19466 Federal Register / Vol. 60, No. 74 / Tuesday, April 18, 1995 / Notices

DEPARTMENT OF EDUCATION

Secondary Education and Transitional

Services for Youth With Disabilities

Program

AGENCY: Department of Education.

ACTION: Notice of final priority.

SUMMARY: The Secretary of Education

announces a final priority for an award

to provide technical assistance to

improve the transition for youth with

disabilities from school to work and

other postsecondary settings. This

priority is intended to provide technical

assistance to support students with

disabilities in a wide range of school to

work experiences and promote their

successful transition to a variety of

postsecondary settings. The Secretary

also announces selection criteria that

will be applied in evaluating

applications submitted for this

competition.

EFFECTIVE DATE: This priority takes effect

May 18, 1995.

FOR FURTHER INFORMATION CONTACT:

Joseph Clair, U.S. Department of

Education, 600 Independence Avenue,

S.W., Room 4622, Switzer Building,

Washington, D.C. 20202–2644.

Telephone: (202) 205–9503. Individuals

who use a telecommunications device

for the deaf (TDD) may call the TDD

number at (202) 205–8169.

SUPPLEMENTARY INFORMATION: Over the

last decade, four pieces of Federal

legislation have been enacted that affect

the transition of students with

disabilities from school to

postsecondary settings, including

gainful employment. These include

amendments to the Individuals with

Disabilities Education Act (IDEA) and

the Rehabilitation Act of 1973, and

passage of the School-to-Work

Opportunities Act of 1994 and the Goals

2000: Educate America Act. Each piece

of legislation is described below.

The Individuals with Disabilities

Education Act, as amended, now

requires that a statement of needed

transition services be included in the

individualized education program (IEP)

of all eligible students beginning no

later than age 16, and at a younger age

if appropriate, and that the statement of

required services be updated on an

annual basis. 20 U.S.C. 1401(a)(20)(D).

Transition services are defined as ‘‘a

coordinated set of activities for a

student, designed within an outcomeoriented process, which promotes

movement from school to post-school

activities * * * and shall include

instruction, community experiences, the

development of employment and other

post-school adult living objectives, and,

when appropriate, acquisition of daily

living skills and functional vocational

evaluation.’’ 20 U.S.C. 1401(a)(19).

The Rehabilitation Act now requires

the State Vocational Rehabilitation

programs to enter into formal

interagency cooperative agreements

with education officials responsible for

the provision of a free appropriate

public education to students with

disabilities in order to facilitate the

development and accomplishment of

long term rehabilitation goals,

intermediate rehabilitation objectives,

and goals and objectives to enable

students with disabilities to live

independently before leaving the school

setting. State vocational rehabilitation

plans must address: (i) provisions for

determining State lead agencies and

qualified personnel responsible for

transition services; (ii) procedures for

outreach to and identification of youth

in need of such services; and (iii) a

timeframe for evaluation and follow-up

of youth who have received such

services. 29 U.S.C. 721(a)(24).

In May of 1994, President Clinton

signed into law the School-to-Work

Opportunities Act of 1994. This law,

administered jointly by the Departments

of Education and Labor, establishes a

national framework within which all

States can create statewide School-toWork Opportunities systems. These

systems will be designed to help youth

acquire the knowledge, skills, abilities,

and labor market information they need

to make a smooth and effective

transition from school to career-oriented

work and to further education and

training.

Under the School-to-Work

Opportunities Act of 1994, 20 U.S.C.

6101 et seq., States and local

partnerships are developing and

implementing plans for school-to-work

opportunities systems that will provide

opportunities for all students, including

those with disabilities, to prepare

successfully for high-skill, high-wage

jobs or further education and training.

Any student who completes a School-toWork Opportunities program of study

will receive: (1) a high school diploma;

(2) a certificate or diploma recognizing

one or two years of postsecondary

education, if appropriate; and (3) a

portable, industry-recognized skill

certificate. While each State and locality

will have broad latitude to design its

own system, every system will have

common core components:

• Work-based learning. Providing

students with a planned program of job

training and work experiences in a

broad range of tasks in an occupational

area, as well as workplace mentoring.

