------------------------------------------------------------------------------- PAGE: 56 FR 57198 NO. 216 11/07/91 - - - - - - - - - - - - - - - - - - - - - - - - - DEPARTMENT OF EDUCATION 34 CFR Part 318 RIN 1820-AA95 Training Personnel for the Education of Individuals With Disabilities--Grants for Personnel Training AGENCY: Department of Education. ACTION: Final regulations. ----------------------------------------------------------------------------- SUMMARY: The Secretary amends regulations for the Training Personnel for the Education of Individuals with Disabilities program authority as reauthorized in the Education of the Handicapped Act Amendments of 1990. The regulations conform existing regulations to statutory provisions enacted in the 1990 Amendments, and also include minor clarifications to certain existing regulations. EFFECTIVE DATE: These regulations take effect either 45 days after publication in the Federal Register or later if the Congress takes certain adjournments. If you want to know the effective date of the regulations call or write the Department of Education contact person. FOR FURTHER INFORMATION CONTACT: Max Mueller, DPP, Office of Special Education Programs, Department of Education, 400 Maryland Ave. SW., Washington, DC 20202-2651. Telephone: (202) 732-1554. Deaf and hearing impaired individuals may call (202) 732-1100 for TDD services. SUPPLEMENTARY INFORMATION: The 1990 Amendments change the name of the Office of Special Education personnel preparation program (Part D of the Act) from Training Personnel for the Education of Individuals with Handicaps to Training Personnel for the Education of Individuals with Disabilities. The name of the law itself is now Individuals with Disabilities Education Act (IDEA). These regulations, Grants for Personnel Training (34 CFR part 318), implement sections 631 (a) and (b) of the Act. Other aspects of Part D are regulated under 34 CFR parts 316, 319, and 320. On June 14, 1991, the Secretary published a notice of proposed rulemaking (NPRM) for this program in the Federal Register at 56 FR 27474. The major issues related to these regulations are discussed in that announcement on page 27475, and are summarized here as follows: The major purpose of the new regulations is to incorporate new program authorities mandated or authorized by the 1990 Amendments. In the pertinent part, the 1990 Amendments require substantially increased attention to the interaction of special education and education of minority groups, and further place considerable emphasis on increasing the dissemination of information derived from supported projects. The 1990 Amendments also modified the career categories eligible for funding and amended the special projects authority to reflect important trends and priorities for serving children with disabilities. Moreover, the Secretary is now authorized under IDEA to require (as appropriate or where relevant) attention to the content of training programs focused on training techniques, procedures, and practice designed to demonstrate the delivery of services in an array of regular, special education, and community settings; coordination or collaboration among personnel serving infants, toddlers, children, and youth with disabilities; and interdisciplinary preparation of trainees. The final regulations include these elements as requirements for all funded projects. In addition, the final regulations include certain changes that are not required by the 1990 Amendments (changes that were proposed in the NPRM). These include changes in priorities based on review of 1991 annual priorities (as well as the new legislation), and a number of minor changes in organization and language that clarify the existing regulations and conform them more closely to the legislation. As stated on page 27475 of the NPRM published on June 14, 1991, these final regulations do not contain definitions for the terms listed in the proposed rules because these terms have yet to be defined in accordance with the 1990 Amendments. Finally, the NPRM invited comment on the current application selection criteria in subpart C of part 318, as modified in minor respects by the 1990 Amendments, in order to assist the Department in developing a future NPRM that will revise the selection criteria for all the discretionary grant programs (including part 318) authorized in Parts C through G of IDEA. The purpose of this activity will be to promote greater commonality in the criteria. The public comments received on the Part 318 selection criteria are discussed below and will be taken into account by the Department as a part of the later regulatory effort. Therefore the selection criteria that were included in the NPRM are included in the final regulations without changes. These regulations constitute a step in implementing the America 2000 strategy for achieving the National Education Goals agreed to by the President and the Governors. One aspect of the Secretary's plan for moving the Nation toward the National Education Goals is to foster better and more accountable schools and services. The Secretary seeks to increase the number and quality of qualified personnel in order to improve today's schools and services. Analysis of Comments and Changes In response to the Secretary's invitation in the NPRM, ten parties submitted comments on the proposed regulations. An analysis of the comments and of the changes