32878 Federal Register / Vol. 66, No. 117 / Monday, June 18, 2001 / Notices

DEPARTMENT OF EDUCATION

Office of Special Education and

Rehabilitative Services; Special

Education—Research and Innovation

To Improve Services and Results for

Children With Disabilities Program

AGENCY: Department of Education.

ACTION: Notice inviting applications for

new awards for fiscal year (FY) 2001.

SUMMARY: This notice provides closing

dates and other information regarding

the transmittal of applications for two

FY 2001 competitions under one

program authorized by the Individuals

with Disabilities Education Act (IDEA),

as amended: Special Education—

Research and Innovation to Improve

Services and Results for Children with

Disabilities.

National Education Goals

The eight National Education Goals

focus the Nation’s education reform

efforts and provide a framework for

improving teaching and learning.

This priority addresses the National

Education Goals 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

priorities in this notice.

General Requirements

(a) The projects funded under this

notice must make positive efforts to

employ and advance in employment

qualified individuals with disabilities in

project activities (see section 606 of

IDEA).

(b) Applicants and grant recipients

funded under this notice must involve

individuals with disabilities or parents

of individuals with disabilities in

planning, implementing, and evaluating

the projects (see section 661(f)(1)(A) of

IDEA).

(c) The projects funded under these

priorities must budget for a two-day

Project Directors’ meeting in

Washington, DC during each year of the

project.

(d) In a single application, an

applicant must address only one

absolute priority in this notice.

(e) Part III of each application

submitted under a priority in this

notice, the application narrative, is

where an applicant addresses the

selection criteria that are used by

reviewers in evaluating the application.

You must limit Part III to the equivalent

of no more than the number of pages

listed in the table at the end of this

notice for each applicable priority, using

the following standards:

• A ‘‘page’’ is 8.5′′ x 11′′ (on one side

only) with one-inch margins (top,

bottom, and sides).

• Double-space (no more than three

lines per vertical inch) all text in the

application narrative, including titles,

headings, footnotes, quotations, and

captions, as well as all text in charts,

tables, figures, and graphs.

• If using a proportional computer

font, use no smaller than a 12-point

font, and an average character density

no greater than 18 characters per inch.

If using a nonproportional font or a

typewriter, do not use more than 12

characters per inch.

The page limit does not apply to Part

I, the cover sheet; Part II, the budget

section, including the narrative budget

justification; Part IV, the assurances and

certifications; or the one-page abstract,

the resumes, the bibliography or

references, or the letters of support.

However, you must include all of the

application narrative in Part III.

We will reject without consideration

or evaluation any application if—

• You apply these standards and

exceed the page limit; or

• You apply other standards and

exceed the equivalent of the page limit.

Research and Innovation To Improve

Services and Results for Children With

Disabilities [CFDA 84.324]

Purpose of Program: To produce, and

advance the use of, knowledge to: (a)

Improve services provided under IDEA,

including the practices of professionals

and others involved in providing those

services to children with disabilities;

and (b) improve educational and early

intervention results for infants, toddlers,

and children with disabilities.

Eligible Applicants: For absolute

priority 1, eligible applicants are:

Institutions of higher education (IHEs),

Local educational agencies (LEAs), and

private nonprofit organizations. For

absolute priority 2, eligible applicants

are: IHEs and private nonprofit

organizations.

Applicable Regulations: (a) The

Education Department General

Administrative Regulations (EDGAR) in

34 CFR parts 74, 75, 77, 80, 81, 82, 85,

86, 97, 98, and 99; (b) The selection

criteria for the priorities under this

program are drawn from the EDGAR

general selection criteria menu. The

specific selection criteria for each

priority are included in the funding

application packet for the applicable

competition.

Note: The regulations in 34 CFR part 86

apply to institutions of higher education

only.

Priority

Under 34 CFR 75.105(c)(3), we

consider only applications that meet

one of the following priorities:

Absolute Priority 1—Centers for

Implementing K–3 Behavior and

Reading Intervention Models (CFDA

84.324X)

Background: Effective strategies that

intervene early in a child’s development

are well recognized in improving results

for children with disabilities.

