FR Doc 03-24706
[Federal Register: September 30, 2003 (Volume 68, Number 189)]
[Notices]
[Page 56471-56475]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr30se03-181]
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Part IX
Department of Education
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Notice of Special Demonstration Programs--Model Demonstration
Projects--Mentoring for Transition-Age Youth and Young Adults With
Disabilities; Notice
[[Page 56472]]
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DEPARTMENT OF EDUCATION
RIN 1820-ZA28
Special Demonstration Programs--Model Demonstration Projects--
Mentoring for Transition-Age Youth and Young Adults With Disabilities
AGENCY: Office of Special Education and Rehabilitative Services,
Department of Education.
ACTION: Notice of final priority, definitions, and application
requirements.
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SUMMARY: The Assistant Secretary for Special Education and
Rehabilitative Services announces a priority, definitions, and
application requirements for Special Demonstration Programs--Model
Demonstration Projects--Mentoring for Transition-Age Youth and Young
Adults With Disabilities. The Assistant Secretary may use this
priority, definitions, and application requirements for competitions in
fiscal year (FY) 2003 and later years. We take this action to focus
attention on an area of national need. We intend the priority to
increase meaningful postsecondary education and quality employment
outcomes through a mentoring system within State vocational
rehabilitation (VR) agencies.
EFFECTIVE DATE: This priority, definitions, and application
requirements are effective September 30, 2003.
FOR FURTHER INFORMATION CONTACT: Alfreda Reeves. Telephone: (202) 205-9361 or via Internet: Alfreda.Reeves@ed.gov.
Or Pamela Martin. Telephone: (202) 205-8494 or via Internet: Pamela.Martin@ed.gov.
Both individuals may be reached at the U.S. Department of
Education, 400 Maryland Avenue, SW., room 3314, Switzer Building,
Washington, DC 20202-2645.
If you use a telecommunications device for the deaf (TDD), you may
call the TDD number at (202) 205-4475.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to one of the contact persons listed under FOR
FURTHER INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION: These model demonstration projects would
test whether increases in meaningful postsecondary education and
quality employment outcomes can be achieved through the use of mentors
by State VR agencies.
The authority for these projects is in title III, section 303(b) of
the Rehabilitation Act of 1973, as amended (the Act) (29 U.S.C.
762(b)(3)). Under this competition the Assistant Secretary makes awards
to State VR agencies.
The educational and employment achievements of youth and young
adults with disabilities lag significantly behind those of their peers
without disabilities. The Office of Special Education Programs reports
that only 57.4 percent of youth with disabilities graduate from high
school with a standard diploma. In addition, the Final Report of the
Presidential Task Force on Employment of Adults with Disabilities, July
2002, estimates that only one-third of youth and young adults with
disabilities receive appropriate job training and assistance. Some of
the barriers to autonomy and achievement encountered by youth and young
adults with disabilities include uncoordinated approaches to transition
across service systems, discontinuity between schools and adult
disability services, poor preparation of teens for adult life, lack of
incentives or supports for early transition planning, and lack of
school and community supports.
For transitioning youth and young adults with disabilities,
developing positive self-confidence, resilience, and an expectation for
achievement in a competitive, high-quality career must take place early
in their academic career. Mentors or role models with whom students can
identify, and who have shared interests, can have a positive impact
that will last a lifetime. These individuals can play a vital role in
eliminating barriers to autonomy, community integration, and
achievement by motivating youth and young adults with disabilities to
develop social competence, academic motivation, career awareness, and
other appropriate skills needed for employment and independent living.
Successful mentoring programs under this model demonstration program
will provide appropriate supports, based on the individual's unique
strengths, priorities, concerns, abilities, capabilities, interests,
and informed choice. An overall objective of the mentoring program is
to encourage youth and young adults with disabilities in meeting and
achieving a desired optimal career goal or postsecondary education.
We published a notice of proposed priority, definitions, and
application requirements for this program in the Federal Register on
August 5, 2003 (68 FR 46422). Except for minor editorial and technical
revisions, there are no differences between the notice of proposed
priority, definitions, and application requirements and this final
notice.