• School-based learning. Including a

coherent multi-year sequence of

instruction—typically including at least

2 years of secondary education and at

least 1 or 2 years of postsecondary

education—tied to occupational skills

standards and challenging academic

standards such as those established by

States under Goals 2000.

• Connecting activities. To ensure

coordination of the work- and schoolbased learning components, such as

providing technical assistance in

designing work-based learning,

matching students with employers’

work-based learning opportunities, and

collecting information on what happens

to students after they complete the

program.

The intent of the Goals 2000: Educate

America Act, 20 U.S.C. 5801 et seq., is

to provide resources to States and

communities to help all students

achieve the high standards they will

need to meet the challenges of the 21st

century. The law supports State and

local efforts to set challenging standards

that will strengthen education in their

States and communities—teaching,

curriculum, and assessments aligned

with higher standards.

Goals 2000 also establishes a National

Skill Standards Board to assist in the

development of rigorous occupational

standards that are relevant to industry.

This Board will have broad-based

representation from business, labor and

education and will identify the specific

knowledge, skill, and ability levels

needed to perform a given job in a given

industry. Standards endorsed by the

board would be linked to the highest

international standards and would

promote the transition to highperformance jobs.

This award will be jointly funded in

fiscal year 1995 under three statutory

authorities: (1) the Secondary Education

and Transitional Services for Youth

with Disabilities Program authorized by

section 626 of the Individuals with

Disabilities Education Act; (2) sections

202(b) (4) and (6) of the Rehabilitation

Act of 1973; and (3) the Cooperative

Demonstration Program authorized by

section 420A of the Carl D. Perkins

Vocational and Applied Technology

Education Act (the Perkins Act). In

fiscal year 1996, the award will include

funding from section 311(d) of the

Rehabilitation Act of 1973. The

Secretary has determined that this joint

award is necessary because of the need

to provide technical assistance to

support students with disabilities in a

wide range of school to work

experiences and promote their

successful transition to a variety of
Federal Register / Vol. 60, No. 74 / Tuesday, April 18, 1995 / Notices 19467

postsecondary settings including gainful

employment.

The funds provided under the

Cooperative Demonstration Program

must meet the cost-sharing requirement

of section 420A(b)(2) of the Perkins Act

implemented by 34 CFR 426.30. In the

first year of the project, we anticipate

providing $25,000 from the Cooperative

Demonstration program. The funds

provided under section 311(d) of the

Rehabilitation Act of 1973 must be used

only for youth with severe disabilities.

In the application notice, we will

inform potential applicants how much

funding we estimate will come from

each program for fiscal year 1995. As

noted above, we anticipate that the

source and amount of funding will

change in future years and will notify

the grantee. If other sources of funding

are added that would result in

additional requirements in a future year,

the Secretary will notify the grantee

concerning those requirements.

The Department believes that people

involved in providing educational,

related, and transitional services to

individuals with disabilities need better

information, particularly in areas such

as: (1) meeting the transition

requirements in Part B of the

Individuals with Disabilities Education

Act, the Rehabilitation Act, and the

School-to-Work Opportunities Act; (2)

helping students with disabilities access

transition programs including those

supported by developing School-toWork Opportunities systems; (3)

overcoming administrative, attitudinal,

and programmatic barriers that limit the

planning and implementation of

effective practices for students with

disabilities in transitional programs,

such as those that school personnel can

use to encourage and facilitate extensive

student/parent involvement; (4) working

with statewide School-to-Work

Opportunities systems to help students

with disabilities acquire the academic

and occupational skills, abilities, and

labor market information they need to

make a smooth and effective transition

from school to career-oriented work or

to further education or training; (5)

building on and enriching current

promising programs such as tech-prep

education, career academies, school-toapprenticeship, youth apprenticeship,

cooperative education, adult education,

adult services, and business-education

compacts; (6) facilitating the

representation of disability interests in

the formation of partnerships among

secondary and postsecondary

educational institutions, private and

public employers, labor organizations,

government, community groups,

parents, and other key groups; and (7)

ensuring that students with disabilities,

including those with severe disabilities,

are provided an integrated array of

learning experiences in the classroom

and at the worksite, including

appropriate modification of curriculum,

instructional techniques, equipment,

and the work environment.