Unfortunately, approximately sixty

percent of the children currently being

served under IDEA are typically

identified too late to receive full benefit

from those interventions. This problem

is most prominent with two specific

populations of children—those

identified for special education and

related services under the categories

‘‘emotional disturbance’’ (ED) and

‘‘specific learning disabilities’’ (LD).

These children are often not identified

as being eligible for special education

and related services until after their

disabilities have reached severe

proportions. These are children who,

very early in their education, experience

marked difficulties learning to read or

exhibit behaviors that lead to discipline

problems as they get older.

There currently exists a substantial

and compelling body of research

describing how to assess, identify, and

help these children. For instance,

research indicates that both populations

of children:

(a) Can be assessed and identified

early with relative ease and accuracy;

(b) Are at high risk for dropping out

of school, becoming discipline

problems, and failing in school;

(c) Often fall behind because they do

not receive appropriate interventions

earlier;

(d) Can make tremendous gains when

provided with effective services during

early childhood; and

(e) May need individually tailored

interventions because one approach

may not fit all children.

A key feature of promising

schoolwide programs is their emphasis

on the inclusion of all students in the

Federal Register / Vol. 66, No. 117 / Monday, June 18, 2001 / Notices 32879

school. Effective support for reading and

behavior begins by attending to all

students. Providing such support, in

turn, requires understanding the range

of reading difficulties and behavioral

problems students present in schools

and a knowledge of the research-based

strategies and practices for addressing

those difficulties and challenges. To

meet these varied needs, interventions

need to be systemic and address a range

of needs across three groups,

representing three levels of intervention

intensity:

(a) Primary prevention involves

universal instruction to avert the onset

of behavioral problems and reading

deficits such as research-based

schoolwide reading and behavior

programs.

(b) Secondary prevention refers to

strategies and procedures that address

small groups of students who need

additional support or assistance to

successfully acquire new skills in

reading and behavior.

(c) Tertiary prevention involves more

intense, specialized interventions, such

as one-on-one interventions, for

individual students who despite

previous instruction and intervention

efforts experience chronic behavioral

problems or marked difficulties in

learning to read.

Although previous research and

model demonstration projects have

evaluated many aspects of the reading

process and approaches to behavior

management, model demonstration

projects have not been implemented and

sustained extensively in LEAs to

systematically evaluate—

(a) Professional development for

regular and special education teachers

related to intervening early with

children with marked difficulties in

reading and behavior;

(b) A continuum of varied

interventions for children with reading

and behavior difficulties;

(c) Scaffolding or support in all

curriculum areas for children in K–3

with reading and behavior difficulties

while providing specialized or intensive

interventions in reading or behavior;

(d) Continuous assessment to

determine and predict progress;

(e) Systemic changes to ensure

sustainability of the model;

(f) Simultaneous reading and behavior

interventions that target the

interdependence of reading and

behavior.

Priority

The purpose of this priority is to

support six centers (two centers for

reading, two centers for behavior, and

two centers for reading and behavior)

that will demonstrate school-based

models of effective programs and

practices to serve children grades K–3

who are identified as having marked

difficulty learning to read or who

exhibit serious behaviors that lead to

discipline problems as they get older.

The goals for these projects include:

(a) To implement systemic

improvements in the provision of

effective reading (tertiary) and behavior

interventions (primary, secondary, and

tertiary) in K–3, including systems for

professional development and technical

assistance;

(b) To improve reading and behavior

results for children in grades K–3; and

(c) To implement effective models

which are cost effective.

A coordination center will be funded

separately to collect and analyze data

from the six reading and behavior

centers funded under this priority to

determine the effectiveness across the

three types of models—reading only,

behavior only, and reading and

behavior, and the cost effectiveness of

the models. The reading and behavior

centers and the coordination center

must work together to decide on

common measures. The reading and

behavior centers must submit data to the

coordination center according to a

schedule that will be established during

the first three months of the projects.

Projects funded under this priority

must:

(a) Select schools for implementation

in conjunction with the coordination

center and subject to OSEP approval

after the awards have been made.

(b) Implement reading or behavior

model demonstrations in at least seven

elementary schools (K–5 or K–6) that are

representative of schools across the

nation, including, but not limited to,

schools having multiple classes at each

grade level K–3 and students with a

variety of cognitive and behavioral

abilities.

(c) Provide comprehensive technical

assistance to each of the schools.

