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32938
Federal Register
/Vol. 71, No. 109/Wednesday, June 7, 2006/Notices
(c) Budget and cost effectiveness(Total 5 points).(d) Evaluation plan (Total 10 points).(e) Adequacy of resources (Total 5points).(f) Identification of need for theproject (Total 20 points).(g) Potential institutional impact of the project (Total 10 points).(h) Institutional commitment to theproject (Total 10 points).(i) Expected Outcomes (Total 15points).(j) Scientific and educational value of the proposed project (Total 5 points).2.
Review and Selection Process:
Additional factors we consider inselecting an application for an award arein 34 CFR 75.217.Tiebreaker for Institutional, SpecialProject, and Cooperative Grants. If thereare insufficient funds for allapplications with the same total scores,applications will receive preference inthe following order: first, applicationsthat satisfy the requirement of Competitive Preference Priority 1;second, the applications that satisfy therequirements of both CompetitivePreference Priorities 2 and 3; and third,applications that satisfy therequirements of Competitive PreferencePriority 2.
VI. Award Administration Information
1.
Award Notices:
If your applicationis successful, we will notify your U.S.Representative and U.S. Senators andsend you a Grant Award Notice (GAN).We may also notify you informally.If your application is not evaluated ornot selected for funding, we will notifyyou.2.
Administrative and National Policy Requirements:
We identifyadministrative and national policyrequirements in the application packageand reference these and otherrequirements in the
ApplicableRegulations
section of this notice.We reference the regulations outliningthe terms and conditions of an award inthe
Applicable Regulations
section of this notice and include these and otherspecific conditions in the GAN. TheGAN also incorporates your approvedapplication as part of your bindingcommitments under the grant.3.
Reporting:
At the end of yourproject period, you must submit a finalperformance report including financialinformation as directed by the Secretary.If you receive a multi-year award, youmust provide an annual performancereport that provides the most currentperformance and financial expenditureinformation as specified by theSecretary in 34 CFR 75.118 and 34 CFR75.720.4.
Performance Measures:
TheSecretary has established the followingkey performance measures for assessingthe effectiveness of the MSEIP program:(1) The percentage change in thenumber of full-time, degree-seekingminority undergraduate students atgrantee institutions enrolled in thefields of engineering or physical or biological sciences, compared to theaverage minority enrollment in the samefields in the three-year periodimmediately prior to the beginning of the current grant; (2) the percentage of minority students at grantee institutionsenrolled in the fields of engineering orphysical or biological sciences at the beginning of the previous school year,who are still enrolled at the sameinstitution at the beginning of thecurrent school year; and (3)(a) in four-year grantee institutions, the percentageof the minority students who enrolled inengineering or physical or biologicalsciences in the school year that was sixyears prior to the current school year,who graduated by the current year witha major in those fields; or (b) in two-yeargrantee institutions, the percentage of the minority students who enrolled inengineering or physical or biologicalsciences in the school year that wasthree years prior to the current schoolyear, who graduated by the current yearwith a major in those fields, ortransferred to a four-year institution.
VII. Agency Contact
For Further Information Contact:
Dr.Bernadette Hence, U.S. Department of Education, 1990 K Street, NW., 6thFloor, Room 6071, Washington, DC20006
–
8517. Telephone: (202) 219
–
 7038, by fax (202) 502
–
7861, or by e-mail:
Bernadette.Hence@ed.gov 
or
OPE.MSEIP@ED.GOV;
orCarolyn Proctor, Telephone: (202)502
–
7567, by fax (202) 502
–
7861, or bye-mail:
Carolyn.Proctor@ed.gov 
or
OPE.MSEIP@ED.GOV.
If you use a telecommunicationdevice for the deaf (TDD), you may callthe Federal Relay Services (FRS) at 1
–
 800
–
877
–
8339.Individuals with disabilities mayobtain this document in an alternativeformat (
e.g.