in the regulations since publication of the NPRM follows: Comment: One commenter suggested that baccalaureate and masters level training was not sufficient for preparation of administrators and supervisors in special education and should be deleted from Sec. 318.11(a). Discussion: The Secretary agrees that baccalaureate and masters degree training is not appropriate in this area. Review of State certification requirements, and the changes in IDEA, support the commenter's position. Change: The priority has been changed to delete consideration of baccalaureate and masters level training in administration and supervision. Comment: One commenter expressed concern that reviewers of applications submitted under the Leadership Personnel priority in Sec. 318.11(d) would give preference to doctoral level training over sub-doctoral advanced graduate training in selecting projects for support. The commenter recommended that, at least, sub-doctoral advanced training should be given priority within the leadership training program. Discussion: The authorizing legislation stipulates that leadership training includes training in administration and supervision at the advanced graduate level as well as the doctoral level and does not provide a basis for giving priority emphasis to either level. Change: None. Comment: Four commenters suggested that the proposed selection criteria did not provide adequate incentives to attract increased participation by ethnic minorities and minority institutions, or by underrepresented populations. Two of these commenters specifically suggested addition of a 20 point criterion addressed in this area. Discussion: As noted in the NPRM, the Office of Special Education is anticipating a separate effort in the near future geared specifically to changes in selection criteria for all the discretionary grant programs. The Secretary therefore will deal with the issue in that context. However, it should be noted that the final regulations reflect increased emphasis on minority issues in two ways. First, to be considered for funding, all applicants must demonstrate how they will address the needs of minority children and how they will recruit and train minority personnel. See Sec. 318.20(d). Second, individual priorities are established for (1) improving services for minorities; (2) training minority personnel; and (3) minority institutions. See Sec. 318.11(l), (m) and (n). Change: None. Comment: One commenter suggested that public comment on priorities include consideration of projected funding levels. Discussion: The primary purpose of the NPRM for this program was to solicit comments from the field on a range of priority areas proposed for funding under the authority of the Act. The Secretary may select annually one or more of these priority areas for funding. However, because program regulations are in effect over multiple years, and the budget information results from annual appropriations, it is not possible to provide funding estimates in regulations. Change: None. Comment: One commenter suggested the need for separate selection criteria for assigning bonus points to competitive priorities, and implied that more detailed criteria would be useful in connection with all priorities. Discussion: The Secretary believes the current selection criteria reflect the most significant aspects of desired applications. However, as indicated in the NPRM, the Secretary intends to review the selection criteria in the near future, and this issue will be considered at that time. Moreover, EDGAR permits the Secretary to expand upon the priority descriptions contained in the final regulations by proposing more detailed competitive priorities and to assign additional points to these priorities. In addition, EDGAR permits the Secretary to propose more detailed absolute priorities, as well as to publish invitational priorities. (See 34 CFR 75.105). Change: None. Comment: One commenter noted that it is important to continue the "rural" priority. Discussion: This priority is included in the new regulations in Sec. 318.11(i). Change: None. Comment: One commenter recommended that training in assistive technology should be added to the priority in paragraph (j) of Sec. 318.11 for training personnel to provide transition assistance from school to adult roles. Discussion: The Secretary agrees with the commenter that assistive technology is especially important in the area of transition. Change: The Priority has been modified to emphasize the importance of instructional and assistive technology in transition training programs. Comment: One commenter recommended that separate competitions should be established for educational institutions based on size, number of students and geographic location, in addition to minority status. Discussion: The Secretary is required by IDEA to provide for special consideration of minority institutions. There is no similar basis in law, nor in program history, to justify similar differentiation based on institutional size, number of students, or location. Change: None. Comment: One commenter recommended that these regulations recognize the existence of pools of potentially qualifiable minority staff in Head Start and day care programs to work with special needs children, and the differing preservice training needs of these staff members. Discussion: The Secretary believes that several of the priorities listed in Sec. 318.11, especially those dealing with needs of improving services for minorities and training minority personnel are worded broadly enough to address the specific concerns of this commenter. Change: None. Executive Order 12291 These regulations have been reviewed in accordance with Executive Order 12291. They are not classified as major because they do not meet the criteria for major regulations established in the order. 