant/Contract #:** H326X060014

**Awardee:** University of Guam

**Title:** Pacific Assessment Consortium: Federated States of
Micronesia's Implementation

**Project Director(s):** De Leon, June R.

**FY 2006 Amount Awarded:** \$217,066

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The project provides technical support for the Pacific
Basin entity of the Federated States of Micronesia (FSM) to improve
capacity for accurately reporting on the performance and participation
of students with disabilities in the statewide assessment system and
represents the second phase (implementation) of FSM's participation in
the Pacific Assessment Consortium (PAC6).

**Grant/Contract #:** H326X060015

**Awardee:** University of Guam

**Title:** Pacific Assessment Consortium: Republic of Palau

**Project Director(s):** De Leon, June R.

**FY 2006 Amount Awarded:** \$222,753

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The project provides technical support for the Pacific
Basin entity of the Republic of Palau (ROP) to improve capacity for
accurately reporting on the performance and participation of students
with disabilities in the statewide assessment system and represents the
second phase (implementation) of ROP's participation in the Pacific
Assessment Consortium (PAC6).

**Grant/Contract #:** H326X060016

**Awardee:** University of Guam

**Title:** Pacific Assessment Consortium: Commonwealth of the Northern
Mariana Islands Implementation

**Project Director(s):** De Leon, June R.

**FY 2006 Amount Awarded:** \$203,099

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2007

**Purpose:** The project provides technical support for the Pacific
Basin entity of the Commonwealth of the Northern Mariana Islands (CNMIs)
to improve capacity for accurately reporting on the performance and
participation of students with disabilities in the statewide assessment
system and represents the second phase (implementation) of CNMIs'
participation in the Pacific Assessment Consortium (PAC6).

## Technology and Media Services for Individuals with Disabilities Program (20 New Awards for FY 2006) 

**Grant/Contract #:** H327A060011

**Awardee:** CAST, Inc.

**Title:** Phase II Science Writer: A Universally Designed Thinking
Writer

**Project Director(s):** Murray, Elizabeth

**FY 2006 Amount Awarded:** \$599,871

**Beginning Date:** 4/1/2006

**Ending Date:** 3/31/2008

**Purpose**: Research on writing instruction for students with
disabilities indicates that many students benefit from explicit writing
strategy instruction, particularly when coupled with prompts for
self‑regulation. The purpose of this project is to conduct an
experimental study of Science Writer, a technology‑based writing
approach developed by CAST to meet the challenge of supporting students
with disabilities in writing science reports. Science Writer is based on
the principles of universal design for learning, with research‑based
supports for the writing process, structured opportunities to practice
writing, and systems for monitoring student progress that informs
instruction and provides students with helpful feedback.

**Grant/Contract #:** H327A060014

**Awardee:** Regents of the University of Minnesota

**Title:** Computer‑Based Assessment System (CBAS) of Early Reading
Development to Inform and Evaluate Reading Interventions

**Project Director(s):** Christ, Theodore

**FY 2006 Amount Awarded:** \$345,998

**Beginning Date:** 9/1/2007

**Ending Date:** 8/31/2008

**Purpose:** This Phase Ι project will develop an automated
computer‑based assessment system (CBAS) to evaluate the level and rate
of early reading development. The CBAS will integrate the Computer
Adaptive Testing (CAT) and Adaptive Self-Referenced Assessment Test
(ASRT) technology to facilitate an efficient and precise
intervention‑linked assessment system. It is intended that the
application will have significant uses for students who are at risk or
diagnosed with reading disabilities. The automation and psychometric
features of the CBAS can enhance the potential for educators to use data
to drive education-related decisions and provide
effective interventions.

**Grant/Contract #:** H327A060026

**Awardee:** Technical Education Research Centers, Inc.

**Title:** The Signing Science Dictionary Project

**Project Director(s):** Vesel, Judy

**FY 2006 Amount Awarded:** \$168,845

**Beginning Date:** 8/1/2006

**Ending Date:** 7/31/2008

**Purpose:** The goal of this project is to develop an illustrated
interactive 3-D dictionary of signed science terms, evaluate it for
usability and feasibility, and add to the avatar lexicon of technical
terms. The dictionary will be designed to serve the approximately 50,000
students in elementary and middle grades who are deaf or hard of hearing
and whose first language is sign. Under *IDEA* and *No Child Left
Behind*, these students are required to have access to the same content
as students without disabilities. This first‑of‑its‑kind tool will
support access to and understanding of age‑appropriate, standards‑based
science content among members of the target population.

**Grant/Contract #:** H327A060031

**Awardee:** George Mason University

**Title:** Kellar Instructional Handheld Data System (KIHd System)

**Project Director(s):** Behrmann, Michael

**FY 2006 Amount Awarded:** \$300,000

**Beginning Date:** 9/1/2006

**Ending Date:** 8/31/2008

**Purpose:** The fields of data collection and the influx of children
with disabilities who need one‑to‑one training coupled with data
interpretation of their individual progress have converged, so that
development of an uncomplicated system of handling data only one time is
highly desirable. The Kellar Handheld Instructional data (KIHd) system
is intended to address that need. It is a universally accessible
Internet (browser‑based) personal digital assistant that can be used to
collect data and a personal computer that will be used to mainly define
and analyze the data collected. The KIHd System will allow educators and
data collectors to have one‑touch data collection and immediate analysis
of that data in order to make evidence‑based, education-related
decisions. The purpose of this Phase II project, which uses the KIHd
System, is to determine intervention efficacy of single‑subject designs
through randomized tests across a range of environments.

