34318 Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 / Notices

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.

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:

RamonlRodriguez@ed.gov

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
Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 / Notices 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, awarenesstraining 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
34320 Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 / Notices

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 jobplacement 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
Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 / Notices 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.
34322 Federal Register / Vol. 61, No. 127 / Monday, July 1, 1996 / Notices

(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

DEPARTMENT OF EDUCATION

[CFDA No.: 84.078A]

Postsecondary Education Programs

for Individuals with Disabilities; Notice

Inviting Applications for New Awards

for Fiscal Year (FY) 1996

Purpose of Program: To support

projects that assist educational

institutions to implement proven

models, components of models, and

other exemplary practices, including

innovative technology, to increase and

improve postsecondary opportunities

for individuals who are deaf and hard

of hearing.

This program 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.

Eligible Applicants: Eligible

applicants are State educational

agencies, institutions of higher

education, junior and community

colleges, vocational and technical

institutions, and other nonprofit

educational agencies.

Applicable Regulations: (a) The

regulations in part 338; and (b) The

Education Department General

Administrative Regulations (EDGAR) in

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

85, and 86.

Note: The regulations in 34 CFR Part 86

apply to institutions of higher education

only.

Applications Available: July 2, 1996.

Priority:

(a) The priority in the notice of final

funding priority for this program, as

published elsewhere in this issue of the

Federal Register, applies to this

competition.

(b) Within this priority, the Secretary

particularly invites applications for

projects from consortia or partnerships

with expertise in accommodating

students who are deaf and hard of

hearing in a variety of academic,

vocational, technical, continuing, and

adult education environments.

However, in accordance with EDGAR at

34 CFR 75.105 (c)(1), an application that

meets this invitational priority receives

no competitive or absolute preference