(d) Collect data requested by the

coordination center, using the methods

and instruments that will be determined

during the first three months, for both

reading and behavior as well as detailed

budgets for the cost of implementation

of the model at each school.

(e) Cooperate with the coordination

center and OSEP’s evaluation efforts

throughout the project period to

determine core measures and

instruments to use for assessment across

projects, collect data on project

challenges and progress throughout the

project, and comply with the data

collection procedures established with

the coordination center and approved

by OSEP.

For the application process,

applicants must demonstrate

organizational capacity in each of the

areas below, and once awards are made,

applicants are expected to successfully

implement the following requirements

within the targeted schools:

(a) Identifying students to participate

who have a marked difficulty learning

to read or who exhibit behaviors that

lead to discipline problems later;

(b) Ensuring the provision of effective

research-based instruction as part of

primary and secondary intervention

strategies;

(c) For a schoolwide focus on

behavior, projects must demonstrate

experience and success with developing

the following components of

schoolwide models:

(i) A mission or purpose statement;

(ii) A list of positively stated

behavioral expectations or rules;

(iii) Procedures for directly teaching

these expectations to students;

(iv) A continuum of strategies for

encouraging these expectations;

(v) A continuum of strategies for

discouraging rule violations; and

(vi) Procedures for record keeping and

evaluation;

(d) All projects must demonstrate

experience and success in identifying

schools with a commitment of the

faculty to address behavior or reading as

a schoolwide priority;

(e) Establishing sustainable linkages,

partnerships, and collaboration between

local educational agencies (LEAs) and

research and training programs at

institutions of higher education (IHEs)

or nonprofit educational organizations

in the design, implementation, and

evaluation of projects;

(f) Ensuring the designation of an

implementation coordinator and the

establishment of a committee, including

the principal in each school, to support

the project;

(g) Collaboration and linkages with

Federally supported researchers and

technical assistance providers;

(h) Evaluations that address the

following—

(1) Providing information about how

children at highest risk are identified;

(2) Monitoring each child’s progress

on a frequent basis, including both

formative and summative evaluations;

and

(3) Establishing criteria for a

successful program;

(i) For reading projects—

(1) Identifying and describing the

social, environmental, and cultural

characteristics of each child; and

(2) Developing comprehensive case

studies of each child to determine

32880 Federal Register / Vol. 66, No. 117 / Monday, June 18, 2001 / Notices

factors associated with risk, how they

perform in other areas, how they

performed in preschool, and

characteristics related to reading (e.g.,

prereading development; language,

speech and articulation; primary and

secondary language);

(j) For behavior projects—

(1) Describing the social,

environmental and cultural

characteristics of participating groups of

children or individual children; and

(2) Developing comprehensive case

studies of groups of children or

individual children to determine risk

factors and possible causes, how the

children perform in other areas, how

they performed in preschool, and

characteristics related to behavior;

(k) Establishing a school and family

link related to reading or behavior;

(l) Describing a process for evaluating

the needs at the school level (including

school size and number of target

students) and the amount of money

requested; and

(m) Describing how an effective

model will be sustained when the grant

ends.

Projects funded under this priority

must schedule three trips to

Washington, D.C. the first year and two

trips to Washington, DC each

subsequent year: (1) One trip annually

(as specified in the ‘‘General

Requirements’’ section of this notice);

(2) one trip annually to collaborate with

the Federal project officer and the other

projects funded under this priority, to

share information and discuss model

development, evaluation, and project

implementation issues; and (3) one trip

by the end of the first month of the

project for a planning meeting with the

coordination center and the other

reading and behavior centers.

In deciding whether to continue this

project for the fourth and fifth years, we

will consider the requirements of 34

CFR 75.253(a), and in addition—

(a) The recommendation of a review

team consisting of experts selected by

the Secretary, which review will be

conducted during the last half of the

project’s second year in Washington,

DC. Projects must budget for the travel

associated with this review;

(b) The timeliness and effectiveness

with which all requirements of the

negotiated cooperative agreement have

been or are being met by the project; and

(c) The degree to which the project’s

design and methodology demonstrate

the potential for advancing significant

new knowledge.