**Grant/Contract #:** H327A060051

**Awardee:** University of Kansas Center for Research, Inc.

**Title:** Effects of Progress Monitoring Supported by National
Web‑Based Technology on the Intervention Results of Infants and Toddlers
With and Without Disabilities Ages Birth to Three

**Project Director(s):** Greenwood, Charles; Buzhardt, Jay

**FY 2006 Amount Awarded:** \$598,823

**Beginning Date:** 11/1/2006

**Ending Date:** 10/31/2009

**Purpose:** Progress monitoring is a science‑based practice used to
evaluate individual child progress. While it has been used extensively
in K--12 special and general education, little is known about its
effectiveness with infants and toddlers, especially when it is coupled
with response to intervention methods. This Steppingstones Phase II
project will investigate the effectiveness of using a Web‑based
technology to conduct progress monitoring of early expressive
communication outcomes for infants and toddlers with and without
disabilities, ages birth to 3 years.

**Grant/Contract #:** H327A060054

**Awardee:** Michigan State University

**Title:** Project ACCELerate: Accelerating Expository Literacy in the
Support of Students in the Middle School Curriculum

**Project Director(s):** Englert, Carol Sue; Okolo, Cindy; Mariage, Troy

**FY 2006 Amount Awarded:** \$300,000

**Beginning Date:** 8/16/2006

**Ending Date:** 8/15/2009

**Purpose:** In the face of challenging expository curricula, teachers
need to be better equipped to bridge the gap between learners who are
proficient in an array of strategies for understanding and composing
expository text, and those learners who are not proficient. Effective
interventions must be designed to not only provide access to the
literacy strategies needed by students, but to increase teachers'
competence in teaching expository strategies effectively. Project
ACCELerate will address these needs by integrating evidence‑based
literacy strategies that can help students read and write expository
texts in a Web‑based learning environment.

**Grant/Contract #:** H327A060055

**Awardee:** University of Oregon

**Title:** Project DIVIDE in Mathematics: Dynamic Instruction Via
Designed Environments in Mathematics

**Project Director(s):** Ketterlin Geller, Leanne

**FY 2006 Amount Awarded:** \$199,328

**Beginning Date:** 9/1/2006

**Ending Date:** 8/31/2008

**Purpose:** Presently, teachers struggle to support the needs of
students with disabilities in the general education curriculum due, in
part, to the difficulty of implementing accommodations in instruction
and assessment. Additionally, math instruction for students with
disabilities is often limited to rote memorization of computation facts
with little attention to developing a conceptual framework for applying
these skills or to using the skills in problem‑solving tasks. Further,
the use of technological supports is minimized. This Phase Ι project
will address all of these issues by developing a stand‑alone dynamic
learning station that can deliver individualized supplemental
instruction to support the needs of students with limited access skills
and prerequisite skills.

**Grant/Contract #:** H327A060059

**Awardee:** University of Delaware

**Title:** Facilitating Language and Learning Through Customized
Language Representations

**Project Director(s):** Mineo Mollica, Beth

**FY 2006 Amount Awarded:** \$268,724

**Beginning Date:** 1/1/2007

**Ending Date:** 12/31/2008

**Purpose:** The design of many instructional and augmentative
communication products renders them inaccessible to many young children
with disabilities, although it is often this very population that most
needs specialized supports for expressive communication and language
learning. With Steppingstones Phase Ι funding, the University of
Delaware's Center for Applied Science and Engineering developed a device
to address such needs. This device enables the capture of images from an
individual's surroundings for incorporation into assessments,
interventions, and communication devices in a variety of representation
forms in order to exploit perceptual features that are most salient for
that individual. This Phase II project will carry that work to its next
stage by investigating the effectiveness of this image customization.

**Grant/Contract #:** H327A060060

**Awardee:** Oregon Research Institute

**Title:** Investigating the Effects of Teaching Orientation and
Mobility Skills to Children Who Are Blind or Visually Impaired in
Virtual Reality: A Phase II Steppingstones Project

**Project Director(s):** Inman, Dean

**FY 2006 Amount Awarded:** \$298,411

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2008

**Purpose:** The purpose of this project is to study the effectiveness
of virtual reality orientation and mobility training for children who
are blind or visually impaired. These children are taught how to use
tactical and acoustical information to move safely within the real
world. This is a difficult task that requires many hours of intense
one‑on‑one training in a variety of settings over a period of many
years. The study seeks to determine if training in virtual reality
affects performance in actual reality. A preliminary pilot study
indicates this technique works; however, there are questions that
unknown or unmeasured factors could be responsible for improved
performance as well.