On December 2, 1994 the Secretary

published a notice of proposed priority

for this program in the Federal Register

(59 FR 62248).

Note: This notice of final priority does not

solicit applications. A notice inviting

applications under this program is published

in a separate notice in this issue of the

Federal Register.

Analysis of Comments and Changes

The Department is in the process of

reviewing its priorities to focus them

more closely on improving results for

children, including children with

disabilities, and on eliminating

prescriptive requirements that are

unnecessary to achieve program

purposes and that may limit the creative

approaches in carrying out activities.

This priority has been reviewed by the

Department with these considerations in

mind.

The statement of purpose for the

priority has been revised to more clearly

reflect the goal of ensuring that young

individuals with disabilities acquire the

skills and knowledge, have the

experiences, and receive the services

and supports they need to achieve

successful postschool outcomes.

Technical assistance activities described

in the ‘‘Purpose’’ section have been

broadened consistent with achieving

this goal, while specific targets for

technical assistance are still included in

the ‘‘Priority’’ section. Numerous

prescriptive requirements detailing how

activities are to be conducted have been

eliminated. These include requirements

to field-test, revise, and publicize userfriendly documentation of model

practices; to document proven and

exemplary practices by collecting,

analyzing, and reporting a variety of

descriptive and outcome data; and to

provide information in a number of

narrowly defined specific areas.

In response to the Secretary’s

invitation in the notice of proposed

priority, twelve parties submitted

comments. An analysis of the comments

follows.

Comment: One commenter

recommended that the current State

Systems for Transition Services projects

receive additional funding to provide

the types of activities proposed in this

priority.

Discussion: The Secretary

acknowledges that the activities and

relationships developed by the State

Systems for Transition Services projects

are important to promote successful

transition outcomes for youth with

disabilities, including their

participation in programs supported by

school-to-work opportunities systems, at

the State and local levels. However, the

Secretary believes that it is necessary

that one technical assistance project be

supported to identify, disseminate, and

provide information on proven practices

and approaches from a national

perspective that can successfully

support and accommodate students

with disabilities, including those with

severe disabilities, in transition from

school to employment and other

postsecondary environments.

Change: None.

Comment: One commenter proposed

that a requirement be added that the

technical assistance project enter into an

agreement with a parent training and

information center which has expertise

in technical assistance on transition.

Discussion: While the priority

emphasizes the importance of involving

parents in many of the activities of the

technical assistance project, the

Secretary believes that requiring the

project to enter into an agreement with

a specific parent training and

information center or centers would be

overly prescriptive. However, applicants

may propose such an activity in their

application to address the involvement

of parents.

Change: None.

Comment: One commenter requested

that the following points be considered:

(1) the establishment of guidelines for

joint monitoring; (2) the removal of any

lead agency provisions; (3) the past

success and failure of applicants in

providing nationwide technical

assistance to States; and (4) the

establishment of linkages with one-stop

career centers.

Discussion: In relation to both joint

monitoring and lead agency provision,

the Secretary stresses the importance of

having a project lead agency be

responsible to a Federal lead agency

although other agencies will be involved

in activities such as monitoring and

accountability.

The Secretary notes that the

establishment of linkages or working

relationships with relevant agencies,

such as one-stop career centers, is an

activity that both School-to-Work and

OSERS transition grantees are currently

encouraged to address in the

implementation of their projects. This

priority would allow technical

assistance in developing such linkages

be available to these grantees.

Change: None.
19468 Federal Register / Vol. 60, No. 74 / Tuesday, April 18, 1995 / Notices

Comment: One commenter suggests

that consistent with other school-towork grants, partnerships be eligible to

apply for the technical assistance

project.

