20416 Federal Register / Vol. 61, No. 88 / Monday, May 6, 1996 / Notices

DEPARTMENT OF EDUCATION

Office of Special Education and

Rehabilitative Services; Special

Studies Program

AGENCY: Department of Education.

ACTION: Notice of final priorities.

SUMMARY: The Secretary announces final

priorities for the Special Studies

Program. The Secretary may use these

priorities in Fiscal Year 1996 and

subsequent years. The Secretary takes

this action to focus Federal assistance

on identified needs to improve results

for children with disabilities. These

final priorities are intended to ensure

wide and effective use of program

funds.

EFFECTIVE DATE: These priorities take

effect on July 5, 1996.

FOR FURTHER INFORMATION CONTACT: The

name, address, and telephone number of

the person at the Department to contact

for information on each specific priority

is listed under that priority.

SUPPLEMENTARY INFORMATION: The

Special Studies Program, authorized by

section 618 of Part B of the Individuals

with Disabilities Education Act (IDEA),

as amended, supports studies to

evaluate the impact of the Act,

including efforts to provide a free

appropriate public education to

children and youth with disabilities,

and early intervention services to

infants and toddlers with disabilities.

The results of these studies must be

included in the annual report the

Department is required to submit to the

Congress.

On November 7, 1995, the Secretary

published a notice of proposed

priorities for this program in the Federal

Register (60 FR 56201–56202).

These priorities support the National

Education Goals by improving

understanding of how to enable

children and youth with disabilities to

reach higher levels of academic

achievement.

The publication of these priorities

does not preclude the Secretary from

proposing additional priorities, nor does

it limit the Secretary to funding only

these priorities, subject to meeting

applicable rulemaking requirements.

Funding of particular projects depends

on the availability of funds, and the

quality of the applications received.

Further, FY 1996 priorities could be

affected by enactment of legislation

reauthorizing these programs.

Note: This notice of final priorities does

not solicit applications. A notice inviting

applications under the Testing the Use of An

Instrument to Measure Student Progress

competition is published in a separate notice

in this issue of the Federal Register.

Analysis of Comments and Changes

In response to the Secretary’s

invitation in the notice of proposed

priorities, six parties submitted

comments. An analysis of the comments

and of the changes in the proposed

priorities follows. Technical and other

minor changes—as well as suggested

changes the Secretary is not legally

authorized to make under the applicable

statutory authority—are not addressed.

Priority—Testing the Use of An

Instrument to Measure Student Progress

Comment: One commenter noted that

the priority should evaluate the use of

the PASS Instrument as it applies to

students with disabilities at the different

ages for which transition planning is

required by the Individuals with

Disabilities Education Act (IDEA). The

commenter recommended that the

appropriate age/age range defined by the

term ‘‘transition’’ assessed by the PASS

Instrument should include students ages

14 to exit, not just students at the age

of exit (about age 18).

Discussion: The Secretary agrees with

the commenter, but notes that the

priority as written does not limit the

evaluation of the PASS Instrument to

any specific age. Rather, the priority

allows projects to include a full range of

ages as appropriate for transition

planning under IDEA.

Changes: None.

Priority—State-Federal Administrative

Information Exchange

Comment: One commenter indicated

that importance should be given to the

development of the information before

better methods to exchange information

are pursued.

Discussion: The priority as written

requires the project to identify, analyze,

and synthesize information relative to

emerging issues; and provides for the

convening of experts, special education

administrators, and others to review,

plan, and provide leadership in

recommending multi-level actions that

respond to the emerging issues. The

Secretary believes that the commenter’s

concern regarding the development of

information is addressed in other

priorities and that this priority serves an

important purpose in developing

methods to exchange existing

information.

Changes: None.

Comment: Four commenters stressed

the continuing need for an efficient

information exchange between State

educational agencies and the Office of

Special Education Programs. These four

commenters pointed to the fiscal

benefits of using existing linkages and

communication networks where they

exist, rather than expending resources to

create new infrastructure. These

commenters also stressed the value of

building on the knowledge and

experience of an organization and staff

that is presently providing services

comparable to that envisioned under the

priority. Three of the commenters

specifically recommended that the

applicants have extensive experience in

special education and administration of

the IDEA.