, Braille, large print,audiotape, or computer diskette) onrequest to the program contact personslisted in this section.
VIII. Other Information
Electronic Access to This Document:
You may view this document, as well asall other documents of this Departmentpublished in the
Federal Register
, intext or Adobe Portable DocumentFormat (PDF) on the Internet at thefollowing site:
http://www.ed.gov/news/  fedregister.
To use PDF you must have AdobeAcrobat Reader, which is available freeat this site. If you have questions aboutusing PDF, call the U.S. GovernmentPrinting Office (GPO), toll free, at 1
–
 888
–
293
–
6498; or in the Washington,DC, area at (202) 512
–
1530.
Note:
The official version of this documentis the document published in the
FederalRegister
. Free Internet access to the officialedition of the
Federal Register
and the Codeof Federal Regulations is available on GPOAccess at:
www.gpoaccess.gov/nara/ index.html.
Dated: June 1, 2006.
James F. Manning,
Acting Assistant Secretary for Postsecondary Education.
[FR Doc. E6
–
8751 Filed 6
–
6
–
06; 8:45 am]
BILLING CODE 4000
–
01
–
P
DEPARTMENT OF EDUCATIONNational Institute on Disability andRehabilitation Research; Disability andRehabilitation Research Projects andCenters Program; DisabilityRehabilitation Research Projects(DRRP)
AGENCY
:
Office of Special Education andRehabilitative Services, Department of Education.
ACTION
:
Notice of proposed priority.
SUMMARY
:
The Assistant Secretary forSpecial Education and RehabilitativeServices proposes a priority under theDisability and Rehabilitation ResearchProjects and Centers Programadministered by the National Instituteon Disability and RehabilitationResearch (NIDRR) on VocationalRehabilitation: Transition Services thatLead to Competitive EmploymentOutcomes for Transition-AgeIndividuals With Blindness or OtherVisual Impairments. The AssistantSecretary may use this priority forcompetitions in fiscal year (FY) 2006and later years. We take this action tofocus research attention on areas of national need. We intend this priority toimprove rehabilitation services andoutcomes for individuals withdisabilities.
DATES
:
We must receive your commentson or before July 7, 2006.
ADDRESSES
:
Address all comments aboutthis proposed priority to Donna Nangle,U.S. Department of Education, 400Maryland Avenue, SW., room 6030,Potomac Center Plaza, Washington, DC20204
–
2700. If you prefer to send yourcomments through the Internet, use the
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32939
Federal Register
/Vol. 71, No. 109/Wednesday, June 7, 2006/Notices
following address:
donna.nangle@ed.gov.
FOR FURTHER INFORMATION CONTACT
:
Donna Nangle. Telephone: (202) 245
–
 7462.If you use a telecommunicationsdevice for the deaf (TDD), you may callthe Federal Relay Service (FRS) at 1
–
 800
–
877
–
8339.Individuals with disabilities mayobtain this document in an alternativeformat (
e.g.
, Braille, large print,audiotape, or computer diskette) onrequest to the contact person listedunder
FOR FURTHER INFORMATION
 
CONTACT
.
SUPPLEMENTARY INFORMATION
:
Invitation To Comment
We invite you to submit commentsregarding this proposed priority.We invite you to assist us incomplying with the specificrequirements of Executive Order 12866and its overall requirement of reducingregulatory burden that might result fromthis proposed priority. Please let usknow of any further opportunities weshould take to reduce potential costs orincrease potential benefits whilepreserving the effective and efficientadministration of the program.During and after the comment period,you may inspect all public comments onthis notice of proposed priority in room6030, 550 12th Street, SW., PotomacCenter Plaza, Washington, DC, betweenthe hours of 8:30 a.m. and 4 p.m.,Eastern time, Monday through Friday of each week except Federal holidays.
