[Federal Register Volume 66, Number 97 (Friday, May 18, 2001)]
[Notices]
[Pages 27808-27812]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-12517]



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Part IV





Department of Education





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Office of Special Education and Rehabilitative Services; Special 
Education--Technical Assistance and Dissemination To Improve Services 
and Results for Children With Disabilities Program; Notice

Federal Register / Vol. 66, No. 97 / Friday, May 18, 2001 / Notices

[[Page 27808]]


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DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; Special 
Education--Technical Assistance and Dissemination To Improve Services 
and Results for Children With Disabilities Program

AGENCY: Department of Education.

ACTION: Notice inviting applications for new awards for fiscal year 
(FY) 2001.

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SUMMARY: This notice provides closing dates, a priority, and other 
information regarding the transmittal of applications for a FY 2001 
competition under one program authorized by the Individuals with 
Disabilities Education Act (IDEA), as amended: Special Education--
Technical Assistance and Dissemination to Improve Services and Results 
for Children with Disabilities.

National Education Goals

    The eight National Education Goals focus the Nation's education 
reform efforts and provide a framework for improving teaching and 
learning.
    This priority addresses the National Education Goals that promote 
new partnerships to strengthen schools and expand the Department's 
capacities for helping communities to exchange ideas and obtain 
information needed to achieve the goals.
    This priority would address the National Education Goals by helping 
to improve results for children with disabilities.

Waiver of Rulemaking

    It is generally our practice to offer interested parties the 
opportunity to comment on proposed priorities. However, section 
661(e)(2) of IDEA makes the Administrative Procedure Act (5 U.S.C. 553) 
inapplicable to the priority in this notice.

General Requirements

    (a) The projects funded under this notice must make positive 
efforts to employ and advance in employment qualified individuals with 
disabilities in project activities (see section 606 of IDEA).
    (b) Applicants and grant recipients funded under this notice must 
involve individuals with disabilities or parents of individuals with 
disabilities in planning, implementing, and evaluating the projects 
(see section 661(f)(1)(A) of IDEA).
    (c) The projects funded under this notice must budget for a two-day 
Project Directors' meeting in Washington, DC during the project period.
    (d) Part III of each application submitted under this notice, the 
application narrative, is where an applicant addresses the selection 
criteria that are used by reviewers in evaluating the application. You 
must limit Part III to the equivalent of no more than the number of 
pages listed in the table at the end of this notice, using the 
following standards:
    <bullet> A ``page'' is 8.5" x 11" (on one side only) with one-inch 
margins (top, bottom, and sides).
    <bullet> Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, and captions, as well as all text in charts, 
tables, figures, and graphs.
    <bullet> If using a proportional computer font, use no smaller than 
a 12-point font, and an average character density no greater than 18 
characters per inch. If using a nonproportional font or a typewriter, 
do not use more than 12 characters per inch.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography or references, or the letters of support. 
However, you must include all of the application narrative in Part III.
    We will reject without consideration or evaluation any application 
if--
    <bullet> You apply these standards and exceed the page limit; or
    <bullet> You apply other standards and exceed the equivalent of the 
page limit.

Special Education--Technical Assistance and Dissemination To 
Improve Services and Results for Children With Disabilities (CFDA 
84.326)

    Purpose of Program: The purpose of this program is to provide 
technical assistance and information that support States and local 
entities in building capacity, to improve early intervention, 
educational, and transitional services and results for children with 
disabilities and their families, and address systemic-change goals and 
priorities.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, 86, 97, 98, and 99; (b) The selection criteria for the 
priority under this program are drawn from the EDGAR general selection 
criteria menu. The specific selection criteria for this priority are 
included in the funding application packet for this competition.


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.


    Eligible Applicants: State educational agencies (SEAs) of the 50 
States, the District of Columbia, the Commonwealth of Puerto Rico, and 
outlying areas (United States Virgin Islands, Guam, American Samoa, and 
the Commonwealth of the Northern Mariana Islands). Freely Associated 
States (Federated States of Micronesia, Republic of Palau, Republic of 
the Marshall Islands) are also eligible to apply for funding, but only 
to address system needs of Part B of the IDEA because the Freely 
Associated States do not receive funding under Part C of IDEA. An 
entity eligible to apply for funding under Section 661(b)(1)(A) of IDEA 
may apply on behalf of an SEA or a Freely Associated State, but the 
entity must include a signed letter of endorsement from the Director of 
the SEA or the appropriate official from the Freely Associated State. 
The Assistant Secretary will not fund applications submitted by two 
agencies or entities on behalf of a single State, but encourages joint 
applications from SEAs and State Lead Agencies for Part C early 
intervention services (State Lead Agencies) in States where the SEA is 
not the State Lead Agency. An SEA may endorse the State Lead Agency as 
the State's applicant under the conditions set forth in the Maximum 
Award section.