Discussion: The Secretary agrees with

the commenters that it is important to

stress fiscal efficiency and

responsibility. The Secretary also agrees

that the utilization of experience and

knowledge that exist among State

Directors of Special Education and their

own communication networks with

school districts and service providers in

their States should be stressed. The

Department will not limit a potential

award to an existing provider. However,

the Department does evaluate

applications on the basis of cost

effectiveness, quality of personnel,

soundness of the proposal, and how the

plan of operation meets the purposes of

the priority.

Changes: The language of the priority

has been revised to read as follows:

‘‘The project must—* * *(2) Organize,

synthesize, interpret, integrate, and

facilitate dissemination of information

needed for program improvement using

already existing information resources

and communication networks;’’.

Priority: Under 34 CFR 75.105(c)(3)),

the Secretary gives an absolute

preference to applications that meet any

one of the following priorities. The

Secretary will fund under these

competitions only applications that

meet any one of these absolute

priorities:

Absolute Priority 1—Testing the Use of

An Instrument to Measure Student

Progress

Background: The Office of Special

Education Programs funded the

development and testing of the PASS

(Performance Assessment for SelfSufficiency) system to respond to the

needs of local, State, and Federal

agencies for information on the postschool services required by students

with disabilities as they make the

transition to adult service delivery

systems. The field test of PASS

indicated that the system also had great

potential for use in measuring student

results. The findings from the field test

on the utility of the PASS system
Federal Register / Vol. 61, No. 88 / Monday, May 6, 1996 / Notices 20417

indicate that PASS may be useful for a

wide range of purposes including:

• Developing a systematic method of

estimating the post-school needs of

exiting students with disabilities.

• Developing a transition planning

tool that would be used to develop and

monitor individualized education/

transition plans (IEPs/ITPs), to track

student progress, and to be used for

follow-up purposes after exiting school.

• Documenting results, identifying

programs and curriculum needs, and

evaluating programs.

• Improving interagency coordination

and teamwork.

• Providing a common database for

use at local, State and national levels.

The results of the field test, however,

lead the Office of Special Education

Programs to conclude that deployment

of the PASS at this time is premature

and an investigation of the feasibility

and utility of the PASS system as a tool

for transition planning, and for

measuring student results, should

continue.

The PASS System. The PASS system

has two main components: The PASS

Instrument, and the PASS Expert

System. The PASS instrument obtains

teachers’ assessments of four major

competency areas related to functional

performance skills demanded by adult

life. First, teachers complete the PASS

instrument which provides ratings of

students for a broad array of functional

performance indicators in four general

domains: Daily Living, Personal and

Social Development, Employment, and

Educational Performance. The specific

skills and behaviors targeted on the

PASS instrument are ones that are

typically required for adult life and that

have service implications. For example,

very low performance ratings on several

specific indicators—such as ‘‘moves self

about in immediate neighborhood’’ (e.g.,

walking, bicycling), ‘‘uses public

transportation if available’’ (e.g., bus,

taxi), ‘‘uses maps and bus schedules

when appropriate’’, etc.—suggest

differing needs for assistance with

mobility and transportation aspects of

daily living. The PASS also provides

information about the student’s training,

education, and employment, as well as

major problem behaviors. No special

assessment is required: teachers

complete the PASS based on what they

already know about the student from

direct observation or input from

colleagues who work with the student.

The instrument was developed in

collaboration with well-known

transition experts, and involved

considerable interaction with State and

local administrators and practitioners in

both special education and adult

services. It has been produced in a

machine-scanable format.

The second component is the PASS

expert system which is a microcomputer-based program that converts

the PASS data into projected service

estimates for individuals and groups

based on data from the PASS

questionnaire. The prototype expert

system, which incorporates the

knowledge and expertise of more than

30 special education and adult services

practitioners across the country, was

field tested in over 100 school districts

in 10 States to test the feasibility of

administrative procedures for collecting

PASS data from schools and to guide

refinement of the PASS instrument and

expert system prototype.