Assistance to Individuals WithDisabilities in Reviewing theRulemaking Record
On request, we will supply anappropriate aid, such as a reader orprint magnifier, to an individual with adisability who needs assistance toreview the comments or otherdocuments in the public rulemakingrecord for this proposed priority. If youwant to schedule an appointment forthis type of aid, please contact theperson listed under
FOR FURTHER
 
INFORMATION CONTACT
.We will announce the final priority ina notice in the
Federal Register
. We willdetermine the final priority afterconsidering responses to this notice andother information available to theDepartment. This notice does notpreclude us from proposing or fundingadditional priorities, subject to meetingapplicable rulemaking requirements.
Note:
This notice does not solicitapplications. In any year in which we chooseto use this proposed priority, we inviteapplications through a notice in the
FederalRegister
. When inviting applications wedesignate the priority as absolute,competitive preference, or invitational. Theeffect of each type of priority follows:
Absolute priority:
Under an absolutepriority, we consider only applications thatmeet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority:
Under acompetitive preference priority, we givecompetitive preference to an application byeither: (1) Awarding additional points,depending on how well or the extent towhich the application meets the competitivepreference priority (34 CFR 75.105(c)(2)(i));or (2) selecting an application that meets thecompetitive preference priority over anapplication of comparable merit that does notmeet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority:
Under an invitationalpriority we are particularly interested inapplications that meet the invitationalpriority. However, we do not give anapplication that meets the invitationalpriority a competitive or absolute preferenceover other applications (34 CFR 75.105(c)(1)).
This notice of proposed priority is inconcert with President George W.Bush
’
s New Freedom Initiative (NFI)and NIDRR
’
s Final Long-Range Plan forFY 2005
–
2009 (Plan). The NFI can beaccessed on the Internet at the followingsite:
http://www.whitehouse.gov/ infocus/newfreedom.
The Plan, which was published in the
Federal Register
on February 15, 2006(71 FR 8165), can be accessed on theInternet at the following site:
http:// www.ed.gov/about/offices/list/osers/ nidrr/policy.html.
Through theimplementation of the NFI and the Plan,NIDRR seeks to
—
(1) Improve the qualityand utility of disability andrehabilitation research; (2) Foster anexchange of expertise, information, andtraining to facilitate the advancement of knowledge and understanding of theunique needs of traditionallyunderserved populations; (3) Determine best strategies and programs to improverehabilitation outcomes for underservedpopulations; (4) Identify research gaps;(5) Identify mechanisms of integratingresearch and practice; and (6)Disseminate findings.
Disability and Rehabilitation ResearchProjects (DRRP) Program
The purpose of the DRRP program isto plan and conduct research,demonstration projects, training, andrelated activities to develop methods,procedures, and rehabilitationtechnology that maximize the fullinclusion and integration into society,employment, independent living, familysupport, and economic and social self-sufficiency of individuals withdisabilities, especially individuals withthe most severe disabilities, and toimprove the effectiveness of servicesauthorized under the Rehabilitation Actof 1973, as amended. DRRPs carry outone or more of the following types of activities, as specified and defined in 34CFR 350.13 through 350.19: research,development, demonstration, training,dissemination, utilization, and technicalassistance.An applicant for assistance under thisprogram must demonstrate in itsapplication how it will address, inwhole or in part, the needs of individuals with disabilities fromminority backgrounds (34 CFR350.40(a)). The approaches an applicantmay take to meet this requirement arefound in 34 CFR 350.40(b).Additional information on the DRRPprogram can be found at:
http:// www.ed.gov/rschstat/research/pubs/res- program.html#DRRP.
