Night Owl 6/Night Owl's Shareware - PDSI-006 - Night Owl Corp (1990).iso/047a/pertrain.zip/PERTRAIN.TXT

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 PAGE:        56 FR 57198  NO. 216  11/07/91
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  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: [phone]. Deaf and hearing
  impaired individuals may call [phone] 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
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