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. Assessment of Educational Impact In the notice of proposed rulemaking, the Secretary requested comments on whether the proposed regulations would require transmission of information that is being gathered by or is available from any other agency or authority of the United States. Based on the response to the proposed rules and on its own review, the Department has determined that the regulations in this document do not require transmission of information that is being gathered by or is available from any other agency or authority of the United States. List of Subjects in 34 CFR Part 318 Education, Education of individuals with disabilities, Education--training, Grant programs--education, Reporting and recordkeeping requirements, Student aid, Teachers. Dated: September 11, 1991. Lamar Alexander, Secretary of Education. (Catalog of Federal Domestic Assistance Number 84.029--Training Personnel for the Education of Individuals with Disabilities) The Secretary amends title 34 of the Code of Federal Regulations by revising part 318 to read as follows: PART 318--TRAINING PERSONNEL FOR THE EDUCATION OF INDIVIDUALS WITH DISABILITIES--GRANTS FOR PERSONNEL TRAINING Subpart A--General Sec. 318.1 What is the purpose of this program? 318.2 Who is eligible for an award? 318.3 What regulations apply to this program? 318.4 What definitions apply to this program? Subpart B--What Kinds of Projects Does the Secretary Assist Under This Program? 318.10 What activities may the Secretary fund? 318.11 What priorities may the Secretary establish? Subpart C--How Does the Secretary Make an Award? 318.20 What are the requirements for applicants? 318.21 How does the Secretary evaluate an application? 318.22 What selection criteria does the Secretary use to evaluate applications other than applications for special projects? 318.23 What selection criteria does the Secretary use to evaluate applications for special projects? Subpart D--What Conditions Must a Grantee Meet? 318.30 What are the priorities for award of student fellowships and traineeships? 318.31 Is student financial assistance limited? 318.32 What are the student financial assistance criteria? 318.33 May the grantee use funds if a financially assisted student withdraws or is dismissed? 318.34 What are the reporting requirements under this program? Authority: 20 U.S.C. 1431, 1434, and 1435, unless otherwise noted. Subpart A--General Sec. 318.1 What is the purpose of this program? This program serves to increase the quantity and improve the quality of personnel available to serve infants, toddlers, children, and youth with disabilities through support of training programs for-- (a) Special education, related services, early intervention; (b) Leadership, and (c) Special projects. (Authority: 20 U.S.C. 1431) Sec. 318.2 Who is eligible for an award? (a) The following are eligible for assistance under this part: (1) Institutions of higher education and appropriate nonprofit agencies are eligible under Sec. 318.1(a) and (b). (2) Institutions of higher education, State agencies, and other appropriate nonprofit agencies are eligible under Sec. 318.1(c). (b) In order to receive a grant under Sec. 318.1(a) or (b), an institution or agency must demonstrate that it meets State and professionally recognized standards for the training of personnel, as evidenced by appropriate State and professional accreditation, unless the grant is for the purpose of assisting the applicant agency or institution to meet those standards. (Authority: 20 U.S.C. 1431) Sec. 318.3 What regulations apply to this program? The following regulations apply to Training Personnel for the Education of Individuals with Disabilities--Grants for Personnel Training: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR part 74 (Administration of Grants to Institutions of Higher Education, Hospitals, and Nonprofit Organizations), part 75 (Direct Grant Programs), part 77 (Definitions that Apply to Department Regulations), part 79 (Intergovernmental Review of Department of Education Programs and Activities), part 80 (Uniform Administrative Requirements for Grants and Cooperative Agreements to State and Local Governments), part 81 (General Education Provisions Act-- Enforcement), part 82 (New Restrictions on Lobbying), part 85 (Governmentwide Debarment and Suspension (Nonprocurement) and Governmentwide Requirements for Drug-Free Workplace (Grants)), and part 86 (Drug-Free Schools and Campuses). (b) The regulations in this part 318. Sec. 318.4 What definitions apply to this program? (a) Definitions in EDGAR. The following terms used in this part are defined in 34 CFR 77.1: Applicant Application Award Department EDGAR Fiscal year Grant period Local educational agency Nonprofit Preschool Private Project Public Secretary State State educational agency (b) Definitions specific to 34 CFR part 318. The following terms used in this part are defined as follows: Act means the Individuals with