Priority

    Under section 685 of IDEA and 34 CFR 75.105(c)(3) we consider only 
applications that meet the following absolute priority:

Absolute Priority--IDEA General Supervision Enhancement Grant (84.326X)

Background
    Over the past five years, the Office of Special Education Programs 
(OSEP) has worked with SEAs, local educational agencies (LEAs), 
parents, advocates, and other key stakeholders to shape its monitoring 
system in a way that will drive and support improved results for 
infants, toddlers, and children with disabilities, and their families. 
In order to ensure compliance with IDEA and support positive results, 
OSEP has implemented a Continuous Improvement Monitoring Process (CIMP) 
that:
    (a) Is continuous;
    (b) Is data-driven;
    (c) Is public;
    (d) Includes technical assistance;
    (e) Includes partnerships with stakeholders;
    (f) Includes State accountability; and
    (g) Includes self-assessment.

[[Page 27809]]

    The CIMP includes the following phases:
    (a) Self-assessment;
    (b) Public input;
    (c) Data collection;
    (d) Reporting to the public;
    (e) Improvement planning;
    (f) Implementation of improvement strategies; and
    (g) Verification and consequences.
    An in-depth explanation of the CIMP can be found at: http://dssc.org/frc/monitor ``Click'' on manual100.doc to view in MS WORD or 
on manual100.pdf to view as a pdf file.
    Since the implementation of the CIMP, SEAs and State Lead Agencies 
have embraced the continuous improvement concept. Twenty-one States 
have been monitored using the CIMP, four have submitted Improvement 
Plans, fifteen States have recently completed self-assessments, and the 
remainder are about to initiate the process. From a State systems 
change perspective, many States have begun the difficult process of: 
(1) Developing CIMP systems at the State level; (2) supporting the 
development of CIMP systems at the LEA level; (3) developing new data 
systems to support State and local CIMP systems; and (4) developing and 
implementing improvement plans that include the development or 
enhancement of State systems to identify and disseminate research-based 
educational and early intervention promising practices. Providing the 
States with some initial funds to support their participation in the 
CIMP, as well as to support unique State solutions and strategies 
developed in response to State-specific challenges identified through 
participation in the CIMP, will reinforce OSEP's and the States' 
commitment to CIMP.