Discussion: Eligible applicants for the

technical assistance project include

institutions of higher education (IHEs),

state educational agencies (SEAs), local

educational agencies (LEAs), and other

public or private non-profit institutions

or agencies. The School-to-Work

Opportunities Act defines ‘‘local

partnership’’ as meaning a local entity

that is responsible for a local School-toWork Opportunities program. If a

partnership fits within the definition of

eligible applicant for this priority, it

may apply. However, the recipient of

the grant is expected to demonstrate the

expertise necessary for a national

technical assistance project.

Change: None.

Comment: One commenter asked that

the priority focus on the following

issues: (1) training students to have a

meaningful role in their own transition

plans; (2) meeting the spirit of the law,

including how the various laws can

work together rather than separately;

and (3) exploring the effectiveness of

transition programs which begin before

the age of 16.

Discussion: All of these issues are

currently being addressed in a range of

transition efforts supported by the

Office of Special Education and

Rehabilitative Services (OSERS). The

Secretary has identified as one of the

activities of the technical assistance

project to prepare information,

including information on current

projects, in user friendly formats for

dissemination to relevant audiences. In

addition, the technical assistance

project must provide technical

assistance to these projects. These

activities will produce material on

proven practices that address these

issues.

Change: None.

Comment: One commenter suggested

that vocational rehabilitation agencies

be included as eligible applicants.

Discussion: Vocational rehabilitation

agencies are eligible to submit

applications under this priority.

Change: None.

Comment: One commenter

recommended that the priority

emphasize to a greater extent (1) the

development of relationships with the

State School-to-Work Implementation

Projects and the State Systems for

Transition Services projects and (2) the

need for creating a national network of

innovators and implementors.

Discussion: Language in the current

priority does emphasize the

development of relationships with the

State School-to-Work Implementation

projects and the State Systems for

Transition Services projects as well as

creating a national network of

innovators and implementors through

the dissemination of information on

proven practices and current projects,

including funded research and model

demonstration projects. OSERS

currently supports a separate Institute to

Evaluate and Provide Technical

Assistance to States Implementing

Cooperative Projects to Improve

Transition Services.

Change: Language has been added to

the priority requiring the technical

assistance project to coordinate

activities with other technical assistance

providers such as the Institute to

Evaluate and Provide Technical

Assistance to States Implementing

Cooperative Projects to Improve

Transition Services.

Comment: One commenter states that

it should be clear that this Technical

Assistance Project is not responsible for

monitoring or evaluating either the State

School-to-Work Implementation

projects or the State Systems for

Transition Services projects.

Discussion: OSERS currently supports

a project to provide technical assistance

to the State Systems for Transition

Services projects to improve their

evaluation design. A purpose of this

technical assistance project is to assist

the Departments of Education and Labor

in evaluating School-to-Work

Opportunities Systems. Therefore,

technical assistance will be available to

State School-to-Work Implementation

projects on incorporating students with

disabilities into the evaluation design of

their school-to-work effort. However,

this project is not specifically

responsible for monitoring or evaluating

State School-to-Work Implementation

projects or State Systems for Transition

Services projects.

Change: None.

Comment: One commenter suggests

that technical assistance which

develops or enhances state-level

‘‘systemic reform’’ would have more

benefits and long-term outcomes than

providing technical assistance to current

staff. Consideration should also be given

to the development of incentives to

encourage States to coordinate among

multiple Federal workforce education

and training programs, specifically in

regard to serving youth with disabilities.

Discussion: The technical assistance

project must provide technical

assistance, upon request, to States

receiving School-to-Work Opportunities

Development Grants and provide

technical assistance in accordance with

agreements developed with States

receiving School-to-Work Opportunities

Implementation Grants as well as

providing technical assistance to

relevant staff as their School-to-Work

systems are emerging.

The Secretary agrees that in order to

ensure that transition programs are

successful, relevant employment

training agencies must be involved in

the proposed activities. This would

include coordinating with State

agencies which administer other Federal

workforce education and training

programs, including programs

supported under the Job Training

Partnership Act and the Perkins Act.

Change: Language has been added to

the priority to indicate that, in order to

be effectively implemented, relevant

employment training agencies must be

involved in the proposed project

activities.

Comment: One commenter seeks

clarification as to the extent to which

the documentation of project outcomes

will align with those outcomes specified

in the eight National Education Goals

contained in Goals 2000: Educate

America Act, in addition to those

outlined in IDEA and the School-toWork Opportunities Act.