Disabilities Education Act (IDEA). Infants and toddlers with disabilities: (1) The term means children from birth through age two who need early intervention services because they-- (i) Are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: (A) Cognitive development. (B) Physical development, including vision and hearing. (C) Language or speech development. (D) Psychosocial development. (E) Self-help skills; or (ii) Have a diagnosed physical or mental condition that has a high probability of resulting in developmental delay. (2) The term also includes children from birth through age two who are at risk of having substantial developmental delays if early intervention services are not provided. (Authority: 20 U.S.C. 1400, 1431 (a) and (b), 1472) Subpart B--What Kinds of Projects Does the Secretary Assist Under This Program? Sec. 318.10 What activities may the Secretary fund? (a) Projects supported under this program may provide training for degree, nondegree, certified, and noncertified personnel at associate degree through post-doctoral levels of preparation. (b) The Secretary supports three types of projects under this program-- (1) Development of new programs to establish expanded capacity for quality perservice training; (2) Improvement of existing programs designed to increase the capacity and quality of preservice training; and (3) Special projects. (c) The Secretary supports training programs in the following areas: (1) Preservice training of personnel for careers in special education, related services, and early intervention, including careers in-- (i) Special education teaching, including speech-language pathology, audiology, adapted physical education, and instructional and assistive technology; (ii) Related services for children with disabilities in educational and other settings; and (iii) Early intervention and preschool services. (2) Leadership training including-- (i) Supervision and administration at the advanced graduate, doctoral and post-doctoral levels; (ii) Research at the doctoral and post-doctoral levels; and (iii) Personnel preparation at the doctoral and post-doctoral levels. (3) Special projects designed to include-- (i) Development, evaluation, and distribution of innovative approaches, curricula, and materials for personnel development; and (ii) Other projects of national significance related to the preparation of personnel needed to serve infants, toddlers, children, and youth with disabilities. (Authority: 20 U.S.C. 1431) Sec. 318.11 What priorities may the Secretary establish? The Secretary may select annually one or more priority areas for funding including: (a) Preparation of personnel for careers in special education. This priority supports preservice preparation of personnel for careers in special education. Preservice training includes additional training for currently employed teachers seeking additional degrees, certifications, or endorsements. Training at the baccalaureate, masters, or specialist level is appropriate. Under this priority "personnel" includes special education teachers, speech-language pathologists, audiologists, adapted physical education teachers, vocational educators, and instructive and assistive technology specialists. (b) Preparation of related services personnel. This priority supports preservice preparation of individuals to provide developmental, corrective, and other supportive services that assist children and youth with disabilities to benefit from special education. These include paraprofessional personnel, therapeutic recreation specialists, school social workers, health service providers, physical therapists (PT), occupational therapists (OT), school psychologists, counselors including rehabilitation counselors, interpreters, orientation and mobility specialists, respite care providers, art therapists, volunteers, physicians, and other related services personnel. Projects to train personnel identified as special education personnel in the regulations in this part are not appropriate, even if those personnel may be considered related services personnel in other settings. This program is not designed for general training. Projects must include inducements and preparation to increase the probability that graduates will direct their efforts toward supportive services to special education. For example, a project in occupational therapy might support a special component on pediatric or juvenile psychiatric OT, support those students whose career goal is OT in the schools, or provide for practica and internships in school settings. (c) Training early intervention and preschool personnel. This priority supports projects that are designed to provide preservice preparation of personnel who serve infants, toddlers, and preschool children with disabilities, and their families. Personnel may be prepared to provide short- term services or long-term services that extend into a child's school program. The proposed training program must have a clear and limited focus on the special needs of children within the age range from birth to five, and must include consideration of family involvement in early intervention and preschool services. Training programs under this priority must have a significant interdisciplinary focus. (d) Preparation of leadership personnel. This priority supports projects that are designed to provide preservice advanced graduate, doctoral, and post-doctoral