Competitive Preference

Within this absolute priority, we will

give the following competitive

preference under section 606 of IDEA

and 34 CFR 75.105(c)(2)(i), to

applications that are otherwise eligible

for funding under this priority:

Up to ten (10) points based on the

effectiveness of the applicant’s strategies

for employing and advancing in

employment qualified individuals with

disabilities in project activities as

required under paragraph (a) of the

‘‘General Requirements’’ section of this

notice. In determining the effectiveness

of those strategies, we may consider the

applicant’s past success in pursuit of

this goal.

Therefore, for purposes of this

competitive preference, applicants can

be awarded up to a total of 10 points in

addition to those awarded under the

published selection criteria for this

priority. That is, an applicant meeting

this competitive preference could earn a

maximum total of 110 points.

Project Period: Under this priority, we

will make two reading, two behavior

and two reading and behavior for six

cooperative agreements with project

periods of up to 60 months.

Maximum Award: The maximum

award amount is $900,000 for one

component or $1,250,000 for two

components for any single budget

period of 12 months. Consistent with

EDGAR 34 CFR 75.104(b), we will reject

any application that proposes a budget

funding level for any year that exceeds

the stated maximum award amount for

that year.

Page Limits: The maximum page

limits for this focus are 70 doublespaced pages for one component

(reading or behavior) and 100 doublespaced pages for two components

(reading and behavior).

Note: Applications must meet the required

page limit standards that are described in the

‘‘General Requirements’’ section of this

notice.

Absolute Priority 2—Coordination

Center for the K–3 Reading and

Behavior Intervention Models (84.324Y)

Background: A priority (CFDA

84.324X) for six centers (two centers for

reading, two centers for behavior, and

two centers for reading and behavior) is

being announced concurrently with this

priority for a coordination center. The

six centers will implement

demonstrations of school-based models

of effective programs and practices to

serve children grades K–3 who are

identified as having marked (i.e.,

tertiary) difficulty learning to read or

who exhibit behaviors that may lead to

discipline problems as they get older.

Priority

The purpose of this priority is to fund

one cooperative agreement that will

coordinate with the reading and

behavior projects to conduct an

evaluation of the six reading and

behavior centers, as implemented by the

entities receiving grants under the

competition (CFDA 84.324X).

(a) The project must systematically

evaluate:

(1) Professional development for

regular and special education teachers

related to intervening early with

children with marked difficulties in

reading and behavior;

(2) A continuum of varied

interventions for children with reading

and behavior difficulties;

(3) Scaffolding or support in all

curriculum areas for children in K–3

with reading and behavior difficulties

while providing specialized or intensive

interventions in reading or behavior;

(4) Continuous assessment to

determine and predict progress;

(5) Sustainability of the model; and

(6) Simultaneous reading and

behavior interventions that target the

interdependence of reading and

behavior.

(b) The evaluation must provide

information and recommendations

regarding the extent to which the

reading and behavior centers are

meeting, and are likely to meet in the

future, their fundamental goals

individually and across the three types

of centers (i.e., reading, reading and

behavior, and behavior):

(1) To implement systemic

improvements in the provision of

effective reading and behavior

interventions in K–3, including systems

for professional development and

technical assistance;

(2) To improve reading and behavior

results for children in grades K–3; and

(3) To implement effective models

that are cost effective.

(c) At a minimum, this project must—

(1) Propose a design for the evaluation

that includes:

(i) An initial set of evaluation

questions based on the purposes of the

evaluation as stated previously;

(ii) A description of the overall

approach or type of evaluation to be

conducted, ensuring that the design

effectively controls for competing

explanations of treatment effects;

(iii) A description of how control

groups, which are representative of

schools across the nation, having, for

example, multiple classes at each grade

level K–3, and a variety of cognitive and

behavioral abilities, have been

established in prior work and how they

Federal Register / Vol. 66, No. 117 / Monday, June 18, 2001 / Notices 32881

will be established for the evaluation of

the reading and behavior projects;

(iv) A matrix of potential sources of

evaluation data for reading and behavior

projects receiving funds during the term

of this cooperative agreement, the

methods of data collection, the

suggested instruments to be used, and

other measurement issues related to

each of the evaluation questions.

Qualitative or quantitative data

collection methods may be proposed,

however, the methods chosen must

allow data to be collected with

precision, maximize validity and

reliability, and include measures that

are sufficiently robust to assess effects of

alternative interventions across all

grants; and

(v) A plan that outlines the type of

data to be gathered and the specific

analyses to be conducted, including

appropriate statistical or valuational

criteria to be applied to these data. The

plan should also indicate how best to

communicate the results of the analyses

to OSEP and other interested parties.