Analysis of Comments and Changes
In response to our invitation in the notice of proposed priority,
definitions, and application requirements, six parties submitted
comments. An analysis of the comments and of any changes in the
priority, definitions, and application requirements since publication
of the proposed notice follows.
Generally, we do not address technical and other minor changes--and
suggested changes the law does not authorize us to make under the
applicable statutory authority.
Comment: Two commenters supported the priority as written. One
stated that the priority should retain the requirement for involvement
by consumer-controlled organizations, since these organizations are
better at ensuring that disabled individuals receive significant
encouragement to achieve their highest level potential. In addition,
this commenter supported the definition of ``mentor'' as it appears in
the notice of proposed priority, definitions, and application
requirements. The second commenter stated that research demonstrates
that there is a greater potential for success if consumers are involved
and, thus, the commenter supports the requirement that applicants
collaborate with consumer-controlled organizations.
Discussion: We agree that consumer involvement is essential to the
design of the demonstration projects funded under this priority and
that consumer-controlled organizations may be best situated to identify
and provide appropriate mentors for transition-age youth and young
adults with disabilities.
Change: None.
Comment: Three commenters stated that we are excluding a vast array
of individuals with diverse backgrounds that could serve as exceptional
mentors by limiting mentors to individuals with disabilities. One of
these commenters suggested revising the definition of ``mentor'' and
``mentoring'' to mean a more successful, experienced person, preferably
with a disability. Another of these commenters suggested expanding the
definition of ``mentor'' and ``mentoring'' to include parents of
disabled youth. The third objection to the definition of mentor
suggested that it should include both adults who have disabilities and
adults who do not have disabilities. This commenter believes that it is
a challenge to recruit and retain qualified adult mentors from the
general
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population let alone requiring that those mentors have a condition that
the Department of Education would define as a disability.
Discussion: We believe that mentors with whom students can
identify, and who have shared interests, can play a vital role in
eliminating barriers to autonomy, community integration, and
achievement. Connecting individuals with mentors who have disabilities
and who possess practical knowledge and firsthand experience in
achieving high-quality employment and independence will greatly assist
those individuals to make positive and accurate choices regarding their
programs and their lives. Mentors not only offer critical guidance and
information, but also serve as positive role models of independence and
success. We are currently reviewing the applications we received under
this competition for this year and intend to assess the response to
this definition of mentor, and other issues on which we received
comments, in determining whether changes are needed in future
competitions.
Changes. None.
Comment: One commenter suggested that the term ``consumer-
controlled'' organization be revised to ``consumer-focused''
organization and that the requirement that a majority of the officers
and members of the board of directors be individuals with disabilities
be deleted.
Discussion: Consumer-controlled organizations are an invaluable
resource for State VR agencies in empowering persons with disabilities
to achieve their employment and independent living goals. Consumer-
controlled organizations represent the collective voice and experiences
of their members (individuals with disabilities) who have practical
knowledge and firsthand experience in achieving high-quality employment
and independence. These organizations are a concentrated source of
successful individuals with disabilities who are committed to assisting
other consumers to achieve their personal and professional goals,
specializing in empowering individuals with disabilities to achieve
independence and self-sufficiency. By requiring that a majority of the
officers and members of the board of directors be individuals with
disabilities, we ensure that the organization is truly consumer-
controlled and vests power and authority in individuals with
disabilities themselves. As stated earlier, we will assess the
proposals we received to determine whether the model and definitions
reflected in the priority are workable and yield an adequate number of
high quality applications.
Changes: None.
Comment: Two commenters expressed concern about limiting the
eligibility under this competition to VR agencies, and one further
objected to the requirement to involve consumer-controlled
organizations. One commenter stated that consumer organizations, by
design, are more capable of matching mentees with appropriate mentors,
and that these organizations should be the grantee, not the VR agency.