preparation in administration and supervision; or doctoral and post-doctoral level training in research or personnel preparation. (e) Special projects. (1) This priority supports projects that include development, evaluation, and distribution of innovative approaches to personnel preparation; development of curriculum materials to prepare personnel to educate or provide early intervention services; and other projects of national significance related to the preparation of personnel needed to serve infants, toddlers, children, and youth with disabilities. (2) Appropriate areas of interest include-- (i) Preservice training programs to prepare regular educators to work with children and youth with disabilities and their families; (ii) Training teachers to work in community and school settings with children and youth with disabilities and their families; (iii) Inservice and preservice training of teachers to work with infants, toddlers, children, and youth with disabilities and their families; (iv) Inservice and preservice training of personnel to work with minority infants, toddlers, children, youth with disabilities and their families; (v) Preservice and inservice training of special education and related services personnel in instructive and assistive technology to benefit infants, toddlers, children, and youth with disabilities; and (vi) Recruitment and retention of special education, related services, and early intervention personnel. (3) Both inservice and preservice training must include a component that addresses the coordination among all service providers, including regular educators. (f) Utilizing innovative recruitment and retention strategies This priority supports projects to develop emerging and creative sources of supply of personnel with degrees and certification in appropriate disciplines, and innovative strategies related to recruitment and retention of personnel. (g) Promoting full qualifications for personnel serving infants, toddlers, children, and youth with disabilities. This priority supports projects designed specifically to train personnel who are working with less than full certification or outside their field of specialization, to assist them in becoming fully qualified. Student incentives; extension, summer, and evening programs; internships; alternative certification plans; and other innovative practices are appropriate under this priority. (h) Training personnel to serve low incidence disabilities. This priority supports projects to train teachers of children with serious emotional disturbance; visual impairments, including blindness; hearing impairments, including deafness; orthopedic impairments; other health impairments; and severe and multiple disabilities. (i) Training personnel to work in rural areas. This priority projects to train personnel to serve infants, toddlers, children, and youth with disabilities in rural areas. Projects, including curricula, procedures, practica, and innovative use of technology, must be designed to provide training to assist personnel to work with parents, teachers, and administrators in these special environments. Special strategies must be designed to recruit personnel from rural areas who will most likely return to those areas. (j) Training personnel to provide transition assistance from school to adult roles. This priority supports projects for preparation of personnel who assist youth with disabilities in their transition from school to adult roles. Personnel may be prepared to provide short-term transition services, long-term structured employment services, or instruction in community and school settings with secondary school students. It is especially important that preparation of transition personnel include training in instructional and assistive technology. (k) Preparation of paraprofessionals. This priority supports projects for the preparation of paraprofessionals. This includes programs to train teacher aids, job coaches, interpreters, therapy assistants, and other personnel who provide support to professional staff in delivery of services to infants, toddlers, children, and youth with disabilities. (l) Improving services for minorities. This priority supports projects to prepare personnel to serve infants, toddlers, children, and youth with disabilities who, because of minority status, require that personnel obtain professional competencies in addition to those needed to teach other children with similar disabilities. Projects funded under this priority must focus on specific minority populations, determine the additional competencies that are needed by professionals serving those populations, and develop those competencies. (m) Training minority personnel. This priority supports projects to recruit and prepare minority individuals and individuals with disabilities for careers in special education, related services, and early intervention, including leadership personnel. (n) Minority institutions. This priority supports grants to Historically Black Colleges and Universities and other institutions of higher education whose minority student enrollment is at least 25 percent. Grants may provide training in any of the areas covered in other priorities, and must be designed to increase the capabilities of the institution in appropriate training areas. (Authority: 20 U.S.C. 1431) Subpart C--How Does the Secretary Make an Award? Sec. 318.20 What are the requirements for