Priority
Background 
Each year, many youths and youngadults with blindness or other visualimpairments move from secondaryeducation to post-school settingsincluding postsecondary education andthe workplace. Unfortunately, many of these individuals may not receive theservices necessary to make thistransition successful. While data fromthe National Longitudinal TransitionStudy-2 (NLTS2) showed that thegraduation rate for students with visualimpairments was high (94 percent) andabout two-thirds attended post-secondary education, individuals withvisual impairments continued to havehigh rates of unemployment. Only 28percent of those with blindness or lowvision had worked for pay since leavinghigh school as compared to 70 percentof other students with disabilities(Cameto & Levine, 2005). A priorlongitudinal study revealed comparablefindings (Blackorby & Wagner, 1996).Among all working-age adults in theUnited States, between 1 to 1.7 millionpeople, or 55 to 60 percent of individuals with visual impairmentswere not employed in 1994
–
1995(Kirchner, Schmeidler & Todorov,1999).The Vocational Rehabilitation (VR)program is the primary Federal vehiclefor assisting individuals withdisabilities to obtain employment,including individuals with blindness orvisual impairments. State VR agenciesprovide a variety of services, such asvocational evaluation, career guidanceand counseling, mental and physicalrestoration, education, vocationaltraining, job placement, rehabilitationtechnology, supported employment, and
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Federal Register
/Vol. 71, No. 109/Wednesday, June 7, 2006/Notices
1
The Rehabilitation Act of 1973, as amended,defines transition services in section 7(37) as
‘‘
acoordinated set of activities for a student, designedwithin an outcome-oriented process, that promotesmovement from school to post school activities,including postsecondary education, vocationaltraining, integrated employment (includingsupported employment), continuing and adulteducation, adult services, independent living, orcommunity participation. The coordinated set of activities shall be based upon the individualstudent
’
s needs, taking into account the student
’
spreferences and interests, and shall includeinstruction, community experiences, thedevelopment of employment and other post schooladult living objectives, and, when appropriate,acquisition of daily living skills and functionalvocational evaluation.
’’
 
transition services
1
to eligibleindividuals. Priority is given to servingindividuals with the most significantdisabilities. An individual who has adisability or is blind as determinedpursuant to title II or XVI of the SocialSecurity Act is considered to be anindividual with a significant disabilityunder the VR program and presumed to be eligible.State VR agencies are also required toenter into interagency agreements withState educational agencies to assist inplanning for the transition of studentswith disabilities from school to post-school activities, including theprovision of vocational rehabilitationservices for those individuals who areeligible for such services. Nearly 10,000consumers with blindness or othervisual impairments who exited the VRprogram between fiscal years 2000 and2004 were transition-age youth betweenthe ages of 14 and 24 when they enteredthe VR program (RSA 911 Case ServiceReport). Approximately one-third of these individuals had received servicesunder the Individuals with DisabilitiesEducation Act, as amended (IDEA),while in school and, therefore, wereeligible to receive transition services aspart of their special education program.In 2004, about 45 percent of transition-age consumers with blindness or othervisual impairments exited the VRprogram with an employment outcome.Early investment in VR servicesprovided at the very beginning of acareer or employment path and mayresult in sustained economic benefit,including reducing dependence onSocial Security Administration (SSA) benefits. Approximately 22 percent of individuals with blindness or othervisual impairments were receiving SSAdisability benefits, includingSupplemental Security Income (SSI) orSocial Security Disability Insurance(SSDI), at the time of their applicationto VR (FY 2005 RSA 911 Case ServiceReport). Further, transition-ageconsumers with blindness or othervisual impairments were more likely toreceive SSA benefits than otherconsumers with disabilities atapplication. Specifically, 30 percent of transition-age consumers with blindnessor other visual impairments who exitedthe VR program in FY 2004 receivedSSA disability benefits as compared to16 percent of consumers with otherdisability types (FY 2004 RSA 911 CaseService Report). At age 18, continuedeligibility for SSA programs oftenhinges on the individual