The American Institutes for Research

(AIR) developed the rudimentary

prototype PASS system and tested its

administrative feasibility. AIR

developed the following products,

which are available from the Office of

Special Education Programs: Evaluation

of the Utility of the PASS System;

Technical Documentation for the PASS

Expert System; Technical Manual for

the PASS Instrument; User Guide to the

PASS Expert System; Report on the

Administrative Feasibility of the PASS

System; Technical Documentation for

the PASS Expert System;

Recommendations and Rationales for

Revisions to the PASS Instrument and

Instructions.

Priority: The Secretary establishes an

absolute priority for a project, through a

cooperative agreement, to assist the

Office of Special Education Programs in

evaluating the feasibility and utility of

the PASS system: (a) As a tool for

transition planning, across all disability

categories and levels of severity; and (b)

as a tool for measuring student results,

across all disability categories and levels

of severity. Additionally, the project

will validate the expert system’s

decision rules.

The project must:

(a) Develop the conceptual framework

for the study;

(b) Establish a stakeholder group that

will advise the project on the study

design;

(c) Develop data collection methods

and instruments;

(d) Develop methods of data analysis;

(e) Carry out a field test;

(f) Provide guidance and support to

States participating in the field test;

(g) Analyze the results of the field test

and prepare a final report on the

findings of the study; and

(h) Budget for two trips to

Washington, D.C. each year. One trip to

meet with the OSEP Project Officer and

one trip to attend the annual Project

Director’s Meeting.

For Further Information Contact:

Susan Sanchez, U.S. Department of

Education, 600 Independence Avenue,

S.W., Room 3524, Switzer Building,

Washington, D.C. 20202–2641.

Telephone: (202) 205–8998. FAX: (202)

205–8105. Individuals who use a

telecommunications device for the deaf

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

205–8953. Internet:

SusanlSanchez@ed.gov

Absolute Priority 2—State-Federal

Administrative Information Exchange

Background: Information for

decisionmaking and policy

development to ensure appropriate and

effective education and early

intervention for all infants, toddlers,

children and youth with disabilities is

critically important. State and Federal

decisionmakers responsible for the

implementation of the Individuals with

Disabilities Education Act (IDEA) must

have access to valid statistics, research

findings, and policy options, as well as

current information on trends in the

providing of special education and

related services.

The Office of Special Education

Programs (OSEP) within the U. S.

Department of Education has the

responsibility for Federal administration

of IDEA. State education agencies

(SEAs), or other designated State

agencies under Part H of IDEA, oversee

the administration of IDEA at State and

local levels. This project will facilitate

the access and analysis of

administrative and policy information

to and from the States and other

jurisdictions, and will ensure the flow

of communication between the Federal

Government and administrators of IDEA

at State and local levels.

Priority: The Secretary establishes a

priority to facilitate communication

between the U.S. Department of

Education and State and local

administrators of IDEA, and to

synthesize national program

information that will improve the

management, administration, delivery,

and effectiveness of programs and

services provided under IDEA. The

cooperative agreement funded under

this priority will provide the

Department with a mechanism and

resources for analyzing policies and

emerging issues that are of significant

national concern.

The project must—

(1) Identify national and State

program improvement information that

is needed to obtain better results in

education and provide early

intervention services for infants,
20418 Federal Register / Vol. 61, No. 88 / Monday, May 6, 1996 / Notices

toddlers, children, and youth with

disabilities;

(2) Organize, synthesize, interpret,

integrate, and facilitate dissemination of

information needed for program

improvement using already existing

information resources and

communication networks;

(3) Analyze emerging policy or

program issues regarding the

administration of special education,

early intervention, and related services

at the Federal, State and local levels;

and

(4) Facilitate the use of information at

Federal, State and local levels for

program improvement for infants,

toddlers, children, and youth with

disabilities.

The project must organize, coordinate,

and maintain a data base of laws,

policies, and regulations that govern

special education within the States and

other jurisdictions; communicate, on a

regular basis, with State educational

agencies to identify emerging policy

issues; obtain, analyze and synthesize

information relative to the emerging

issues; and convene experts, special

education administrators, and others to

review, plan, and provide leadership in

recommending multi-level actions that

respond to the emerging issues. The

project must communicate regularly

with the Office of Special Education

Programs to ensure the continuing flow

and development of information that

may be required at the Federal level to

facilitate the improvement and

efficiency of administration of IDEA by

the U.S. Department of Education.