applicants? (a) An applicant shall demonstrate that the proposed project is consistent with the needs for personnel, including personnel to provide special education services to children with limited English proficiency, identified by the comprehensive system of personnel development of the State or States typically employing program graduates. (b) An applicant under this program shall address-- (1) Training techniques and procedures designed to foster collaboration among special teachers, regular teachers, administrators, related service personnel, early intervention personnel, and parents; (2) Training techniques, procedures, and practica designed to demonstrate the delivery of services in an array of regular, special education, and community settings; and (3) Interdisciplinary preparation of trainees. (c) An applicant shall demonstrate how it will address, in whole or in part, the needs of infants, toddlers, children, and youth with disabilities from minority backgrounds. (d) An applicant shall present a detailed description of strategies for recruitment and training of members of minority groups and persons with disabilities. (Approved by the Office of Management and Budget under control number 1820- 0028.) (Authority: 20 U.S.C. 1410 and 1431) Sec. 318.21 How does the Secretary evaluate an application? (a) The Secretary evaluates an application on the basis of the criteria in Secs. 318.22 and 318.23. (b) The Secretary awards up to 100 points for these criteria. (c) The maximum possible score for each criterion is indicated in parentheses. (Authority: 20 U.S.C. 1431) Sec. 318.22 What selection criteria does the Secretary use to evaluate applications other than applications for special projects? The Secretary uses the following criteria to evaluate all applications other than applications for special projects. (a) Impact on critical present and projected need. (30 points) The Secretary reviews each application to determine the extent to which the training will have a significant impact on critical present and projected State, regional, or national needs in the quality or the quantity of personnel serving infants, toddlers, children, and youth with disabilities. The Secretary considers-- (1) The significance of the personnel needs to be addressed to the provision of special education, related services, and early intervention. Significance of need identified by the applicant may be shown by-- (i) Evidence of critical shortages of personnel to serve infants, toddlers, children, and youth with disabilities, including those with limited English proficiency, in targeted specialty or geographic areas, as demonstrated by data from the State Comprehensive System of Personnel Development; reports from the Clearinghouse on Careers and Employment of Personnel serving chilren and youth with disabilities; or other indicators of need that the applicant demonstrates are relevant, reliable, and accurate; or (ii) Evidence showing significant need for improvement in the quality of personnel providing special education, related services and early intervention services, as shown by comparisons of actual and needed skills of personnel in targeted specialty or geographic areas; and (2) The impact the proposed project will have on the targeted need. Evidence that the project results will have an impact on the targeted needs may include-- (i) The projected number of graduates from the project each year who will have necessary competencies and certification to affect the need; (ii) For ongoing programs, the extent to which the applicant's projections are supported by the number of previous program graduates that have entered the field for which they received training, and the professional contributions of those graduates; and (iii) For new programs, the extent to which program features address the projected needs, the applicant's plan for helping graduates locate appropriate employment in the area of need, and the program features that ensure that graduates will have competencies needed to address identified qualitative needs. (b) Capacity of the institution. (25 points) The Secretary reviews each application to determine the capacity of the institution or agency to train qualified personnel, including consideration of-- (1) The qualifications and accomplishments of the project director and other key personnel directly involved in the proposed training program, including prior training, publications, and other professional contributions; (2) The amount of time each key person plans to commit to the project; (3) How the applicant, as a 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 disability; (4) The adequacy of resources, facilities, supplies, and equipment that the applicant plans to commit to the project; (5) The quality of the practicum training settings, including evidence that they are sufficiently available; apply state-of-the-art services and model teaching practices, materials, and technology; provide adequate supervision to trainees; offer opportunities for trainees to teach; and foster interaction between students with disabilities and their nondisabled peers; (6) The capacity of the applicant to recruit well-qualified students; (7) The experience and capacity of the applicant to assist local public schools and early intervention service agencies in providing training to these personnel, including the development of model practicum sites; and (8) The extent to which the applicant cooperates with the State educational agency, the State designated lead agency under Part H of the Act, other institutions of higher education, and other appropriate public and private agencies in the region served by the applicant in identifying personnel needs and plans to address those needs. (c) Plan of operation. (25 points) The Secretary reviews each application to determine the quality of the plan of operation for the project, including-- (1) High quality in the design of the project; (2) The extent to which the plan of management ensures effective, proper, and efficient administration of the project; (3) How well the objectives of the project relate to the purpose of the program; (4) The way the applicant plans to use its resources and personnel to achieve each objective; (5) The extent to which the application includes a delineation of competencies that program graduates will acquire and how the competencies will be evaluated; (6) The extent to which substantive content and organization of the program-- (i) Are appropriate for the students' attainment of professional knowledge and competencies deemed necessary for the provision of quality educational and early intervention services for infants, toddlers, children, and youth with disabilities; and (ii) Demonstrate an awareness of methods, procedures, techniques, technology, and instructional media or materials that are relevant to the preparation of personnel who serve infants, toddlers, children, and youth with disabilities; and (7) The extent to which program philosophy, objectives, and activities implement current research and demonstration results in meeting the educational or early intervention needs of infants, toddlers, children, and youth with disabilities. (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 for the project; (2) To the extent possible, are objective and produce data that are quantifiable, including, but not limited to, the number of trainees graduated and hired; and (3) Provide evidence that evaluation data and student follow-up data are systematically collected and used to modify and improve the program. (See 34 CFR 75.590, Evaluation by the grantee.) (e) Budget and cost-effectiveness. (10 points) The Secretary reviews each application to determine the extent to which-- (1) The budget for the project is adequate to support the project activities; (2) Costs are reasonable in relation to the objectives of the project; and (3) The applicant presents appropriate plans for the institutionalization of Federally supported activities into basic program operations. Sec. 318.23 What selection criteria does the Secretary use to evaluate applications for special projects? The Secretary uses the following criteria to evaluate special projects applications: (a) Anticipated project results. (20 points) The Secretary reviews each application to determine the extent to which the project will meet present and projected needs under Parts B and H of the Act in special education, related services, or early intervention services personnel development. (b) Program content. (20 points) The Secretary reviews each application to determine-- (1) The project's potential for national significance, its potential for replication and effectiveness, and the quality of its plan for dissemination of the results of the project; (2) The extent to which substantive content and organization of the program-- (i) Are appropriate for the attainment of knowledge that is necessary for the provision of quality educational and early intervention services to infants, toddlers, children, and youth with disabilities; and (ii) Demonstrate an awareness of relevant methods, procedures, techniques, technology, and instructional media or materials that can be used in the development of a model to prepare personnel to serve infants, toddlers, children, and youth with disabilities; and (3) The extent to which program philosophy, objectives, and activities are related to the educational or early intervention needs of infants, toddlers, children, and youth with disabilities. (c) Plan of operation. (15 points) The Secretary reviews each application to determine the quality of the plan of operation for the project, including-- (1) High quality in the design of the project; (2) An effective plan of management that ensures proper and efficient administration of the project; (3) How the objectives of the project relate to the purpose of the program; and (4) The way the applicant plans to use its resources and personnel to achieve each objective. (d) Evaluation plan. (15 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 for the project; and (2) To the extent possible, are objective and produce data that are quantifiable. (See 34 CFR 75.590, Evaluation by the grantee.) (e) Quality of key personnel. (15 points) The Secretary reviews each application to determine the quality of the key personnel the applicant plans to use in the project, including-- (1) The qualifications of the project director; (2) The qualifications of each of the other key personnel to be used in the project; (3) The time that each of the key personnel plans to commit to the project; (4) How the applicant, as a 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 disability; and (5) Evidence of the applicant's past experience and training in fields related to the objectives of the project. (f) Adequacy