’
s inability towork. Although there have beensignificant efforts in recent years toreduce SSA beneficiary program relateddisincentives to work, we do not knowthe extent to which participation inthese programs may continue toinfluence employment decisions fortransition-age consumers with blindnessor other visual impairments.A recent study by Capella-McDonnall(2005) examined variables associatedwith successful employment outcomesfor VR consumers with blindness orvisual impairments. Based on analysesof the Longitudinal Study of theVocational Rehabilitation ServicesProgram (LSVRSP), the authorconcluded that there were four variablesthat have a significant association withcompetitive employment outcomes forVR consumers who are individuals with blindness or visual impairments. Thesevariables were: (1) The receipt of education as a rehabilitation service thatresulted in an educational certificate ordegree; (2) having worked since theonset of the disability; (3) the reason forapplying to VR related to obtaining ajob; and (4) the relationship between thecounselor and the consumer being ratedas high quality. It should be noted thesefindings were based on a sample of VRindividuals with blindness or othervisual impairments aged 65 or younger.A literature review by Nagle (2001)discussed factors that may influencepoor post-school outcomes for youthwith visual impairments and providedrecommendations for improvingtransition practices. Nagle stated that itis necessary to know which services arethe most useful in rehabilitationagencies for particular populations andthen to tailor the services to the needsof the individual. The author arguedthat youths with visual impairmentsneed increased opportunities for workexperience through volunteer work,part-time work, paid summeremployment, and increased exposure toa wider variety of employmentopportunities. Students with visualimpairments may be less aware of careeroptions and often select goals that areassociated with a narrow range of jobs.Nagle also suggested that youth withvisual impairments need to gaintransferable skills that will allow themto be competitive in a rapidly changingtechnological marketplace and to beencouraged to explore innovative job-seeking strategies.The purpose of this priority is tosupport projects that will develop,demonstrate, and evaluate transitionservices and strategies that may lead toimproved outcomes for transition-ageindividuals with blindness or othervisual impairments, including outcomesin workforce participation, competitiveemployment, or other areas of postsecondary success.
References
Blackorby, J. & Wagner, M. (1996).Longitudinal postschool outcomes of youth with disabilities: Findings fromthe National Longitudinal TransitionStudy. Exceptional Children, 62, p. 399
–
 413.Cameto, R., Garza, N., & Levine, P. (2005).Changes in the employment status andjob characteristics of out-of-school youthwith disabilities. A report from theNational Longitudinal Transition Study-2 (NLTS2) [Online]. Menlo Park, CA: SRIInternational. Retrieved January 16,2006, from Study-2 [Online]. (2002).Retrieved June 16, 2005, from
http:// www.nlts2.org/pdfs/str6
 _
ch5
 _
emp.pdf 
.Capella-McDonnall, M.E. (May, 2005).Predictors of competitive employmentfor blind and visually impairedconsumers of vocational rehabilitationservices. Journal of Visual Impairment &Blindness, 99, 303
–
315.D
’
Amico, R. (1991). The working worldawaits: Employment experiences duringand shortly after secondary school. InWagner, M., Newman, L., D
’
Amico, R., Jay, E.D., Butler-Nalin, P., Marder, C.,and Cox, R., Youth with disabilities:How are they doing? The firstcomprehensive report from the NationalLongitudinal Study of Special EducationStudents. Menlo Park, CA: SRIInternational.Kirchner, C., Schmeidler E., and Todorov, A.(1999). Looking at Employment Througha Lifespan Telescope: Age, Health andEmployment Status of People withSerious Visual Impairment, MississippiState, MS: Rehabilitation Research andTraining Center on Blindness and LowVision.Moore, J.E., and Wolfe, K.E. (1996).Employment considerations for adultswith low vision. In A.L. Corn & A.J.Koenig (Eds.), Foundations of low vision:Clinical and functional perspectives (pp.340
–
367). New York: AFB Press.Nagle, K.M. (2001). Transition toemployment and community life foryouths with visual impairments: Currentstatus and future directions. Journal of Visual Impairment & Blindness, 95, 725
–
 738.U.S. Department of Education (2005). RSA911 Case Service Report.Wolfe, K. (1997). The key to successfulschool-to-work programs for blind orvisually impaired students. Journal of 
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