**Grant/Contract #:** H327A060066

**Awardee:** Ohio State University Research Foundation

**Title:** Access Tomorrow: Using E‑Mentoring, Web‑Based, and Assistive
Technologies for Increasing Achievement and Transition Outcomes

**Project Director(s):** Izzo, Margo

**FY 2006 Amount Awarded:** \$199,463

**Beginning Date:** 8/1/2006

**Ending Date:** 7/31/2008

**Purpose:** Despite the current emphasis on higher academic standards,
many youths with disabilities are still leaving school without the
academic and 21^st^-century skills needed to participate fully in
employment and postsecondary education. To address this gap, mentoring
programs have been established and appear to have significant positive
outcomes for students. However, more research is needed to examine the
relationship between mentoring and academic achievement, youth
employment, and postsecondary education. This project will address that
need through a three‑tiered model called Access Tomorrow.

**Grant/Contract #:** H327A060072

**Awardee:** University of Oregon

**Title:** TeenMail: Using Electronic Communication to Connect Teens
with Traumatic Brain Injury (TBI) to Their Peers

**Project Director(s):** Sohlberg, McKay; Fickas, Stephen

**FY 2006 Amount Awarded:** \$399,940

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2008

**Purpose:** Adolescents with TBI present a unique profile of social,
behavioral, cognitive, and academic challenges. These impairments lead
to problems with social interaction and result in the loss of a peer
network. The goal of this project is to produce a communication
technology for youths with TBI with demonstrated usability and high
potential to impact social connectedness with noninjured peers.

**Grant/Contract #:** H327A060075

**Awardee:** University of Hawaii

**Title:** Text‑to‑Speech Software as a Tool for Improving the Reading
Comprehension and Overall Reading Skills of Students with Difficulty
Reading

**Project Director(s):** Stodden, Robert

**FY 2006 Amount Awarded:** \$200,000

**Beginning Date:** 7/1/2006

**Ending Date:** 6/30/2008

**Purpose:** This project will determine if text‑to‑speech software is
an effective tool for improving the reading comprehension, reading rate,
and reading skills of 9th and 10th grade students identified as learning
disabled and who read between the 1.0 and 5.0 grade levels. This
research will investigate text‑to‑speech software and its effectiveness
as a compensatory strategy for improving reading comprehension as well
as its effectiveness as a tool for improving reading skills, thus
influencing in‑school behaviors. The research aims to contribute to the
national priorities of increasing the research base on the effectiveness
of assistive technology, as expressed in the New Freedom Initiative and
the *Assistive Technology Act*.

**Grant/Contract #:** H327C060012

**Awardee:** Narrative Television Network

**Title:** NTN's Multi‑Technology Accessible Educational Project

**Project Director(s):** Stovall, Jim

**FY 2006 Amount Awarded:** \$376,650

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The goal of this project is to provide accessible
educational television programming to children (K through 12) with aural
or visual disabilities. It also aims to develop new ways to create and
distribute videos, DVDs, CD‑ROMs, and streamed videos for utilization in
educational settings. The overarching goal is to help children with
visual or aural disabilities engage in age-appropriate educational
activities as they strive to maintain an equal educational footing with
their peers. The project will work with its program partners and
Captioning Coalition members to describe, or caption and describe, 700
hours of new, widely available educational programming for children with
disabilities.

**Grant/Contract #:** H327C060013

**Awardee:** CaptionMax, Inc.

**Title:** Access to Emerging Technologies: History, Social Studies, and
Civics in the Classroom

**Project Director(s):** Duckler, Max

**FY 2006 Amount Awarded:** \$376,650

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to provide fully accessible
and enhanced multimedia educational programs for history, social
studies, and civics classrooms and gain feedback from deaf, hard of
hearing, blind, and low vision students and teachers about the value and
ease of use of these access services in new technologies.

**Grant/Contract #:** H327C060014

**Awardee:** CaptionMax, Inc.

**Title:** Access to Emerging Technologies: Science in the Classroom

**Project Director(s):** Duckler, Max

**FY 2006 Amount Awarded:** \$376,650

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to create captions and video
descriptions as well as enhanced captions and expanded video
descriptions for curriculum‑based science programs by taking advantage
of the flexibility and interactivity of new media formats.

**Grant/Contract #:** H327E060001

**Awardee:** American Printing House for the Blind and Dyslexic, Inc.

**Title:** National Instructional Materials Access Center (NIMAC)

**Project Director(s):** Myers, Julia

**FY 2006 Amount Awarded:** \$920,500

**Beginning Date:** 6/1/2006

**Ending Date:** 5/31/2011

**Purpose:** Congress mandated in *IDEA,* Sec. 674(e), that the
secretary establish and support, through the American Printing House for
the Blind, a center to be known as the National Instructional Materials
Access Center (NIMAC), not later than one year after the date of
enactment of *IDEA of 2004*. The NIMAC shall receive and maintain a
catalog of print instructional materials prepared in the National
Instructional Materials Accessibility Standard (NIMAS), the standard
established by the secretary to be used in the preparation of electronic
files suitable and used solely for efficient conversion into specialized
formats, made available to such center by the textbook publishing
industry, state education agencies, and local education agencies.

**Grant/Contract #:** H327K060001

**Awardee:** Recording for the Blind & Dyslexic, Inc.

**Title:** Accessible Media for Students with Visual Impairment

**Project Director(s):** Smith, Peter

**FY 2006 Amount Awarded:** \$11,880,000

**Beginning Date:** 10/1/2005

**Ending Date:** 9/30/2006

**Purpose:** Recording for the Blind & Dyslexic, Inc. (RFB&D) is a
national provider of accessible audio textbooks for print‑disabled
students. The mission of RFB&D is to create educational opportunities
for print‑disabled students by providing and promoting the effective use
of accessible educational materials.