Absolute Priority

    This priority has been established to support State activities in 
one or more of the following focus areas. Applicants are encouraged to 
use these funds in combination with other State or Federal funds in 
carrying out project activities, but grant funds awarded under this 
priority must be used to support specific activities whose impact will 
be evaluated separately from activities supported with other funding 
sources. SEA applicants are encouraged to submit joint applications 
with the State Lead Agency.
Focus 1: Developing or Enhancing a Process to Conduct a Self-Assessment
    SEAs and State Lead Agencies often require technical assistance to 
participate in the self-assessment phase of the CIMP. This focus 
supports the development or enhancement of a process for statewide 
self-assessment of the provision of early intervention or special 
education and related services, or both. The process should address 
such areas as:
    (a) Identifying and implementing fiscally efficient processes to 
operate the CIMP Steering Committee;
    (b) Identifying and obtaining data needed to evaluate the provision 
of early intervention and/or special education and related services, or 
both;
    (c) Identifying and using methods to determine data validity and 
reliability;
    (d) Identifying and using valid and reliable techniques to collect 
data from parents, LEAs, advocates, service providers, and other 
stakeholders in early intervention, special education, and related 
services;
    (e) Identifying and using valid and reliable data analysis 
techniques; and
    (f) Identifying and using a decision-making process, based on data 
analysis, that results in valid conclusions regarding areas: (1) In 
compliance; (2) in need of improvement; (3) out of compliance; and (4) 
of strength.
    The self-assessment process must be aligned with the self-
assessment requirements of the CIMP.
Focus 2: Developing or Enhancing a Data System to Support the Needs of 
a CIMP at the State or Local Level
    An analysis of State self-assessments has shown that many of the 
States, and their LEAs and local Part C agencies, lack the 
infrastructure to collect sufficient data to determine the impact of 
special education and early intervention services. The collection and 
use of valid and reliable data are cornerstones of the CIMP.
    This focus supports the development or enhancement of a data system 
that will provide results-oriented information about one or more of the 
following:
    (a) Appropriate early intervention services and/or special 
education and related services;
    (b) The effectiveness of the monitoring system of the SEA or State 
Lead Agency, or both;
    (c) Interagency coordination and fiscal responsibility;
    (d) The effectiveness of the State's dispute resolution system;
    (e) The effectiveness of the State's child find systems;
    (f) Personnel shortages, including those related to retention;
    (g) The system for exercising its general supervisory authority of 
the SEA or State Lead Agency, or both;
    (h) Efforts to address family needs and enhance families' 
capacities to meet the developmental needs of their children;
    (i) Early intervention services in the natural environment and/or 
special education and related services in the least restrictive 
environment;
    (j) The transition from Part C to Part B services;
    (k) The involvement of parents; and
    (l) Transition from school to work or postsecondary education.
    The data system must be aligned with the data collection needs of 
the CIMP.
Focus 3: Developing or Enhancing a Process to Conduct Improvement 
Planning Activities Based on the Self-Assessment, Data Collection and 
Public Reporting Phases of the CIMP
    Based upon an analysis of Improvement Plans submitted by States in 
response to OSEP monitoring reports, OSEP recognizes that many States 
lack a cohesive data-based approach to developing their Improvement 
Plans. Many States engaging in the improvement planning process have 
had trouble identifying and addressing the systemic barriers or factors 
that contributed to the existence of the practice that the State or 
OSEP determined needed improvement. Improvement Plans should include 
solutions that: (1) Are not based on strategies previously employed 
without garnering the proposed results; (2) are based on a clear 
understanding of the systemic variables that are creating the problem; 
(3) address primary, rather than tangential issues and result in 
significant, rather than minimal changes; (4) propose process changes 
that result in practice changes; and perhaps most importantly, (5) 
address the positive impact they intend to have on children with 
disabilities. The process of developing Improvement Plans is a critical 
component of the CIMP, and if done properly will result in improved 
special education, related services, and early intervention services. 
This focus supports the development or enhancement of a process for 
improvement planning that, for example, will result in solutions that:
    (a) Identify systemic barriers to improved early intervention 
services, and/or special education and related services;
    (b) Address the systemic barriers to improved early intervention 
services, and/or special education and related services;
    (c) Include an evaluation component that will demonstrate the 
positive impact of early intervention services, and/or special 
education and related services;
    (d) Include an evaluation component that will demonstrate the 
positive changes in staff practice relative to the

[[Page 27810]]

provision of special education, related, or early intervention 
services;
    (e) Are aligned or coordinated with the State's general education 
reform initiatives; and
    (f) Are consistent with and responsive to OSEP monitoring report 
findings.
    The process must be aligned with the improvement planning phase of 
the CIMP.
Focus 4: Developing or Enhancing State Systems to Identify, 
Disseminate, and Implement Research-Based Promising Educational or 
Early Intervention Practices
    Based upon an analysis of the Self-Assessment and additional data 
collected through the Data Collection phase of the CIMP, an Improvement 
Plan that addresses both compliance with IDEA and improvement of 
results is developed. OSEP has found that, in order to be fully 
effective, many Improvement Plans require a State technical assistance 
and dissemination infrastructure to identify, disseminate, and 
implement research-based promising educational or early intervention 
practices. In many States, this structure is either nonexistent or 
lacks sufficient resources to be effective.
    This focus supports the development or enhancement of a statewide 
technical assistance system that will address such areas as:
    (a) Providing information about research-based intervention and 
instructional practices;
    (b) Supporting the use of research-based instructional and service 
delivery approaches in local schools and agencies;
    (c) Serving as a conduit for the dissemination of research-based 
information between SEAs, State Lead Agencies, local educational and 
Part C agencies, and national technical assistance centers; and
    (d) Improving the efficacy of disseminating information.
    The proposed activities must be aligned with the Improvement 
Planning process.