(2) Demonstrate knowledge of

research-based practices and prior

experience with schoolwide reading and

behavior programs;

(3) Propose a timeline for

implementing the design over the 5

years of the project period that allows

for refining the evaluation design with

the reading and behavior centers in the

first year, determining testing

instruments, and initiating human

subjects clearance, as needed;

(4) Submit a final design report at the

end of 3 months from the start date;

(5) Propose a communication plan

with OSEP that describes:

(i) Methods for providing consistent

and timely updates regarding the

progress of this project and for

identifying any constraints or barriers

that arise in implementing the final

evaluation design, budget changes,

preliminary findings, and reports. The

communication plan should include the

annual Grant Performance Report for

Continuation Funding and trips to

Washington, DC as described elsewhere

in this priority;

(ii) A series of interim reports

containing study findings relative to the

research questions and consistent with

the timeline for implementing the

design; and

(iii) A final technical report of the

evaluation (due 60 months following the

start date of the project). A detailed

outline of the final report must be

submitted for review by the project

officer 57 months after the start date of

the project. In addition, the project

officer shall have an opportunity to

provide input on a draft version of the

final report 59 months after the start

date. The report is due 60 months after

the start date of the project and must

contain, at minimum, the following

sections:

(A) Executive Summary;

(B) Background information on the

reading and behavior programs;

(C) Description of the evaluation

study;

(D) Results;

(E) Discussion of results; and

(F) Conclusions, recommendations,

and options; and

(iv) Implement the evaluation

consistent with the design, timeline,

and communication plan;

(6) Collaborate with the reading and

behavior centers in the selection of

schools subject to OSEP approval;

(7) Disseminate the best practices to

other schools and LEAs in consultation

with OSEP; and

(d) The project funded under this

priority must schedule three trips to

Washington, DC the first year and two

trips to Washington, DC each

subsequent year: (1) One trip, annually

(as specified in the ‘‘General

Requirements’’ section of this notice);

(2) one trip, annually to collaborate with

the Federal project officer and the

projects funded under the Centers for

Implementing K–3 Schoolwide Behavior

and Reading Intervention Models

(84.324X), to share information and

discuss model development, evaluation,

and project implementation issues; and

(3) one trip by the end of the first month

of the project for: (i) A planning meeting

with the reading and behavior centers,

and (ii) a meeting with the OSEP project

officer and other OSEP staff to review

and revise, if necessary, the proposed

evaluation design (including the

evaluation questions and analysis plan),

the timeline and communication plan.

The final versions of these documents,

including any changes resulting from

this meeting, will be incorporated into

the requirements of the cooperative

agreement.

In deciding whether to continue this

project for the fourth and fifth years, we

will consider the requirements of 34

CFR 75.253(a), and in addition—

(a) The recommendation of a review

team consisting of experts selected by

the Secretary, which review will be

conducted during the last half of the

project’s second year in Washington,

D.C. Projects must budget for the travel

associated with this review;

(b) The timeliness and effectiveness

with which all requirements of the

negotiated cooperative agreement have

been or are being met by the project; and

(c) The degree to which the project’s

design and methodology demonstrate

the potential for advancing significant

new knowledge.

Competitive Preference

Within this absolute priority, we will

give the following competitive

preference under section 606 of IDEA

and 34 CFR 75.105(c)(2)(i), to

applications that are otherwise eligible

for funding under this priority:

Up to ten (10) points based on the

effectiveness of the applicant’s strategies

for employing and advancing in

employment qualified individuals with

disabilities in project activities as

required under paragraph (a) of the

‘‘General Requirements’’ section of this

notice. In determining the effectiveness

of those strategies, we may consider the

applicant’s past success in pursuit of

this goal.

Therefore, for purposes of this

competitive preference, applicants can

be awarded up to a total of 10 points in

addition to those awarded under the

published selection criteria for this

priority. That is, an applicant meeting

this competitive preference could earn a

maximum total of 110 points.

Project Period: Under this priority, we

will make one award for a cooperative

agreement with a project period of 60

months subject to the requirements of

34 CFR 75.253(a) for continuation

awards.

