[Federal Register Volume 61, Number 127 (Monday, July 1, 1996)]
[Notices]
[Pages 34318-34322]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 96-16640]



[[Page 34317]]


_______________________________________________________________________

Part VII





Department of Education





_______________________________________________________________________



Postsecondary Education Programs for Individuals with Disabilities; 
Notices

Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 / 
Notices

[[Page 34318]]



DEPARTMENT OF EDUCATION


Office of Special Education and Rehabilitative Services; 
Postsecondary Education Programs for Individuals With Disabilities

AGENCY: Department of Education.

ACTION: Notice of a final funding priority.

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SUMMARY: The Secretary announces a final funding priority for four 
Regional Centers on Postsecondary Education for Individuals who are 
Deaf, a program administered by the Office of Special Education and 
Rehabilitative Services (OSERS) under the Individuals with Disabilities 
Education Act. The Secretary may use this priority in Fiscal Year 1996 
and subsequent years. The Secretary takes this action to focus Federal 
assistance on identified needs to improve educational opportunities and 
outcomes for postsecondary students who are deaf and hard of hearing. 
The final funding priority is intended to ensure wide and effective use 
of program funds. The Secretary also announces selection criteria that 
will be applied in evaluating applications submitted for this 
competition.

EFFECTIVE DATE: This priority takes effect on July 31, 1996.

FOR FURTHER INFORMATION CONTACT: Ramon Rodriguez, U.S. Department of 
Education, 600 Independence Avenue, SW., Switzer Building, Room 3125, 
Washington, DC 20202-2524. Telephone: (202) 205-8555. Fax: (202) 205-
9252. Individuals who use a telecommunications device for the deaf 
(TDD) may call the TDD number at (202) 205-9156. Internet: 
Ramon__R<a href="/cdn-cgi/l/email-protection#660902140f0113031c26030248010910"><span class="__cf_email__" data-cfemail="afc0cbddc6c8dacad5efcacb81c8c0d9">[email protected]</span></a>

SUPPLEMENTARY INFORMATION: This notice contains information on the 
Regional Centers on Postsecondary Education for Individuals who are 
Deaf, authorized under section 625 of the Individuals with Disabilities 
Education Act, the Postsecondary Education Program for Individuals with 
Disabilities. The purpose of this program is to provide assistance for 
the development, operation, and dissemination of specially designed 
model programs of postsecondary, academic, vocational, technical, 
continuing, or adult education for individuals with disabilities.
    This final funding priority supports the National Education Goal of 
every adult American being literate and possessing the knowledge and 
skills necessary to compete in a global economy by helping students who 
are deaf and hard of hearing to reach higher levels of academic 
achievement.
    Funding of particular projects depends on the availability of 
funds, the content of the final funding priority, and the quality of 
the applications received. Further, the activities of the projects 
funded under this priority could be affected by the enactment of 
legislation reauthorizing the program. The publication of the final 
funding priority does not preclude the Secretary from proposing 
additional priorities, nor does it limit the Secretary to funding only 
this priority, subject to meeting applicable rulemaking requirements.

    Note: This notice of final funding priority does not solicit 
applications. A notice inviting applications under this competition 
is published in a separate notice in this issue of the Federal 
Register.