of resources. (5 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. (g) Budget and cost effectiveness. (10 points) The Secretary review each application to determine the extent to which-- (1) The budget is adequate to support to project; and (2) Costs are reasonable in relation to the objectives of the project. (Authority: 20 U.S.C. 1431) Subpart D--What Conditions Must a Grantee Meet? Sec. 318.30 What are the priorities for award of student fellowships and traineeships? A grantee shall give priority consideration in the selection of qualified recipients of fellowships and traineeships to individuals from disadvantaged backgrounds, including minorities and individuals with disabilities who are underrepresented in the teaching profession or in the specializations in which they are being trained. (Authority: 20 U.S.C. 1431) Sec. 318.31 Is student financial assistance limited? The sum of the assistance provided to a student under this part and any other assistance provided the student may not exceed the student's cost of attendance. Cost of attendance is defined as-- (a) Tuition and fees normally assessed a student carrying the same academic workload, as determined by the institution, and including costs for rental or purchase of any equipment, materials, or supplies required of all students to the same course of study; (b) An allowance for books, supplies, transportation, and miscellaneous personal expenses for a student attending the institution on at least a half- time basis, as determined by the institution; (c) An allowance, as determined by the institution, for room and board costs incurred by the student that-- (1) Will be not less than $1,500 for students without dependents residing at home with parents; (2) Will be the standard amount that the institution normally assesses its residents for room and board for students without dependents residing in institutionally owned or operated housing; and (3) Will be based for all other students on the expenses reasonably incurred for room and board outside the institution, except that the amount may not be less than $2,500; (d) For less than half-time students (as determined by the institution), tuition and fees and an allowance for books, supplies, and transportation (as determined by the institution) and dependent care expenses (in accordance with paragraph (g) of this section); (e) For a student engaged in a program of study by correspondence, only tuition and fees; and, if required, books and supplies, travel, and room and board costs incurred specially in fulfilling a required period of residential training; (f) For a student enrolled in an academic program that normally includes a formal program of study abroad, reasonable costs associated with the study as determined by the institution; (g) For a student with one or more dependents, an allowance, as determined by the institution, based on the expenses reasonably incurred for dependent care based on the number and age of the dependents; (h) For a student with a disability, an allowance, as determined by the institution, for those expenses related to his or her disability, including special services, transportation, equipment, and supplies that are reasonably incurred and not provided for by other assisting agencies; and (i) For a student receiving all or part of his or her instruction by means of telecommunications technology, no distinction may be made with respect to the mode of instruction in determining costs, but this paragraph may not be construed to permit including the cost of rental or purchase of equipment. (Authority: 20 U.S.C. 1087) Sec. 318.32 What are the student financial assistance criteria? Direct financial assistance may only be paid to a student in a preservice program, and only if-- (a) The student is qualified for admission to the program of study; (b) The student maintains satisfactory progress in a course of study as defined in 34 CFR 668.7; and (c) The student is a citizen or national of the United States. (Authority: 20 U.S.C. 1087) Sec. 318.33 May the grantee use funds if a financially assisted student withdraws or is dismissed? Financial assistance awarded to a student that is unexpended because the student withdraws or is dismissed from the training program may be used for financial assistance to other students during the grant period. (Authority: 20 U.S.C. 1087) Sec. 318.34 What are the reporting requirements under this program? The Secretary may require recipients to prepare reports describing their procedures, findings, and other relevant information in a form that will maximize the dissemination and use of all procedures, findings, and information. The recipient shall deliver products, as appropriate, to the Regional and Federal Resource Centers, the Clearinghouses, and the technical assistance to parents program assisted under Parts C and D of the Act; as well as to the National Diffusion Network, the ERIC Clearinghouse on the Handicapped and Gifted, the Child and Adolescent Service Systems Program under the National Institute of Mental Health, appropriate parent and professional organizations, organizations representing individuals with disabilities, and any other entities that the Secretary determines to be appropriate. (Authority: 20 U.S.C. 1410) [FR Doc. 91-26942 Filed 11-6-91; 8:45 am] BILLING CODE 4000-01-M -------------------------------------------------------------------------------