Maximum Award: The maximum

award amount is $1,200,000 for any

single budget period of 12 months.

Consistent with EDGAR 34 CFR

75.104(b), we will reject any application

that proposes a budget funding level for

any year that exceeds the stated

maximum award amount for that year.

Page Limits: The maximum page limit

for this priority is 100 double-spaced

pages.

Note: Applications must meet the required

page limit standards that are described in the

‘‘General Requirements’’ section of this

notice.

For Applications Contact: Education

Publications Center (ED Pubs), P.O. Box

1398, Jessup, Maryland 20794–1398.

Telephone (toll free): 1–877–4ED–Pubs

(1–877–433–7827). FAX: 301–470–1244.

Individuals who use a

telecommunications device for the deaf

(TDD) may call (toll free) 1–877–576–

7734.

You may also contact Ed Pubs via its

Web site (http://www.ed.gov/pubs/

edpubs.html) or its E-mail address

(edpubs@inet.ed.gov).

If you request an application from ED

Pubs, be sure to identify these

competitions as follows: CFDA 84.324X

and CFDA 84.324Y.

FOR FURTHER INFORMATION CONTACT:

Grants and Contracts Services Team,

32882 Federal Register / Vol. 66, No. 117 / Monday, June 18, 2001 / Notices

U.S. Department of Education, 400

Maryland Avenue, S.W., room 3317,

Switzer Building, Washington, DC

20202–2550. Telephone: (202) 260–

9182.

If you use a TDD you may call the

Federal Information Relay Service

(FIRS) at 1–800–877–8339.

Individuals with disabilities may

obtain this document in an alternative

format (e.g., Braille, large print,

audiotape, or computer diskette) on

request to the contact persons listed in

the preceding paragraph.

Individuals with disabilities may

obtain a copy of the application package

in an alternative format by contacting

the Department as listed above.

However, the Department is not able to

reproduce in an alternative format the

standard forms included in the

application package.

INDIVIDUALS WITH DISABILITIES EDUCATION ACT APPLICATION NOTICE FOR FISCAL YEAR 2001

CFDA No. and name Application

available

Application

deadline

date

Deadline

for intergovernmental reviewMaximum

award (per

of year) 1

Project period Page

Limit 2

Estimated

No.

awards

84.324X Centers for Implementing K–3

Behavior and Reading Intervention Models.

06/22/01 08/03/01 10/02/01 .................. Up to 60 mos .... .................. 6

1 component ................................................. .................. .................. .................. $900,000 ........................... 70 ..................

2 components ............................................... .................. .................. .................. 1,250,000 ........................... 100 ..................

84.324Y Coordination Center for Implementing K–3 Behavior and Reading Intervention Models.06/22/01 08/03/01 10/02/01 1,200,000 Up to 60 mos .... 100 1

1 Consistent with EDGAR 34 CFR 75.104(b), we will reject any application that proposes a project funding level for any year that exceeds the

stated maximum award amount for that year. 2Applicants must limit the Application Narrative, Part III of the Application, to the page limits noted. Please refer to the ‘‘Page Limit’’ requirements included under each priority description and the page limit standards described in the ‘‘General Requirements’’ section. We will reject and

will not consider an application that does not adhere to this requirement.

Electronic Access to This Document

You may view this document, as well

as all other Department of Education

documents published in the Federal

Register, in text or portable document

format (PDF) on the internet at the

following site: www.ed.gov/legislation/

FedRegister.

To use PDF you must have Adobe

Acrobat Reader, which is available free

at the previous site. If you have

questions about using PDF, call the U.S.

Government Printing Office (GPO), toll

free, at 1–888–293–6498; or in the

Washington, DC, area at (202) 512–1530.

Note: The official version of this document

is the document published in the Federal

Register. Free Internet access to the official

edition of the Federal Register and the Code

of Federal Regulations is available on GPO

Access at: http://www.access.gpo/nara/

index.html.

Program Authority: 20 U.S.C. 1472.

Dated: June 13, 2001.

Francis V. Corrigan,

Deputy Director, National Institute on

Disability and Rehabilitation Research.

[FR Doc. 01–15349 Filed 6–15–01; 8:45 am]

BILLING CODE 4000–01–P