Analysis of Comments and Changes

    On March 18, 1996, the Secretary published a notice of proposed 
priority for this program in the Federal Register (61 FR 11086).
    It was brought to our attention during the comment period that it 
is necessary to clarify what population is to be served by the regional 
centers. These centers have traditionally served individuals who are 
deaf and hard of hearing. This priority is not intended to change the 
population being served by the centers. The Secretary has therefore 
added references to individuals who are hard of hearing throughout the 
priority.
    In response to the Secretary's invitation in the notice of proposed 
priority, 28 comments were received. All 28 commenters expressed 
interest in the Department holding a competition under the proposed 
priority. Eleven of the commenters suggested changes in the activities 
the regional centers must complete. An analysis of the comments and of 
the changes in the proposed priority 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.
    Comment: Eight commenters recommended that the Secretary fund 
direct student support services programs such as interpreting and 
notetaking at current levels.
    Discussion: Although funding of direct student support services 
such as interpreting and notetaking was allowed through this program in 
the past, the Secretary believes that the limited funds available to 
support four regional centers are more effectively used for the 
activities described in the priority, including assisting institutions 
of higher education that are currently not serving students who are 
deaf and hard of hearing. Each of the currently funded regional centers 
has developed a model of providing support services to students who are 
deaf and hard of hearing, and provided limited technical assistance and 
outreach services to other postsecondary institutions. The Secretary 
believes a technical assistance model will most efficiently use scarce 
resources and is the most effective strategy to ultimately increase 
postsecondary educational opportunities for students who are deaf and 
hard of hearing. Further, under Section 504 of the Rehabilitation Act 
of 1973, as amended, and the Americans with Disabilities Act (ADA), 
institutions of higher education have the responsibility to provide 
these direct services. Under paragraph (e) of the priority, each center 
is required to disseminate information about these responsibilities and 
financial and other resources available for such purposes.
    Changes: None.
    Comment: Nineteen commenters recommended that the Secretary 
continue funding the current regional centers located at St. Paul 
Technical College, Seattle Community College, California State 
University at Northridge and the University of Tennessee at Knoxville.
    Discussion: The Secretary does not have authority to non-
competitively continue the current grantees. Section 625(a)(6) of the 
Individuals with Disabilities Education Act required the Secretary to 
continue to provide assistance to the current grantees operating the 
four regional centers for the deaf through September 30, 1995. Because 
current law does not provide authority for continuation of the current 
grantees, the Secretary must conduct a competition for fiscal year 1996 
funds for this activity.
    Change: None.
    Comment: Three commenters suggested that the priority address the 
need to recruit or train interpreters, stenographers and other service 
specialists to provide services at a reasonable cost. In addition, an 
effort should be made to standardize training and develop compensation 
policies for interpreters and other support services personnel.
    Discussion: The Secretary is aware of the need to train more 
interpreters and other service providers. The Office of Special 
Education Programs, Division of Personnel Preparation, and the 
Rehabilitation Services Administration have specific authorities to 
train both educational and general-service interpreters and are 
currently funding 28 projects for this purpose. It is anticipated that 
through technical assistance and outreach, the regional centers will be 
able to assist these

[[Page 34319]]