**Grant/Contract #:** H327N060002

**Awardee:** National Association of the Deaf

**Title:** Described and Captioned Media Program

**Project Director(s):** Stark, Bill

**FY 2006 Amount Awarded:** \$1,499,460

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to ensure that elementary
and secondary students with vision or hearing loss will benefit from the
same educational media used to enrich the educational experiences of
other students. Hence, educational media will be selected, captioned,
described, and then distributed through a proposed Accessible Learning
Center network as well as through digital technology mechanisms of
streaming and downloading. A fully accessible Web site providing
registration and media scheduling will support this activity. The
project also will promote educational media accessibility through the
development of an information clearinghouse.

**Grant/Contract #:** H327Q060001

**Awardee:** GWETA, Inc.

**Title:** Reading Rockets: A Multi‑Media Literacy Project

**Project Director(s):** Gunther, Noel

**FY 2006 Amount Awarded:** \$1,535,000

**Beginning Date:** 7/1/2006

**Ending Date:** 6/30/2009

**Purpose:** The purpose of this project is to disseminate the best
research‑based findings on teaching reading to young children with
reading disabilities. The project aims to reach its audience of parents,
teachers, special education directors, child care providers, school
administrators, and policy-makers. The project aims to: (1) operate and
expand its Web sites; (2) produce a new half‑hour TV program about
nurturing literacy in young children as part of the "Launching Young
Readers" PBS series; (3) present two new webcasts featuring leading
reading researchers and practitioners; and (4) undertake ongoing
outreach and promotion, coordinating efforts with national partners,
like the National Association of Elementary School Principals, the
American Language Association, and the American Speech Hearing
Association.

**Grant/Contract #:** H327Z060003

**Awardee:** American Institutes for Research

**Title:** Center to Support Technology Innovation for Children with
Disabilities

**Project Director(s):** Gray, Tracy

**FY 2006 Amount Awarded:** \$799,997

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The goal of this project is to serve as a change agent and
information hub within the field of innovators and researchers,
developing a collaborative network by working with leaders in the field
and disseminating relevant and customized information through a variety
of channels. The project aims to: (1) develop and implement a national
collaborative network; (2) promote the distribution and use of
technology‑related products and approaches; (3) track technology
innovation developments and needs; and (4) engage in communication and
evaluation activities.

## Training and Information for Parents of Children withDisabilities Program (29 New Awards for FY 2006)

**Grant/Contract #:** H328C060009

**Awardee:** LINKS Mat‑Su Parent Resource Center

**Title:** LINKS Mat‑Su Parent Resource Center

**Project Director(s):** Sprague, Teresa Kay

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The goal of this project is to provide families of children
with disabilities, ages birth through 26, with the training and
information they need. The project will expand its capacity to serve
underserved parents of children with disabilities in the Mat‑Su Borough,
the fastest growing area in Alaska. The Mat‑Su Valley is home to the
second largest school district in Alaska, with approximately 1,500
students of whom approximately 14 percent experience some type of
identified disability. The project plans to address the area's unique
feature of being a rapidly growing, yet severely isolated, suburb.
Finally, while addressing the lack of access to information,
transportation, training, support, and other resources, the project also
will address rapid shifts in the local culture and the increased demand
for limited services.

**Grant/Contract #:** H328C060012

**Awardee:** Family Support Network/HOPE

**Title:** HOPE Parent Resource Center

**Project Director(s):** Dieter, Vicki

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The purpose of this project is to provide training and
information to families of children ages birth through 26 with all types
and levels of disabilities. To respond to *No Child Left Behind*, the
center focuses on diverse underserved or unserved community members,
low‑income parents, and parents with disabilities who are traditionally
isolated and underserved in the rural Catawba Valley area of North
Carolina.

**Grant/Contract #:** H328C060014

**Awardee:** Denver‑Metro Community Parent Resource Center, Inc.

**Title:** Denver‑Metro Community Parent Resource Center, Inc.

**Project Director(s):** Tramutt, Jacey

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The purpose of the Denver‑Metro Community Parent Resource
Center (CPRC) is to provide parents of children with disabilities with
the resources, training, referrals, and disability-related information
they need. The project also aims to support inclusive educational and
community opportunities for families in the Denver‑Metro area, including
those from low-income backgrounds with children, from ages birth through
26, with the full range of disabilities as described in *IDEA*.

**Grant/Contract #:** H328C060019

**Awardee:** Disability Rights Education and Defense Fund, Inc.

**Title:** DREDF Family Resource Center

**Project Director(s):** Byrnes, Wendy

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The goal of this project is to provide families of children
with disabilities in underserved or unserved communities, including
those with low-income and limited English proficiency, with the training
and information they need. Approximately 40 percent of children in
foster care receive special education services. This project will train
and provide follow‑up technical assistance and advocacy support to
foster parents of children with disabilities, ages birth through 26;
family members of those children; older foster youths with disabilities;
and child welfare and dependency personnel working with foster children
with disabilities in Alameda County, Calif.