Upon request of the OSEP project

officer, the project should meet with

other funded projects of OSEP for

purposes of cross-project collaboration

and information exchange. The project

must also budget for two trips annually

to Washington, D.C. for: (1) A two-day

Research Project Directors’ meeting; and

(2) another meeting to meet and

collaborate with the OSEP project

officer.

For Further Information Contact: Jane

C. Williams, U.S. Department of

Education, 600 Independence Avenue

S.W., Room 3529, Switzer Building,

Washington, D.C. 20202–2641.

Telephone: (202) 205–9039. FAX: (202)

205–8105. Individuals who use a

telecommunications device for the deaf

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

205–8125. Internet: Janel

Williams@ed.gov Applicable Program

Regulations: 34 CFR part 327.

Program Authority: 20 U.S.C. 1418.

Dated: April 26, 1996.

Howard R. Moses,

Acting Assistant Secretary for Special

Education and Rehabilitative Services.

(Catalog of Federal Domestic Assistance

Number 84.159, Special Studies Program)

[FR Doc. 96–11223 Filed 5–3–96; 8:45 am]

BILLING CODE 4000–01–P

[CFDA No.: 84.159H]

Special Studies Program; Notice

Inviting Applications for New Awards

for Fiscal Year (FY) 1996

Purpose of Program: To support

studies to evaluate the impact of the

Individuals with Disabilities Education

Act (IDEA), including efforts to provide

a free appropriate public education to

children and youth with disabilities,

and early intervention services to

infants and toddlers with disabilities.

This notice supports the National

Education Goals by improving

understanding of how to enable

children and youth with disabilities to

reach higher levels of academic

achievement.

Eligible Applicants: Public or private

agencies, institutions, organizations,

and other appropriate parties.

Applicable Regulations: (a) The

Education Department General

Administrative Regulations (EDGAR) in

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

and 86; and (b) The regulations for this

program in 34 CFR Part 327.

Priority:

Absolute Priority—Testing the Use of An

Instrument to Measure Student Progress

(84.159H)

The priority Testing the Use of An

Instrument to Measure Student Progress

in the notice of final priorities for this

program, published elsewhere in this

issue of the Federal Register, applies to

this competition.

Note: The regulations in 34 CFR Part 86

apply to institutions of higher education

only.

Deadline for Transmittal of

Applications: June 24, 1996.

Applications Available: May 7, 1996.

Estimated Number of Awards: 1.

Project Period: Up to 36 months.

Available Funds: In fiscal year 1996,

the Department proposes to allocate

approximately $300,000 to support one

award for the first twelve months of the

project. In years two and three, the

project will be level funded unless there

are increases in costs attributable to

significant changes in activity level.

Note: The Department of Education is not

bound by any estimates in this notice.

For Applications and General

Information Contact: Claudette Carey,

U.S. Department of Education, 600

Independence Avenue, S.W., Switzer

Building, Room 3525, Washington, D.C.

20202–2641. Telephone (202) 205-9864.

FAX: (202) 205–8105. Internet:

ClaudettelCarey@ed.gov

Individuals who use a

telecommunications device for the deaf

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

205–8953. Applications are available in

alternative formats upon request.

For Technical Information Contact:

Susan Sanchez, U.S. Department of

Education, 600 Independence Avenue,

S.W., Switzer Building, Room 3528,

Washington, D.C. 20202–2641.

Telephone: (202) 205-8998. FAX: (202)

205–8105. Internet: Susan

Sanchez@ed.gov

Information about the Department’s

funding opportunities, including copies

of application notices for discretionary

grant competitions, can be viewed on

the Department’s electronic bulletin

board (ED Board), telephone (202) 260–

9950; on the Internet Gopher Server at

GOPHER.ED.GOV (under

Announcements, Bulletins, and Press

Releases): or on the World Wide Web at

http://www.ed.gov/money.html.

However, the official application notice

for a discretionary grant competition is

the notice published in the Federal

Register.

Program Authority: 20 U.S.C. 1418.

Dated: April 26, 1996.

Howard R. Moses,

Acting Assistant Secretary for Special

Education and Rehabilitative Services.

[FR Doc. 96–11290 Filed 5–3–96; 8:45 am]

BILLING CODE 4000–01–M