institutions in locating resources and to provide leadership to address 
support service issues.
    Changes: None.
    Comment: Twelve commenters strongly stressed that the needs 
assessment to be performed by each regional center should also address 
the technical assistance needs of postsecondary institutions related to 
retaining and instructing students who are deaf and hard of hearing.
    Discussion: The Secretary agrees with the commenters that the 
centers must identify the needs of institutions related to retaining 
and instructing deaf and hard of hearing students in order to provide 
assistance to postsecondary education institutions in developing 
strategies that will result in more deaf and hard of hearing students 
completing their programs.
    Changes: The issue of retaining and instructing deaf and hard of 
hearing students has been added to the list of areas in paragraph (a) 
of the priority that must be addressed in the technical needs 
assessment to be performed by each regional center.
    Comment: One commenter recommended that the Secretary add ``and 
accommodation'' to paragraph (b). The commenter states that the 
Secretary should distinguish between ``access'' and ``accommodation.'' 
If this is not stressed, he suspects that many applications will focus 
on recruitment and admission variables, and give inadequate attention 
to factors which sustain the student throughout his or her 
postsecondary educational experiences. The commenter indicated also 
that the ability of applicants to articulate what ``accommodation'' 
means will help distinguish between strong and weak applications.
    Discussion: The Secretary agrees with the commenter that adding 
``and accommodation of individuals who are deaf and hard of hearing 
throughout their postsecondary educational experiences,'' to paragraph 
(b) will clarify the distinction between ``access'' and 
``accommodation.'' Furthermore, it will ensure that the regional 
centers will not only provide postsecondary institutions with 
consultation and technical assistance related to special needs such as 
interpreters, notetakers, assistive devices and other essential aids, 
but continue providing accommodation support throughout the students' 
postsecondary educational programs.
    Change: The phrase ``and accommodation of individuals who are deaf 
and hard of hearing, including traditionally underserved populations 
who are deaf and hard of hearing, throughout their postsecondary 
educational experiences'' has been added to paragraph (b).
    Comment: One commenter asked the Secretary to clarify what is meant 
by ``develop training materials'' in paragraph (f) and expressed 
concern that resources could be drained unless the regional centers 
collaborate on what materials should be developed and cooperate in 
their dissemination. Five commenters recommended that the Secretary 
require the centers to plan for national networking, coordination and 
collaboration to expand and share resources. These commenters expressed 
concern that the centers will duplicate many activities and that the 
centers should coordinate activities.
    Discussion: The Secretary agrees with the commenters that 
clarification is needed regarding paragraph (f) and the phrase 
``develop training materials.'' It is the intent of the Secretary to 
have the regional centers make available, through development or 
acquisition, awareness-training materials for administration, faculty, 
and staff of postsecondary education institutions. It is anticipated 
that the regional centers will cooperate and collaborate in developing 
materials, standards, and other criteria that are needed. The regional 
centers are expected to collaborate in developing and conducting all 
major activities, such as the content of needs assessment and other 
instruments to be used, information about postsecondary education 
programs, administration/faculty/staff orientation materials used in 
serving students who are deaf and hard of hearing, training materials, 
evaluation criteria and instruments and other similar materials.
    Change: Paragraph (f) is changed by deleting ``develop training 
materials'' and inserting: ``Make available through development and 
acquisition, awareness-training materials for administrators, faculty 
and staff * * *.'' In order to ensure coordination and collaboration 
among the regions, paragraph (j) has been changed to: ``Coordinate and 
collaborate on the development and establishment of needs-assessment 
activities, material development, technical assistance, outreach, 
information dissemination, and evaluation of the regional center's 
activities for the purpose of avoiding overlap and duplication of 
efforts * * *.''
    Comment: One commenter recommended that three regional centers and 
a national center be funded. Another commenter suggested that the 
Secretary fund six regional centers. Two commenters recommended five 
centers, two to be located in the southwest. They also suggested that a 
national research and evaluation component be added.
    Discussion: The Secretary is aware that the centers will need to 
form a network for intra/inter-regional cooperation. As noted in 
paragraphs (d) and (j) of the priority, the centers must undertake such 
efforts. The centers are also required to carry out evaluation 
activities, as described in paragraph (i). Finally, the Secretary 
believes that four regional centers, rather than three or six as 
suggested, represents the best combination of effort and national 
scope.
    Changes: None.
    Comments: One commenter recommended that the northeast region could 
be served by the two national institutions, Gallaudet University and 
the National Technical Institute for the Deaf at the Rochester 
Institute of Technology and, instead, the Secretary should create an 
additional region in the west. Four commenters recommended that the 
States in the four proposed regions be realigned. They indicated that 
the southern region accounted for approximately 33 percent of the 
Nation's population.
    Discussion: The Secretary believes that the proposed regions 
represent a fair and reasonable geographical distribution. However, he 
agrees that each application must be assessed for the evidence of need 
in the target area and scope of work proposed by the project. The 
application notice, published elsewhere in this issue of the Federal 
Register, specifies a range of award amounts to allow the Secretary to 
take these factors into consideration in making awards.
    Changes: None.
    Comment: One commenter recommended that the priority stress 
cooperation with participating postsecondary educational institutions 
within each region in order to develop consistent outreach strategies 
and disseminate information to individuals who are deaf and hard of 
hearing to enhance their awareness of available postsecondary 
educational opportunities both within and outside the region.
    Discussion: The Secretary agrees with the commenter on the need for 
coordination and collaboration of major center activities within each 
region and the need to develop consistent outreach strategies and 
disseminate information to individuals who are deaf and hard of hearing 
to enhance their awareness of available postsecondary educational 
opportunities both within and outside the region.
    Change: Language has been added to paragraph (d) to ensure 
cooperation

[[Page 34320]]