Competitive Preferences

    Within this absolute priority, we will award the following 
competitive preference points under section 606 of IDEA and 34 CFR 
75.105(c)(2)(i), to applications that are otherwise eligible for 
funding under this priority:
    Up to ten (10) points based on the effectiveness of the applicant's 
strategies for employing and advancing in employment qualified 
individuals with disabilities in project activities as required under 
paragraph (a) of the ``General Requirements'' section of this notice. 
In determining the effectiveness of those strategies, we may consider 
the applicant's past success in pursuit of this goal.
    Therefore, for purposes of this competitive preference, applicants 
can be awarded up to a total of 10 points in addition to those awarded 
under the published selection criteria for this priority. That is, an 
applicant meeting this competitive preference could earn a maximum 
total of 110 points.

Maximum Award

    Project award amounts are for a single budget period of twelve (12) 
months. Maximum FY 2001 State basic grant awards are listed in this 
notice. Applicants should note that they may apply for awards of 
differing amounts based on whether the application addresses the needs 
of: (1) Only the Part B program; or (2) both the Parts B and C 
programs.
    In order to apply for the combined Parts B and C award, the 
application must describe in Part III: (1) How the SEA and State Lead 
Agency participated in developing the application; and (2) how the 
applicant will use the funding to address the needs of both the Parts B 
and C programs.
    If an SEA endorses the State Lead Agency as the State's applicant, 
the application must describe: (1) How the State Lead Agency and SEA 
collaborated to develop the application; and (2) how the State Lead 
Agency will use the award to address the needs of both the Parts C and 
B programs (e.g., developing or enhancing a data system that tracks the 
transition of toddlers from Part C to Part B services). The amounts for 
the State basic grant are based on OSEP's assessment that the minimal 
amounts necessary to address only Part B program needs and both Parts B 
and C program needs are $120,000 and $200,000 respectively. Amounts 
above the minimum levels were calculated based on the 85 percent 
population and 15 percent poverty rates used in the Part B formula 
grant award calculations. Outlying area levels are $80,000 for 
addressing only Part B and $100,000 for addressing both Parts B and C. 
Because Freely Associated States participate only in the Part B 
program, a level of $80,000 has been established for addressing Part B 
only. States should not propose a budget in their application for the 
basic grant award that exceeds the amounts in this notice.
    At our discretion, we may reduce the grant award levels based on 
available funds. We will reject and will not consider an application 
that proposes a budget period exceeding twelve (12) months or that, for 
the basic grant award, exceeds the amounts listed in this notice for 
each State.

SUPPLEMENTARY INFORMATION: OSEP may have additional funds available to 
support enhancements to the activities described in the applications 
approved for funding under this competition. Applicants wishing to 
apply for enhancement funds may add up to five (5) additional pages to 
Part III to describe additional activities that augment or complement 
those presented in the narrative section of their basic grant proposal. 
Enhancement activities may be simply an expansion of activities already 
described in the narrative or they may be new activities that will 
improve the quality of the previously proposed tasks; for example, 
additional staff training, the acquisition of expert technical 
assistance, or improved stakeholder involvement. A separate budget for 
the enhancement funds must be prepared and included in Part II of the 
application. The budget for the enhancement funds must not exceed 
thirty percent of the award amount listed for the basic grant (i.e., 
either 30 percent of the award for Part B only or 30 percent of the 
award for Parts B and C, depending on whether the application addresses 
only the needs of Part B or the needs of Parts B and C).
    Page Limits: The maximum page limit for this priority, if only 
applying to address Part B is twenty (20) double-spaced pages for a 
basic grant and twenty-five (25) pages for a basic grant with 
enhancements. The maximum page limit if applying to address Part B and 
Part C is thirty (30) double-spaced pages for a basic grant and thirty-
five (35) pages for a basic grant with enhancements.


    Note: Applications must meet the required page limit standards 
that are described in the ``General Requirements'' section of this 
notice.


    For Applications Contact: Education Publications Center (ED Pubs), 
P.O. Box 1398, Jessup, Maryland 20794-1398. Telephone (toll free): 1-
877-4ED-Pubs (1-877-433-7827). FAX: 301-470-1244. Individuals who use a 
telecommunications device for the deaf (TDD) may call (toll free) 1-
877-576-7734.
    You may also contact ED Pubs via its Web site (http://www.ed.gov/pubs/edpubs.html) or its E-mail address (<a href="/cdn-cgi/l/email-protection#57323327223524173e39322379323379303821"><span class="__cf_email__" data-cfemail="c9acadb9bcabba89a0a7acbde7acade7aea6bf">[email protected]</span></a>).
    If you request an application from ED Pubs, be sure to identify 
this competition as follows: CFDA 84.326X.