The other commenter also objected to limiting eligibility to VR
agencies and believes that the Department should not require the
involvement of consumer-controlled organizations but should focus on
reaching out to include institutions of higher education, chambers of
commerce, community and faith-based organizations and State and local
workforce boards. The active involvement of State and local workforce
boards as well as chambers of commerce is critical because of their
strong ties to business and industry.
Discussion: We have limited eligibility under this competition to
State VR agencies in order to create systemic change in the VR system.
The goal of these demonstrations is to improve services to consumers of
VR services through the development of models that can be implemented
by State VR agencies. The priority requires that VR agencies clearly
describe how the project will collaborate with consumer-controlled
organizations that have in-depth knowledge of the rehabilitation
process, the outreach methods used to select project participants, and
the criteria by which individuals with disabilities will be recruited
as mentors by the consumer-controlled organizations. We asked for
specific comment on the requirement to collaborate with a consumer-
controlled organization, and we will assess the response to this
requirement in conjunction with our review of the applications that
were received under this competition for this year.
Change: None.
Comment: One commenter suggested that this priority should not be
limited to serving youth with disabilities, but should include youth
who do not have disabilities for integration purposes.
Discussion: While we see the importance of integrated settings and
initiatives, we are restricted legislatively to serving individuals
with disabilities. The Act, which is the Federal law and basis for this
priority, is meant to serve and empower individuals with disabilities
so that they may maximize employment, economic self-sufficiency,
independence, and inclusion and integration into society. Funds
authorized for grant funding under the Act must be used for the benefit
of individuals with disabilities.
Changes: None.
Comment: One commenter suggested that the priority allow for the
expenditure of funds for the purpose of enabling transition-age youth
and young adults with disabilities to access information such as
newspapers, computers, Braille, note taking devices, etc. The commenter
stated that statistics show that people who have daily access to
current events, social activities, and economic changes have a better
chance to achieve a high employment outcome.
Discussion: The purpose of this priority is to establish mentoring
models that provide appropriate supports for transition-age youth and
young adults with disabilities. Since transition-age youth and young
adults with disabilities to be served under these demonstrations will
be VR consumers, mentors working with VR counselors could, if
appropriate for the consumer, identify the need to access information
as a service within the consumer's Individualized Plan for Employment.
The Rehabilitation Services Administration (RSA) would view this
expense as allowable and would assess the merits of all expenses and
activities identified within an application submitted for funding under
this priority.
Changes: None.
Note: This notice does not solicit applications. In any year in
which we choose to use this priority, definitions, and application
requirements, we invite applications through a notice in the Federal
Register. When inviting applications we designate the priority,
definitions, and application requirements as absolute, competitive
preference, or invitational. The effect of each type of priority
follows:
Absolute priority: Under an absolute priority we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority we give competitive preference to an application by either
(1) awarding additional points, depending on how well or the extent
to which the application meets the competitive priority (34 CFR
75.105(c)(2)(i)); or (2) selecting an application that meets the
competitive priority over an application of comparable merit that
does not meet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over
other applications (34 CFR 75.105(c)(1)).
[[Page 56474]]
Priority
Model Demonstration Projects--Mentoring for Transition-Age Youth and
Young Adults With Disabilities
Under 34 CFR 75.105(b)(2)(v) and 34 CFR 373.6(b)(2) and (c)(8),
this priority supports projects that demonstrate mentoring models
focusing on transitioning youth and young adults with disabilities that
will be effective in increasing meaningful community integration,
postsecondary education, and employment outcomes. The mentoring models
developed under this program must incorporate effective, research-based
mentoring methods. An external evaluation of these projects will be
initiated in FY 2004. The projects must cooperate with the external
evaluator including establishing a common data system.
A. Definitions
Mentor means a more successful, experienced person with a
disability, who can be most appropriately matched with the youth with a
disability and who can impart advice, support, insight, and knowledge
on employment and other life activities to a less experienced person.
State VR agencies should match mentors and mentees using the best
individualized information possible.