**Grant/Contract #:** H328C060021

**Awardee:** Families Together of the Palouse‑Northwest Region

**Title:** Reaching Out with Resources to Rural Families

**Project Director(s):** Scuderi, Peggy; Curry, Chris

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The purpose of this project is to serve low-income, rural
families with children with the full range and severity of disabilities
and parents with disabilities in 16 school districts in four counties in
southeastern Washington state. The project will address the unique needs
of low-income families who live in rural areas, have limited resources,
and need intensive one‑on‑one training, information and support in order
to help their children meet developmental and functional goals, achieve
the academic goals set for all children, and lead productive,
independent adult lives.

**Grant/Contract #:** H328C060023

**Awardee:** Training and Information Centers for Parents of Children
with Disabilities Program

**Title:** CDIC---Community Parent Resource Center

**Project Director(s):** Mata, Betty

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The purpose of this project is to establish a Community
Parent Resource Center (CPRC) for the community of El Paso, Texas, and
the surrounding area. This community is geographically, economically,
and politically isolated, and it is marked by great diversity in per
capita income, educational attainment, and English proficiency. The CPRC
will provide training, information, and related support services for
parents of children with disabilities in a service delivery region that
includes 12 regional school districts and a combined student population
of approximately 167,000 students.

**Grant/Contract #:** H328C060027

**Awardee:** Center for Families of Individuals with Developmental
Disabilities

**Title:** Community Parent Resource Center in American Samoa

**Project Director(s):** Najera‑Suisala, Elda

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The purpose of this project is to serve parents and
families of infants, toddlers, and children, from ages birth through 26,
with the full range of disabilities as described in *IDEA*. Hence, the
projects goals are to: (1) provide training and information to meet the
needs of parents, including their rights, responsibilities, and
protections under *IDEA*; (2) provide a variety of direct services to
meet their educational, social‑emotional, and medical needs, their
interaction with the local government and social service agencies, and
other activities that promote inclusion in the community at large; (3)
develop a comprehensive outreach program that ensures all parents and
families, living on American Samoa, particularly isolated families,
underserved parents, and parents of children who may be inappropriately
identified as having disabilities when they do not have them, have
access to information and resources otherwise unavailable; (4) provide
training and information for the project board and staff members on laws
governing the rights of individuals with disabilities and the provision
of special education, related services, and early intervention services
to help ensure that children with disabilities are receiving appropriate
services; and (5) develop a comprehensive operations and work plan to
maintain the project as a functional organization to meet project goals
and objectives, the work requirements of the staff, the requirements of
funding sources, and to respond appropriately and in a timely manner to
the changing demands of the community.

**Grant/Contract #:** H328C060028

**Awardee:** Oregon Family Information Referral Services and Training

**Title:** Oregon Family Information Referral Services and Training

**Project Director(s):** Saraceno, Anne

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The goal of this project is to provide families of children
with disabilities, from underserved or unserved communities, including
those with low-income and limited English proficiency, with the training
and information they need. The project will prepare and empower parents
of children with disabilities to address the diverse needs of their
children. The project intends to target underserved parents of children
with disabilities who reside in Washington, Clackamas, and Multnomah
counties in Oregon. These families will receive training, information,
and services in their native languages and in their communities to
improve education results and help prepare their children to lead
productive and independent adult lives.

**Grant/Contract #:** H328C060032

**Awardee:** Association for Special Children & Families Community
Parent Resource Center

**Title:** Highlands Parent Center

**Project Director(s):** Abdul, Angela

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The goal of this project is to assist underserved parents
of children with disabilities living in five rural, wooded communities
of New Jersey. These are parents who have disabilities, live in the
domestic violence shelters, foster parents of children with behavioral
disabilities, and those isolated from support due to geographic,
attitudinal, and cultural barriers.

**Grant/Contract #:** H328C060040

**Awardee:** "Para I Famagu'on‑ta" (For Our Children) Project

**Title:** Saipan, Tinian and Rota Parent Organization (STaRPO)

**Project Director(s):** Fejeran, Josephine Muna

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** The purpose of this project is to provide information,
training, and support services to parents of children with disabilities.
Specific project goals are to: (1) provide training and information to
parents of children with disabilities, in particular to low-income,
underserved parents of children with disabilities living in the remote
outer island areas; (2) partner with the state education agency to
assist parents of children with disabilities in understanding procedural
safeguards under *IDEA* and mediation; (3) partner with parent
organizations in the other Pacific jurisdictions (Commonwealth of the
Northern Mariana Islands, Palau, Guam, Republic of the Marshall Islands,
and American Samoa), and with mainland/U.S. parent training information
centers and community parent resource centers; (4) network with all
national clearinghouses and organizations that conduct dissemination
activities under *IDEA* and with other national, state, and local
agencies, organizations, and projects that serve parents of children
with disabilities; and (5) collect, analyze, and report data on an
annual basis to the U.S. Department of Education.

**Grant/Contract #:** H328M060003

**Awardee:** Stone Soup Group

**Title:** Alaska Parent Training and Information Center at Stone Soup
Group

**Project Director(s):** Smart, Jayson

**FY 2006 Amount Awarded:** \$267,122

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to coordinate, manage, and
provide training, information, and resource distribution, and other
activities to develop the capacity of Alaska's parents and caregivers
supporting infants, toddlers, youths and young adults with disabilities
statewide.