FOR FURTHER INFORMATION CONTACT: Grants and Contracts Services Team, 
U.S. Department of Education, 400

[[Page 27811]]

Maryland Avenue, SW., room 3317, Switzer Building, Washington, DC 
20202-2550. Telephone: (202) 260-9182.
    If you use a TDD you may call the Federal Information Relay Service 
(FIRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact office listed.
    Individuals with disabilities may obtain a copy of the application 
package in an alternative format by contacting the Department contact 
office. However, the Department is not able to reproduce in an 
alternative format the standard forms included in the application 
package.

Intergovernmental Review

    This notice is subject to the requirements of Executive Order 12372 
and the regulations in 34 CFR part 79. The objective of the Executive 
order is to foster an intergovernmental partnership and a strengthened 
federalism by relying on processes developed by State and local 
governments for coordination and review of proposed Federal financial 
assistance.
    In accordance with the order, we intend this document to provide 
early notification of the Department's specific plans and actions for 
those programs.

                                  Individuals with Disabilities Education Act--Application Notice for Fiscal Year 2001
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                                                                                          Maximum award for basic
   CFDA No. and name--84.326X IDEA     Applications     Application      Deadline for       grants (per year)*       Project                  Estimated
   General Supervision Enhancement    available  05/   deadline date  intergovernmental --------------------------  period, 12      Page      number of
                Grant                      25/01         07/13/01      review  09/13/01   IDEA Parts  IDEA Part B     months      limit**     awards, 24
                                                                                             B&C          only
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Alabama.............................  ..............  ..............  .................     $326,995      228,311  ...........          (<SUP>1</SUP>)  ...........
Alaska..............................  ..............  ..............  .................      222,501      139,433  ...........  ...........  ...........
Arizona.............................  ..............  ..............  .................      365,640      260,720  ...........  ...........  ...........
Arkansas............................  ..............  ..............  .................      274,755      183,358  ...........  ...........  ...........
California..........................  ..............  ..............  .................    1,152,434      919,827  ...........  ...........  ...........
Colorado............................  ..............  ..............  .................      317,398      221,322  ...........  ...........  ...........
Connecticut.........................  ..............  ..............  .................      287,921      196,339  ...........  ...........  ...........
Delaware............................  ..............  ..............  .................      220,315      137,458  ...........  ...........  ...........
Florida.............................  ..............  ..............  .................      615,644      476,477  ...........  ...........  ...........
Georgia.............................  ..............  ..............  .................      452,348      338,250  ...........  ...........  ...........
Hawaii..............................  ..............  ..............  .................      230,944      146,523  ...........  ...........  ...........
Idaho...............................  ..............  ..............  .................      240,805      155,155  ...........  ...........  ...........
Illinois............................  ..............  ..............  .................      549,460      419,137  ...........  ...........  ...........
Indiana.............................  ..............  ..............  .................      341,761      239,728  ...........  ...........  ...........
Iowa................................  ..............  ..............  .................      280,665      189,877  ...........  ...........  ...........
Kansas..............................  ..............  ..............  .................      277,239      187,070  ...........  ...........  ...........
Kentucky............................  ..............  ..............  .................      311,373      215,831  ...........  ...........  ...........
Louisiana...........................  ..............  ..............  .................      354,317      255,084  ...........  ...........  ...........
Maine...............................  ..............  ..............  .................      230,857      146,922  ...........  ...........  ...........
Maryland............................  ..............  ..............  .................      337,094      238,616  ...........  ...........  ...........
Massachusetts.......................  ..............  ..............  .................      365,732      264,459  ...........  ...........  ...........
Michigan............................  ..............  ..............  .................      496,541      378,845  ...........  ...........  ...........
Minnesota...........................  ..............  ..............  .................      347,591      247,414  ...........  ...........  ...........
Mississippi.........................  ..............  ..............  .................      288,884      195,955  ...........  ...........  ...........
Missouri............................  ..............  ..............  .................      355,803      253,942  ...........  ...........  ...........
Montana.............................  ..............  ..............  .................      223,824      140,575  ...........  ...........  ...........
Nebraska............................  ..............  ..............  .................      250,664      163,832  ...........  ...........  ...........
Nevada..............................  ..............  ..............  .................      255,904      167,713  ...........  ...........  ...........
New Hampshire.......................  ..............  ..............  .................      233,410      149,042  ...........  ...........  ...........
New Jersey..........................  ..............  ..............  .................      423,010      314,418  ...........  ...........  ...........
New Mexico..........................  ..............  ..............  .................      262,833      174,414  ...........  ...........  ...........
New York............................  ..............  ..............  .................      748,801      595,330  ...........  ...........  ...........
North Carolina......................  ..............  ..............  .................      423,520      310,992  ...........  ...........  ...........
North Dakota........................  ..............  ..............  .................      219,041      136,474  ...........  ...........  ...........
Ohio................................  ..............  ..............  .................      522,298      398,591  ...........  ...........  ...........
Oklahoma............................  ..............  ..............  .................      307,176      213,685  ...........  ...........  ...........
Oregon..............................  ..............  ..............  .................      301,101      207,084  ...........  ...........  ...........
Pennsylvania........................  ..............  ..............  .................      522,568      401,520  ...........  ...........  ...........
Rhode Island........................  ..............  ..............  .................      227,361      143,826  ...........  ...........  ...........
South Carolina......................  ..............  ..............  .................      316,041      220,783  ...........  ...........  ...........
South Dakota........................  ..............  ..............  .................      222,534      139,590  ...........  ...........  ...........
Tennessee...........................  ..............  ..............  .................      359,337      255,436  ...........  ...........  ...........
Texas...............................  ..............  ..............  .................      896,367      714,091  ...........  ...........  ...........
Utah................................  ..............  ..............  .................      282,274      189,654  ...........  ...........  ...........
Vermont.............................  ..............  ..............  .................      216,439      134,520  ...........  ...........  ...........
Virginia............................  ..............  ..............  .................      389,523      284,536  ...........  ...........  ...........
Washington..........................  ..............  ..............  .................      361,309      259,608  ...........  ...........  ...........
West Virginia.......................  ..............  ..............  .................      250,142      163,554  ...........  ...........  ...........
Wisconsin...........................  ..............  ..............  .................      348,438      248,360  ...........  ...........  ...........
Wyoming.............................  ..............  ..............  .................      214,698      132,919  ...........  ...........  ...........
D.C.................................  ..............  ..............  .................      214,178      132,336  ...........  ...........  ...........
Puerto Rico.........................  ..............  ..............  .................      361,591      256,775  ...........  ...........  ...........
American Samoa......................  ..............  ..............  .................      100,000       80,000  ...........  ...........  ...........