Discussion: The Goals 2000: Educate

America Act contains several initiatives

which impact on the successful schoolto-work transition of all students. These

initiatives include the establishment of

high academic and skill standards, and

the creation of a National Skill

Standards Board.

Change: The Secretary agrees with the

commenter, and the relevant initiatives

contained in this Act have been

described under the Supplementary

Information section of the priority.

Comment: One commenter requested

that the priority incorporate the

development of a core data base on the

extent to which youth with disabilities

have access to, participate in, and

benefit from the full range of School-toWork Opportunities systems. This data

base could also be used for program

planning, program improvement, and

policy development at the local, State,

and national level. Specific activities

should emphasize (1) the development

of computer-based tools and resources

for data base planning and policy

development and (2) the provision of

evaluation technical assistance in

relation to performance management

systems.

Discussion: The priority currently

requires that the technical assistance

project identify proven practices and

information that is useful in addressing

the secondary education, transitional

service, and postsecondary education
Federal Register / Vol. 60, No. 74 / Tuesday, April 18, 1995 / Notices 19469

needs of individuals with disabilities,

including individuals with severe

disabilities. The development of a core

data base would be one means of

meeting this requirement and applicants

can propose such an activity in their

application. However, the Secretary

believes that requiring the development

of such a data base would be overly

prescriptive.

The priority also requires that this

information be disseminated to all

relevant audiences, including policy

makers, administrators, teachers, other

service providers, parents and

individuals with disabilities, and that

the technical assistance project will

assist the Departments of Education and

Labor in evaluating School-to-Work

Opportunities systems. Therefore, the

Secretary believes that sufficient data

will be available at the national, State,

and local levels which could be used for

program planning, program

improvement, and policy development.

Change: None.

Absolute Priority: Accessing School-toWork, Secondary, and Postsecondary

Environments—A Technical Assistance

and Dissemination Effort

Purpose: The goal of this project is to

help ensure that young individuals with

disabilities acquire the skills and

knowledge, have the experiences, and

receive the services and supports they

need to achieve successful postschool

outcomes, including gainful

employment and independent living.

The project would do this by: (1)

preparing and disseminating

information on how best to meet the

secondary education, transitional

service, and postsecondary education

needs of individuals with disabilities,

including individuals with severe

disabilities, in user-friendly formats to

relevant audiences such as policy

makers, administrators, teachers, other

service providers, parents, and

individuals with disabilities; and (2)

making available technical assistance to

personnel responsible for providing

transitional services for individuals

with disabilities, particularly personnel

working on planning and implementing

School-to-Work Opportunities systems.

A critical focus of this project is

assisting personnel responsible for

providing transitional services and

School-to-Work Opportunities grantees

to develop the necessary skills and

knowledge base to assist individuals

with disabilities, including those with

severe disabilities, to become integrated

into appropriate transition programs

and School-to-Work Opportunities

systems established by States. In order

to be effectively implemented, students,

parents, relevant employment training

agencies and other providers of adult

services, and members of

underrepresented populations, such as

minorities, women, and disadvantaged

persons, must be involved in the

proposed activities.

Technical assistance may be provided

in a variety of ways including training

sessions, on-going consultation,

participation in national meetings, oneon-one State visits, and visits to

successful School-to-Work

Opportunities systems.

The Secretary anticipates funding one

cooperative agreement with a project

period of up to 60 months subject to the

requirements of 34 CFR 75.253(a) for

continuation awards. In making the

initial award, the Secretary will

consider the extent to which applicants

provide evidence that States receiving

School-to-Work Opportunities grants are

likely to participate in technical

assistance activities provided by the

Technical Assistance Project.

In determining whether to continue

this technical assistance project for the

third, fourth, and fifth years, the

Secretary, in addition to applying the

requirements of 34 CFR 75.253(a), will

consider the recommendation of a

review team consisting of three experts

selected by the Secretary. The review,

including a two-day visit to the project,

is to be performed during the third

quarter of the second year and must be

included in the year’s evaluation

required under 34 CFR 75.590. Funds to

cover costs associated with the services

to be performed by the review team are

estimated to be approximately $4,000.