with participating postsecondary educational institutions within the 
region in developing outreach strategies and disseminating information 
to individuals who are deaf and hard of hearing to enhance their 
awareness of available postsecondary educational opportunities, both 
within and outside the region.
    Comment: Two commenters recommended that the Secretary require the 
centers to provide technical assistance and transitional outreach 
services to secondary schools serving students who are deaf and hard of 
hearing, and linkages with other programs. One of the commenters 
indicated that there is no mention of a job-placement component to 
ensure linkages to employment opportunities. The commenter added that 
emphasis should be placed on these activities because, at the present 
time, there are few programs that offer strong job-placement activities 
for individuals graduating from postsecondary institutions.
    Discussion: In paragraph (g), the Secretary directs the centers to 
``address the educational, remedial, support service, transitional, 
independent living, and employment needs of individuals who are deaf 
and hard of hearing.'' While the Secretary is aware of the need for 
comprehensive transitional services for students who are deaf and hard 
of hearing in secondary schools, scarce resources limit the level of 
regional centers' interaction with these schools to providing 
information about postsecondary educational opportunities. In order to 
ensure linkages to employment opportunities, the Secretary anticipates 
that the regional centers will coordinate their programs and activities 
with vocational rehabilitation and independent living agencies.
    Change: None.
    Comment: Two commenters recommended that the Secretary direct the 
centers to provide technical assistance to postsecondary education 
institutions in implementing strategies that will enhance the 
integration of students who are deaf and hard of hearing with other 
students.
    Discussion: The Secretary expects the regional centers to provide 
training materials and disseminate information about proven models, 
components of models, and other exemplary practices that enhance the 
integration of students who are deaf and hard of hearing with other 
students. The Secretary believes that this issue is adequately 
addressed in paragraph (f).
    Change: None.
    Comments: Three commenters recommended the utilization of distance 
learning and other technologies in order to provide consultation and 
support services to a variety of postsecondary institutions regarding 
technical accommodations and model service programs.
    Discussion: The Secretary anticipates that applicants will 
recommend creative and innovative ways that postsecondary institutions 
can provide services to students who are deaf and hard of hearing. 
Distance learning technology would be one appropriate method. However, 
the Secretary does not believe that it is appropriate to suggest or 
limit the potential methods for meeting the needs of students who are 
deaf and hard of hearing.
    Changes: None.
    Comments: Nine commenters indicated that for a support services 
program to be efficient and cost beneficial, a ``critical mass'' or 
significant number of deaf and hard of hearing students is required.
    Discussion: The Department's survey, Deaf and Hard of Hearing 
Students in Postsecondary Education, by the National Center for 
Education Statistics through its postsecondary education quick 
information system (PEQIS), indicated that 1,850 institutions were 
providing services to varying numbers of deaf and hard of hearing 
students. The Secretary believes that many of these institutions, 
including those who do not have a significant number of deaf and hard 
of hearing students, need assistance. The type of assistance needed 
will depend on the type and size of the program and needs of the 
students enrolled. The centers will be able to provide technical 
assistance and outreach services to many institutions that wish to 
develop or improve service delivery.
    Changes: None.
    Comment: Three commenters recommended that the centers emphasize 
services to individuals from traditionally underserved populations. 
These individuals are late-deafened, deaf-blind, have multiple 
disabilities, or are from minority populations, including language 
minorities, who typically do not have services or resources readily 
available to them.
    Discussion: The Secretary believes that the technical assistance 
needs assessments to be performed by each center will identify the 
technical assistance needs of the institutions of higher education, 
including how to serve deaf and hard of hearing populations that may be 
underserved. These identified needs will generate the necessary 
technical assistance services. However, the Secretary agrees that it is 
important to emphasize that technical assistance to enhance the access 
and accommodation of individuals who are deaf and hard of hearing to 
postsecondary education and training must include individuals from 
traditionally underserved populations.

    Changes: In order to address the needs of individuals from 
traditionally underserved populations, ``including those from language 
minorities'' has been added to paragraph (a), and ``including 
traditionally underserved populations who are deaf and hard of 
hearing'' has been added to paragraph (b).

    Comment: One commenter recommended that the Secretary include a 
provision to involve families of students who are deaf and hard of 
hearing, and students themselves, and to include parent training and 
information centers and the National Parent Network on Disabilities 
among the organizations listed in paragraph (h).

    Discussion: The majority of students who are deaf and hard of 
hearing have reached the age of maturity as they prepare to attend 
postsecondary education programs. Therefore, they are the primary 
targets of this assistance. The Secretary anticipates that information 
about postsecondary education opportunities provided to students who 
are deaf and hard of hearing and their teachers and counselors in 
secondary programs through informational materials and orientation as 
indicated in paragraphs (d), (e), and (g) also will be shared with 
parents and families. Further, information for parents and families 
will be available through the clearinghouses and organizations listed 
in paragraph (h).

    Change: None.

Priority

    Under 34 CFR 75.105(c)(3) the Secretary gives an absolute 
preference to applications that meet this priority. The Secretary will 
fund under this competition only applications that meet the priority.

    Absolute Priority--Regional Centers on Postsecondary Education for 
Individuals who are Deaf.

Purpose

    The purpose of this priority is to support projects that assist 
educational institutions to implement proven models, components of 
models, and other exemplary practices, including innovative technology, 
to increase and

[[Page 34321]]

improve postsecondary educational opportunities for individuals who are 
deaf and hard of hearing.