Mentoring means the act of a more successful, experienced person or
persons with a disability, working with a less experienced youth or
young adult, or a group of individuals, by providing guidance in the
form of teaching and support, encouraging and motivating, assisting
with career and professional development, assisting with goal
achievement, and linking the less experienced youth to others who can
help enhance growth and development.
Youth and young adults with disabilities, as defined in 34 CFR
373.4, means individuals with disabilities who are between the ages of
16 and 26 inclusive when entering the program.
Consumer-controlled organization is an organization that vests
power and authority in individuals with disabilities and a majority of
the officers and members of the board of directors are individuals with
disabilities.
B. General Requirements for Applicants
These model demonstration projects must focus on research-based
mentoring methods that provide appropriate supports for transition-age
youth and young adults with disabilities. The projects must demonstrate
research-based mentoring models that will be effective in increasing
meaningful community integration, postsecondary education, and
employment outcomes through collaboration between State VR agencies and
consumer-controlled organizations. To meet the requirements an
applicant must--
(1) Describe the manner in which mentoring will increase academic
achievement, participation in postsecondary education, and high-quality
employment outcomes for transitioning youth and young adults with
disabilities by including information on the expected impact and
outcomes of the project. More specifically, an applicant must project a
goal of how many youth and young adults with disabilities will
transition into postsecondary education or will achieve high-quality
employment outcomes. An applicant also must be specific about what data
it will collect in order to measure project outcomes against the goal;
(2) Describe the research-based mentoring models that will be
demonstrated through its project;
(3) Describe clear program goals and intended program outcomes and
well-defined operational guidelines that will support these goals;
(4) Describe how the project will collaborate with consumer-
controlled organizations that have in-depth knowledge of the
rehabilitation process, the outreach methods used to select project
participants, and the criteria by which individuals with disabilities
will be recruited as mentors by the consumer-controlled organizations;
(5) Describe how the proposed project will increase self-advocacy,
high-level personal and career expectations, decisionmaking, and
adjustment to disability of the mentored individuals. At a minimum, the
project must describe how mentors will help consumers--
(a) navigate through service delivery systems; and
(b) develop and improve self-confidence, community integration
skills, work skills, self-determination skills, advocacy, and
decisionmaking;
(6) Describe the design and implementation of an internal
evaluation plan for which--
(a) The methods of evaluation are thorough, feasible, and
appropriate to the goals, objectives, and outcomes of the project;
(b) The methods of evaluation include the use of objective
performance measures that are clearly related to the intended outcomes
of the project and will produce quantitative and qualitative data to
the extent possible;
(c) The methods of evaluation will provide performance feedback and
permit periodic assessment of progress toward achieving intended
outcomes; and
(d) The methods of evaluation will be consistent with and can
support the program assessment that will be implemented by RSA; and
(7) Include a plan to widely disseminate the results of the
project, including any mentoring methods that demonstrated positive
results, so the mentoring model may be adapted, replicated, or
integrated into other State VR agencies and disability organizations.
Waiver of Delayed Effective Date
The Administrative Procedure Act requires that a proposed rule be
published at least 30 days before its effective date, except as
otherwise provided for good cause (5 U.S.C. 553(d)(3)). In order to
make timely grant awards, the Secretary has determined that a delayed
effective date is impracticable.
Intergovernmental Review
This program is subject to Executive Order 12372 and the
regulations in 34 CFR part 79. One of the objectives of the Executive
order is to foster an intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Applicable Program Regulations: 34 CFR part 373.
Electronic Access to This Document
You may review this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site: http://www.ed.gov/news/fedregister/.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing 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 document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://www.gpoaccess.gov/nara/index.html.
(Catalog of Federal Domestic Assistance Number 84.235Q, Special
Demonstration Programs--Model Demonstration Projects--
[[Page 56475]]
Mentoring for Transition-Age Youth and Young Adults With
Disabilities).
Program Authority: 29 U.S.C. 773(b).
Dated: September 25, 2003.
Robert H. Pasternack,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 03-24706 Filed 9-29-03; 8:45 am]
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