Priority

The Technical Assistance Project

must:

(1) Identify proven practices and

information that is useful in addressing

the secondary education, transitional

service, and postsecondary education

needs of individuals with disabilities,

including individuals with severe

disabilities.

(2) Prepare information, including

information on proven practices and

current projects, in user-friendly formats

for dissemination to relevant audiences,

including policy makers, administrators,

teachers, other service providers,

parents, individuals with disabilities,

and others.

(3) Disseminate information to all

relevant audiences directly and, where

possible, through using existing

networks, systems, and mechanisms

such as INet, the National Library of

Education, Office of Special Education

Programs’ clearinghouses, the Office of

Educational Research and

Improvement’s 10 regional educational

laboratories, parent training and

information centers, and State

information networks.

(4) Provide technical assistance upon

request to States receiving School-toWork Opportunities Development

Grants.

(5) Provide technical assistance in

accordance with agreements developed

with States receiving School-to-Work

Opportunities Implementation Grants.

(6) Provide technical assistance to

Office of Special Education and

Rehabilitative Services projects in the

areas of secondary education,

transitional services, and postsecondary

education, including support for

meetings.

(7) Assist the Departments of

Education and Labor in evaluating

School-to-Work Opportunities systems.

(8) In years two and four, conduct a

national forum that identifies persistent

problems, proposes solutions, and

responds to emerging issues and trends

in providing students with disabilities

with access to School-to-Work

Opportunities systems.

(9) Coordinate activities with other

technical assistance providers such as

Federal technical assistance efforts

related to the implementation of the

School-to-Work Opportunities Act and

the Institute to Evaluate and Provide

Technical Assistance to States

Implementing Cooperative Projects to

Improve Transition Services.

Selection Criteria for Evaluating

Applications

Under the secondary education,

transitional, and postsecondary

education technical assistance and

information dissemination competition,

the Secretary uses the following

selection criteria. These criteria were

taken from 34 CFR 380.11(a)–(e) and

380.13 (f) and (g).

(a) Plan of Operation. (10 points) The

Secretary reviews each application to

determine the quality of the plan of

operation for the project, including—

(1) The extent to which the plan of

management is effective and ensures

proper and efficient administration of

the project; and

(2) How the applicant will ensure that

project participants who are otherwise

eligible to participate are selected

without regard to race, color, national

origin, gender, age, or handicapping

condition.

(b) Quality of key personnel. (15

points) (1) The Secretary reviews each

application to determine the quality of

key personnel the applicant plans to use

on the project, including—
19470 Federal Register / Vol. 60, No. 74 / Tuesday, April 18, 1995 / Notices

(i) The qualifications of the project

director (if one is to be used);

(ii) The qualifications of each of the

other key personnel to be used in the

project;

(iii) The time that each person

referred to in paragraph (b)(1)(i) and (ii)

of this section will commit to the

project; and

(iv) How the applicant, as part of its

nondiscriminatory employment

practices, will ensure that its personnel

are selected for employment without

regard to race, color, national origin,

gender, age, or handicapping condition.

(2) To determine personnel

qualifications under paragraph (b)(1)(i)

and (ii) of this section, the Secretary

considers—

(i) Experience and training in fields

related to the objectives of the project;

and

(ii) Any other qualifications that

pertain to the quality of the project.

(c) Budget and cost-effectiveness. (5

points) The Secretary reviews each

application to determine the extent to

which—

(1) The budget is adequate to support

the project; and

(2) Costs are reasonable in relation to

the objectives of the project.

(d) Evaluation plan. (10 points) The

Secretary reviews each application to

determine the quality of the evaluation

plan for the project, including the extent

to which the applicant’s methods of

evaluation—

(1) Are appropriate to the project; and

(2) To the extent possible, are

objective and produce data that are

quantifiable.

(e) Adequacy of resources. (10 points)

The Secretary reviews each application

to determine the adequacy of the

resources that the applicant plans to

devote to the project, including

facilities, equipment, and supplies.