**Grant/Contract #:** H328M060004

**Awardee:** Advocates for Children of New York

**Title:** Parent Training and Information Center: Training and
Information for Parents of Children with Disabilities

**Project Director(s):** Espada, Ann

**FY 2006 Amount Awarded:** \$214,023

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to serve the parents of
infants, toddlers, and children with the full range of disabilities
described in *IDEA* from ages birth through 26 in New York City, with a
focus on underserved parents, parents of children who may be
inappropriately identified as having a disability when they do not have
one, and those who face the greatest barriers to receiving appropriate
services, including barriers due to poverty, race, ethnicity, limited
English proficiency, involvement in the child welfare or juvenile
justice systems, homelessness, domestic violence, or teen parenthood.

**Grant/Contract #:** H328M060006

**Awardee:** Sinergia, Inc.

**Title:** Metropolitan Parent Training and Information Center

**Project Director(s):** Somoza, Mary

**FY 2006 Amount Awarded:** \$214,023

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to provide outreach,
information, training, advocacy, and assistance and referral to parents
of children with the full range of disabilities, ages birth through 26,
through the full passage of services from early intervention to
postsecondary services.

**Grant/Contract #:** H328M060009

**Awardee:** The Advocacy Center

**Title:** Parent Training and Information Center

**Project Director(s):** Blackwell, Jason

**FY 2006 Amount Awarded:** \$532,867

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The goal of this project is to provide training on *IDEA*,
information, referral, technical assistance, and educational advocacy
services to parents and families of children with the full range of
disabilities, ages birth through 26, throughout 57 counties of upstate
New York.

**Grant/Contract #:** H328M060010

**Awardee:** Coalition for Citizens with Disabilities

**Title:** Mississippi Parent Training and Information Center

**Project Director(s):** Jefferson‑Acker, Celestine; Troupe, Mary

**FY 2006 Amount Awarded:** \$241,609

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2009

**Purpose:** This project will provide parents of children with
disabilities, ages birth through 26, with the information and training
parents need to meet developmental and functional goals and challenging
academic achievement goals that have been established for all children
while also preparing them to lead productive, independent adult lives to
the maximum extent possible.

**Grant/Contract #:** H328M060011

**Awardee:** Pathfinder Services of North Dakota, Inc.

**Title:** Training and Information for Parents with Children with
Disabilities

**Project Director(s):** Carter, Jim

**FY 2006 Amount Awarded:** \$208,068

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to provide parents of
children with disabilities, including low‑income parents, parents of
limited English proficient children, and parents with disabilities, with
the training and information they need to enable them to participate
effectively in helping their children with disabilities meet their
developmental and functional goals. The project will serve parents and
children of disabilities from ages birth through 26, throughout the
entire state of North Dakota, with special emphasis on reaching those
families in rural areas who are isolated geographically and have limited
resources.

**Grant/Contract #:** H328M060012

**Awardee:** Wisconsin Family Assistance Center for Education, Training
and Support, Inc.

**Title:** Wisconsin Parent Training and Information Center

**Project Director(s):** Serak, Jan; Salzar, Courtney

**FY 2006 Amount Awarded:** \$445,084

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will ensure that parents of infants, toddlers,
and children with disabilities (birth through 26) receive training and
information to help improve results for their children.

**Grant/Contract #:** H328M060013

**Awardee:** Special Education Action Committee, Inc.

**Title:** SEAC Parent Assistance Center

**Project Director(s):** Wheat, Barbara

**FY 2006 Amount Awarded:** \$278,131

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project currently serves Alabama as its only Parent
Training and Information Center, providing accessible training,
individualized instruction, and follow‑up support to assist families of
children with disabilities in understanding the provisions under *IDEA*
for educating children with disabilities.

**Grant/Contract #:** H328M060015

**Awardee:** KY‑SPIN, Inc.

**Title:** Kentucky Special Parent Involvement Network (KY‑SPIN)

**Project Director(s):** Logsdon, Paulette

**FY 2006 Amount Awarded:** \$251,222

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to provide parents of
children with disabilities, including low‑income parents, parents of
limited English proficient children, and parents with disabilities, with
the training and information they need to enable them to participate
effectively in helping their children with disabilities. The goal is to
have families be able to meet the developmental, functional, and
challenging academic achievement goals that have been established for
all children, so that their children will be prepared to lead
productive, independent, adult lives.

**Grant/Contract #:** H328M060019

**Awardee:** Maine Parent Federation

**Title:** SPIN: Statewide Parent Information Network

**Project Director(s):** LaChance, Janice

**FY 2006 Amount Awarded:** \$191,416

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The goal of this project is to serve all families in Maine
with children with disabilities ages birth through 26 as identified by
*IDEA*.

**Grant/Contract #:** H328M060023

**Awardee:** Resources for Children with Special Needs, Inc.

**Title:** A Parent Training and Information Center in New York City

**Project Director(s):** Schlesinger, Karen

**FY 2006 Amount Awarded:** \$214,023

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** Resources for Children with Special Needs, Inc. (RCSN) was
established by parents to ensure that all NYC children from ages birth
through 26 with any of the full range of disabilities, their families,
and the professionals who work with them have access to and obtain
educational and other services they need.