[[Page 27812]]

 
Guam................................  ..............  ..............  .................      100,000       80,000  ...........  ...........  ...........
Northern Marianas...................  ..............  ..............  .................      100,000       80,000  ...........  ...........  ...........
Virgin Islands......................  ..............  ..............  .................      100,000       80,000  ...........  ...........  ...........
Federated States of Micronesia......  ..............  ..............  .................  ...........       80,000  ...........  ...........  ...........
Republic of Palau...................  ..............  ..............  .................  ...........       80,000  ...........  ...........  ...........
Republic of the Marshall Islands....  ..............  ..............  .................  ...........       80,000  ...........  ...........  ...........
--------------------------------------------------------------------------------------------------------------------------------------------------------
Consistent with EDGAR 34 CFR 75.104(b), we will reject any application that proposes a project funding level that exceeds the stated maximum award
  amount for basic grants.
** Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted above. Please refer to the ``Page Limit''
  requirements included under the priority description and the page limit standards described in the ``General Requirements'' section. See also the
  ``Supplemental Information'' section. We will reject and will not consider an application that does not adhere to this requirement.
\1\ Basic Grants: B Only--20; B&C--30.
Basic Grants of Enhancement: B Only--25; B&C--35.

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published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: http://www.access.gpo/nara/index.html


    Program Authority:  20 U.S.C. 1485.


    Dated: May 15, 2001.
Francis V. Corrigan,
Deputy Director, National Institute on Disability and Rehabilitation 
Research.
[FR Doc. 01-12517 Filed 5-17-01; 8:45 am]
BILLING CODE 4000-01-P


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