`[Federal Register Volume 60, Number 74 (Tuesday, April 18, 1995)]
[Notices]
[Pages 19466-19470]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 95-9511]




[[Page 19465]]

_______________________________________________________________________

Part II





Department of Education





_______________________________________________________________________



Secondary Education and Transitional Services for Youth With 
Disabilities Program; Final Priority and Invitation to Apply for New 
Awards; Notices

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

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 
outcome-oriented 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-to-Work 
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-to-Work 
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 school-based 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 
high-performance 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 [[Page 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-to-Work 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-to-apprenticeship, 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 user-friendly 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. [[Page 19468]] 
    Comment: One commenter suggests that consistent with other school-
to-work 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-to-Work 
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-to-Work Opportunities Act.
    Discussion: The Goals 2000: Educate America Act contains several 
initiatives which impact on the successful school-to-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-to-Work 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 [[Page 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-to-Work, 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, one-on-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-to-Work 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-- [[Page 19470]] 
    (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`