**Grant/Contract #:** H328M060024

**Awardee:** PTI Nebraska

**Title:** Parent Training and Information Center in Nebraska

**Project Director(s):** Davis, Glenda

**FY 2006 Amount Awarded:** \$228,319

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to provide parents of
children with disabilities, including low‑income parents, parents of
limited English proficient children, and parents with disabilities, with
the training and information they need to enable them to participate
effectively in helping their children with disabilities meet
developmental and functional goals, and the challenging academic
achievement goals that have been established for all children.

**Grant/Contract #:** H328M060025

**Awardee:** Central Parent Parent Center, Inc.

**Title:** Assistance with Achieving Results in Education (AWARE):
Florida, Region 2

**Project Director(s):** Gilley, Eileen

**FY 2006 Amount Awarded:** \$287,100

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** AWARE will provide parents of children with disabilities,
including low‑income parents, those with children of limited English
proficiency, and parents with disabilities, with the training and
information they need to enable them to participate effectively in
helping their children meet developmental and functional goals and the
Sunshine State Standards. The project will ensure that children with
disabilities and their parents receive training and information on their
rights, responsibilities, and protections under *IDEA* in order to
develop the skills necessary to cooperatively and effectively
participate in planning and decision making related to early
intervention, educational, and transitional services.

**Grant/Contract #:** H328M060026

**Awardee:** Family Network on Disabilities of Florida, Inc.

**Title:** Parents of the Panhandle Information Network (POPIN)

**Project Director(s):** Ocampo, Ashley; La Belle, Richard

**FY 2006 Amount Awarded:** \$99,000

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** Family Network on Disabilities of Florida Inc. (FND) has
been Florida's sole parent training information center (PTI) since 1986.
Providing training and information to students with disabilities, their
parents, and professionals on their rights and responsibilities under
federal law will continue to be a priority of the project, now focused
on Region 1 of Florida where the PTI will be called Parents of the
Panhandle Information Network (POPIN).

**Grant/Contract #:** H328M060027

**Awardee:** Vermont Parent Information Center

**Title:** Families as Partners in Special Education

**Project Director(s):** Curtin, Constance

**FY 2006 Amount Awarded:** \$191,931

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** This project will assist parents of children with
disabilities, ages birth through 26, to effectively participate in their
children's education, development, and transition to adult life.

**Grant/Contract #:** H328M060028

**Awardee:** The Parents' Place of Maryland, Inc.

**Title:** The Parents' Place of Maryland, Inc.

**Project Director(s):** Thomas, Josie

**FY 2006 Amount Awarded:** \$294,911

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The mission of the Parents' Place is to enhance the ability
of persons with disabilities (ages birth through 26) to participate as
fully as possible in home, school, and community life through providing
education, information and referral, individual technical assistance,
and support activities for their parents and families.

**Grant/Contract #:** H328M060029

**Awardee:** PEAK Parent Center, Inc.

**Title:** Colorado Parent Training and Information Center

**Project Director(s):** Buswell, Barbara

**FY 2006 Amount Awarded:** \$527,567

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** PEAK Parent Center will provide training and information to
Colorado families of children ages birth through 26 with the full range
of disabilities to enhance the parents' ability to participate actively
in education decisions for their children. PEAK is designed to increase
families' understanding of *IDEA*, knowledge of evidence‑based
practices, and advocacy skills so that children with disabilities in
Colorado will be served more effectively and achieve positive outcomes.

**Grant/Contract #:** H328M060036

**Awardee:** APNI, Inc.

**Title:** Parent Training and Information Center Serving the Island of
Puerto Rico

**Project Director(s):** Vila, Carmen Seles

**FY 2006 Amount Awarded:** \$276,091

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The purpose of this project is to provide parents of
children with disabilities in Puerto Rico with the training and
information they need to help their children. This help includes: (1)
meeting the developmental and functional goals and challenging academic
standards that have been established for all children; (2) preparing
young adults to lead productive, independent adult lives to the maximum
extent possible; and (3) ensuring that children with disabilities and
their parents receive information and training on their rights,
responsibilities, and protection under *IDEA*.

**Grant/Contract #:** H328M060037

**Awardee:** Nevada P.E.P., Inc.

**Title:** Parent Training and Information Center

**Project Director(s):** Taycher, Karen

**FY 2006 Amount Awarded:** \$208,177

**Beginning Date:** 10/1/2006

**Ending Date:** 9/30/2011

**Purpose:** The goal of this project is to provide training and
information to families of children with disabilities, so that the
families might help their children meet developmental and functional
goals and the challenging academic goals that have been established for
all children.

#  {#section .unnumbered}

# Appendix: Descriptions of Studies and Evaluations Conducted in FY 2006

**Pre‑Elementary Education Longitudinal Study (PEELS).** This study
examines the preschool and early elementary school experiences of
children with disabilities and their performance over time. It focuses
on children's preschool environments and experiences, their transition
to kindergarten, their kindergarten and early elementary education
experiences, and their performance over time on assessments of academic
and adaptive skills (including social development and participation in
the classroom and community) as realized by ages 8 through 10. For more
information, see www.PEELS.org.