(f) Evidence of need. (10 points) (1)

The Secretary reviews each application

to assess whether the need for the

proposed technical assistance has been

adequately justified.

(2) The Secretary determines the

extent to which the application—

(i) Describes the technical assistance

needs to be addressed by the project;

(ii) Describes how the applicant

identified those needs;

(iii) Describes how those needs will

be met by the project; and

(iv) Describes the benefits to be gained

by meeting those needs.

(g) Project design. (40 points) (1) The

Secretary reviews each application to

evaluate the quality of the proposed

technical assistance project design.

(2) The Secretary determines the

extent to which—

(i) The technical assistance objectives

are designed to meet the identified

needs and are clearly defined,

measurable, and achievable;

(ii) The content of the proposed

technical assistance and instructional

approach are appropriate for the project

participants.

(3) The Secretary determines the

extent to which each application

provides for—

(i) A method for gaining the

participation of prospective target

populations in need of technical

assistance;

(ii) Innovative procedures for

disseminating information and

imparting skills to project participants;

and

(iii) Use of current research findings

and information on model practices in

providing the technical assistance.

Eligible Applicants: Institutions of

Higher Education (IHEs), State

educational agencies (SEAs), Local

educational agencies (LEAs), and other

public or private non-profit institutions

or agencies.

Intergovernmental Review

This program 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, this

document is intended to provide early

notification of the Department’s specific

plans and actions for this program.

Applicable Program Regulations: 34

CFR Part 326 and 34 CFR Part 426.

Program Authority: 20 U.S.C. 1425, 20

U.S.C. 2420a, 29 U.S.C. 761a(b) (4) and (6),

29 U.S.C. 777a(d), and 20 U.S.C. 1231(b).

(Catalog of Federal Domestic Assistance

Number 84.158, Secondary Education and

Transitional Services for Youth with

Disabilities Program)

Dated: April 13, 1995.

Howard R. Moses,

Acting Assistant Secretary for Special

Education and Rehabilitative Services.

[FR Doc. 95–9511 Filed 4–17–95; 8:45 am]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

[CFDA No.: 84.158]

Secondary Education and Transitional

Services for Youth With Disabilities

Program; Notice Inviting Applications

for New Awards for Fiscal Year (FY)

1995

Purpose of Program: To assist youth

with disabilities in the transition from

secondary school to postsecondary

environments, such as competitive or

supported employment, and to ensure

that secondary special education and

transitional services result in

competitive or supported employment

for youth with disabilities.

This priority support the National

Educational Goals by assisting those

with disabilities in meeting school

readiness and adult literacy goals.

Elibible Applicants: Institutions of

higher education (IHEs), State

educational agencies (SEAs), Local

educational agencies (LEAs), and other

public or private nonprofit institutions

or agencies.

Deadline for Transmittal of

Applications: June 2, 1995.

Deadline for Intergovernmental

Review: August 1, 1995.

Applications Available: April 18,

1995.

Available Funds: $1,400,000.

Estimated Range of Awards:

$1,400,000

Estimated Average Size of Awards:

$1,400,000

Estimated Number of Awards: 1

Project Period: Up to 60 months

Applicable Regulations: (a) The

Education Department General

Administrative Regulations (EDGAR) in

34 CFR Parts 74, 75, 77, 79, 80, 81, 82,

85, and 86; and (b) The regulations in

34 CFR Parts 326 and 426.

Priority: The priority in the notice of

final priority for this program, as

published elsewhere in this issue of the

Federal Register applies to this

competition.

For Applications: To request an

application telephone (202) 205–8162.

Individuals who use a

telecommunications device for the deaf

(TDD) may call the TDD number at (202)

205–8169.

FOR FURTHER INFORMATION CONTACT:

Michael Ward, U.S. Department of

Education, 400 Maryland Avenue, S.W.,

Room 4624, Switzer Building,

Washington, D.C. 20202–2644.

Telephone : (202) 205–8163. Individuals

who use a telecommunications device

for the deaf (TDD) may call the TDD

number at (202) 205–8169.

Information about the Department’s

funding opportunities including copies