Background

    This priority would support four regional centers on postsecondary 
education for individuals who are deaf and hard of hearing. Each center 
will provide technical assistance to a range of postsecondary 
institutions, including academic, vocational, technical, continuing, 
and adult education programs, to expand the array of educational 
opportunities within the region that are available to students who are 
deaf and hard of hearing. The centers must provide technical assistance 
to institutions currently not serving students who are deaf and hard of 
hearing to assist them to develop services. The centers must also 
provide technical assistance to institutions currently serving students 
who are deaf and hard of hearing to assist them to improve existing 
programs. In carrying out the objectives of this priority, projects 
must distribute technical assistance services and resources equitably, 
taking into account population and geographic size, within each State 
in its targeted geographic region.
    Each regional center must:
    (a) Conduct assessments of the technical assistance needs of 
postsecondary education institutions related to recruiting; enrolling; 
retaining; instructing; addressing the varying communication needs and 
methods used by individuals who are deaf and hard of hearing, including 
those from language minorities; and, otherwise effectively serving 
students who are deaf and hard of hearing;
    (b) Provide consultation, in-service training, and planning and 
development assistance to postsecondary education institutions and 
their staff to enhance the access and accommodation of individuals who 
are deaf and hard of hearing, including traditionally underserved 
populations who are deaf and hard of hearing, throughout their 
postsecondary educational experiences, to postsecondary education and 
training;
    (c) Provide technical assistance on the responsibilities of 
postsecondary education institutions under Federal statutes, including 
Section 504 of the Rehabilitation Act of 1973, as amended, and the 
Americans with Disabilities Act;
    (d) Cooperate with participating postsecondary educational 
institutions within the region in developing outreach strategies and 
disseminating information to individuals who are deaf and hard of 
hearing to enhance their awareness of available postsecondary 
educational opportunities, both within and outside the regions;
    (e) Disseminate information about financial and other resources 
available to students who are deaf and hard of hearing and to 
postsecondary institutions to help them accommodate these students;
    (f) Make available, through development and acquisition, awareness-
training materials for administrators, faculty and staff, and 
disseminate information on proven models, components of models, and 
other exemplary practices, including innovative technology, among 
postsecondary educational programs to assist them in implementing 
effective and cost-efficient service-delivery systems that foster 
integration of students who are deaf and hard of hearing with other 
students;
    (g) Encourage the use of consortia of postsecondary education 
institutions and other cooperative arrangements to provide services and 
assistance to students who are deaf and hard of hearing, including 
coordination of postsecondary education options with existing public 
and private community services that may address the educational, 
remedial, support service, transitional, independent living, and 
employment needs of individuals who are deaf and hard of hearing;
    (h) Coordinate technical assistance and dissemination activities 
with relevant information clearinghouses and organizations such as the 
National Clearinghouse on Postsecondary Education for Individuals with 
Disabilities (HEATH), National Information Center for Children and 
Youth with Disabilities, National Transition Alliance, and Association 
of Higher Education and Disability;
    (i) Evaluate the impact, effectiveness, and results of 
postsecondary institutions within the region in accommodating students 
who are deaf and hard of hearing; and
    (j) Coordinate and collaborate on the development and establishment 
of needs-assessment activities, material development, technical 
assistance, outreach, information dissemination, and evaluation of the 
regional centers' activities for the purpose of avoiding overlap and 
duplication of efforts; ensuring that individuals who are deaf and hard 
of hearing have information on postsecondary programs throughout the 
country that provide accommodations; and ensuring that information on 
proven models, components of models, and other exemplary practices, 
including innovative technology, are equally available in each of the 
four regions. This coordination must include carrying out collaborative 
activities and cross-regional initiatives, where appropriate.
    The Secretary anticipates funding four cooperative agreements, each 
for a project period of up to 60 months, subject to the requirements of 
34 CFR 75.253(a), for continuation awards. In determining whether to 
continue a center for the fourth and fifth years of the project period, 
in addition to applying the requirements of 34 CFR 75.253(a), the 
Secretary will consider the recommendations of a review team consisting 
of three experts selected by the Secretary. The services of the review 
team, including a two-day visit to the center, are to be performed 
during the last half of the center's second year and must be included 
in that year's evaluation required under 34 CFR 75.590. Funds to cover 
the costs of the review team must be included in the center's budget 
for year two. These costs are estimated to be approximately $4,000.
    To ensure that all States benefit from these projects, the 
Secretary intends to support four projects which will be required to 
serve each State within one of the following geographic regions:
    Northeast Region--Connecticut, Delaware, District of Columbia, 
Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, 
Pennsylvania, Puerto Rico, Rhode Island, and Vermont.
    Southern Region--Alabama, Arkansas, Florida, Georgia, Kentucky, 
Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina, 
Tennessee, Texas, Virginia, Virgin Islands, and West Virginia.
    Midwest Region--Iowa, Illinois, Indiana, Kansas, Ohio, Michigan, 
Minnesota, Missouri, Nebraska, North Dakota, South Dakota, and 
Wisconsin.
    Western Region--Alaska, American Samoa, Arizona, California, 
Colorado, Guam, Hawaii, Idaho, Northern Marinas Islands, Montana, 
Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming.