**National Longitudinal Transition Study‑2 (NLTS2).** The purpose of the
study is to provide a national picture of the experiences and
achievements of students in special education during high school and as
they transition from high school to adult life. Data are collected on
students' individual and household characteristics; characteristics of
their schools, school programs, and classroom experiences; secondary
school performance and outcomes; adults services and supports; and early
adult outcomes in employment, education and training, independence, and
social domains. These data are used to examine new issues facing youths
in transition and to suggest directions for service provision, research,
and policy. NLTS2 was designed with many of the same features of OSEP's
original NLTS (1987--93) in order to identify the nature and extent of
changes in the special education services provided to high school
students and in their postschool achievements in the last two decades.
For more information, see www.nlts2.org.

**An Evaluation of States' Monitoring and Improvement Practices*.*** In
order to determine whether compliance with *IDEA* supports positive
results for children with disabilities, OSEP designed and implemented a
multifaceted monitoring process. The process is grounded in seven basic
principles: (1) It is continuous; (2) It relies on data-based decisions;
(3) It focuses on state-identified needs; (4) Results are made public;
(5) The process includes technical assistance and partnerships with
stakeholders; (6) It promotes state accountability; and (7) It is based
on state self-assessment. OSEP has worked to refine and support states'
implementation of this process since 2001. An evaluation at this
juncture was developed to provide critical information to improve and
support the monitoring process and thereby develop better data on which
to base decisions about services. This, in turn, will lead to better
results for children with disabilities and their families. The
evaluation study has three primary objectives: (1) to describe the scope
and nature of the various monitoring processes implemented by states or
other entities for parts B and C of *IDEA*, including general
characteristics of the process, staff responsibilities and training, and
funding sources and levels; (2) to evaluate the effectiveness of states'
parts B and C of *IDEA* monitoring processes identifying systemic causes
of poor outcomes for children with disabilities so that they can be
ameliorated; and (3) to provide recommendations to states regarding
potential best practices in monitoring that should be more
systematically investigated or widely disseminated, and elements of
states' monitoring processes that could benefit from increased resource
allocations.

**Early Childhood Longitudinal Study---Kindergarten Cohort (ECLS‑K) and
Early Childhood Longitudinal Study‑Birth Cohort (ECLS‑B).** The Early
Childhood Longitudinal Study (ECLS) program is conducted by the
Department of Education's Institute of Education Science's National
Center for Education Statistics. ECLS provides national data on
children's status at birth and at various points thereafter; children's
transitions to non‑parental care, early education programs, and school;
and children's experiences and growth through the eighth grade. ECLS
also provides data to test hypotheses about the effects of a wide range
of family, school, community, and individual variables on children's
development, early learning, and early performance in school. The birth
cohort follows a sample of children from birth through kindergarten
entry. The kindergarten cohort follows a sample of children from
kindergarten through the eighth grade. For more information, see
<http://nces.ed.gov/ecls>.

**National Study on Alternate Assessments (NSAA).** (This project did
not receive funds in FY 2006, but it is continuing operation until
2009). The purpose of this study is to: determine the current status of
alternate assessment development, policy and practice in the states;
identify past and current trends and possible future directions in
alternate assessment; describe how alternate assessment policies and
practices are implemented for individual students with disabilities,
their teachers, and families; and identify how variations in policy and
practice relate to student experiences and selected outcomes. It will
address these topics by a variety of activities that include a telephone
survey of respondents in the 50 states and the District of Columbia,
analysis of pertinent state documents, production of state and national
profiles, in‑depth case studies, and a quantitative analysis of data
collected during the case studies.

**Design of the National Assessment of the Individuals with Disabilities
Education Improvement Act of 2004 (IDEA 2004).** The purpose of this
study is to inform the design of the Congressionally‑mandated national
assessment of *IDEA 2004*. The design contract includes the following
activities: (a) convene a technical working group of early intervention,
special education, and evaluation experts to consider implementation,
outcomes, and impact questions for the national assessment; (b) review
and document extant data that may be useful in answering these
questions; (c) determine what evaluation questions require new data
collection; and (d) describe design options for studying the
implementation and impacts of programs and services supported under
*IDEA 2004*. The final report for the design contract is due in July
2007, and will include options for analyses of extant data, new data
collection, and experimental or quasi‑experimental impact studies under
the evaluation contract(s) that will be awarded in FY 2007.

**Design Task for an Evaluation of the Special Education---Personnel
Development to Improve Services and Results for Children with
Disabilities program.** The purpose of this design task is to develop
design options for an evaluation of the implementation, outcomes, and
impacts of the Special Education---Personnel Development to Improve
Services and Results for Children with Disabilities program. A review of
grantee information and a critical review of key studies will take place
that investigates what personnel should know and be able to do and the
effectiveness of special education personnel preparation programs on
personnel's knowledge, skills, and practices on student achievement.
This review will help to inform the evaluation questions and design
options for an evaluation contract that will be awarded in FY 2007. An
expert panel will offer guidance on evaluation questions and design
options.

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[^1]: *Individuals with Disabilities Education Improvement Act of 2004*,
    P.L. 108‑446, 108th Congress, Dec. 3, 2004. Available at:
    http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2C (last
    accessed Feb. 27, 2007).