Selection Criteria for Evaluating Applications

    The Secretary will use the following weighted criteria to evaluate 
an application under the Regional Centers on Postsecondary Education 
for Individuals who are Deaf competition.
    The maximum score for all the criteria is 100 points.
    (a) Project design. (40 points)
    (1) The Secretary reviews each application to evaluate the quality 
of the proposed technical assistance project design.

[[Page 34322]]

    (2) The Secretary determines the extent to which--
    (i) The technical assistance objectives are designed to meet the 
purpose of the priority and are clearly defined, measurable, and 
achievable; and
    (ii) The proposed technical assistance addresses the needs of a 
range of postsecondary institutions, including academic, vocational, 
technical, continuing, and adult education programs.
    (3) The Secretary determines the extent to which each application 
provides for--
    (i) Use of current research findings and information on model 
practices;
    (ii) Methods for linking postsecondary institutions in need of 
technical assistance;
    (iii) Innovative procedures for disseminating information and 
imparting skills to postsecondary institutions, staff of these 
institutions, and postsecondary students and potential postsecondary 
students who are deaf and hard of hearing; and
    (iv) Innovative procedures for collaborating and coordinating with 
other entities that are involved with broader technical assistance 
efforts.
    (b) Plan of operation. (20 points)
    (1) The Secretary reviews each application to determine the quality 
of the plan of operation for the project.
    (2) The Secretary considers--
    (i) The extent to which the management plan will ensure proper and 
efficient administration of the project;
    (ii) The quality of the activities proposed to accomplish the goals 
and objectives;
    (iii) The adequacy of proposed timelines for accomplishing those 
activities; and
    (iv) Effectiveness in the ways in which the applicant plans to use 
the resources and personnel to accomplish the program's goals and 
objectives.
    (3) 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 disability.
    (c) Quality of key personnel. (15 points)
    (1) The Secretary reviews each application to determine the 
qualifications of the key personnel the applicant plans to use.
    (2) The Secretary considers--
    (i) The qualifications of the project director and project 
coordinator (if one is used);
    (ii) The qualifications of each of the other key project personnel;
    (iii) The time that each person referred in paragraphs (b)(2) (i) 
and (ii) plans to commit to the project; and
    (iv) How the applicant will ensure that personnel are selected for 
employment without regard to race, color, national origin, gender, age, 
or disability.
    (3) To determine personnel qualifications under (b)(2) (i) and 
(ii), 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.
    (d) Budget and cost effectiveness. (10 points)
    (1) The Secretary reviews each application to determine whether the 
project has an adequate budget and is cost-effective.
    (2) The Secretary considers the extent to which--
    (i) The budget for the project is adequate to support project 
activities; and
    (ii) Costs are reasonable in relation to the objectives of the 
project.
    (e) Evaluation plan. (10 points)
    (1) The Secretary reviews each application to determine the quality 
of the evaluation plan for the project.
    (2) The Secretary considers--
    (i) The extent to which the applicant's methods of evaluation are 
appropriate to the project; and
    (ii) To the degree possible, the extent to which the applicant's 
methods of evaluation are objective and produce data that are 
quantifiable.
    (f) Adequacy of resources. (5 points)
    (1) The Secretary reviews each application to determine whether the 
applicant plans to devote adequate resources to the project.
    (2) The Secretary considers the adequacy of the facilities and the 
technology, equipment, and supplies the applicant plans to use.

Intergovernmental Review

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

    Program Authority: 20 U.S.C. 1424a.

(Catalog of Federal Domestic Assistance Number: Regional 
Postsecondary Centers for Individuals Who are Deaf, 84.078A)

    Dated: June 25, 1996.
Judith E. Heumann,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 96-16640 Filed 6-28-96; 8:45 am]
BILLING CODE 4000-01-P


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