approach to the solution of an educational problem common to all or several States undertakes to aid other local educational agencies (through such activities as training and dissemination activities) in adopting that approach. Of particular interest are projects which have successfully implemented preschool programs which serve the needs of parents and other persons relating to preschool children. 2. Statewide Facilitator Projects. Projects in which a local educational agency in cooperation with the State educational agency assists other local educational agencies within its own State to find an appropriate Developer-Demonstration program selected under categories I.A.1 above and I.F. below, to meet their educational needs. 3. Replication of Projects Validated by Office of Education. Projects in which a local educational agency having large numbers or proportions of children with deficiencies in reading and mathematics undertakes to replicate compensatory education programs "Project Information Packages" (hereinafter referred to as PIPs) which have been validated by the Office of Education and which are appropriate to the demonstrated needs of the district. B. The Commissioner has also assigned priority to helping the schools assume a substantially new role in assisting parents and parenting persons, such as day care center and nursery school workers, babysitters, and other persons having direct contact with young children, to respond more effectively to the needs and potential of young children. Applications are sought for the establishment in school districts of early childhood outreach programs which extend school services to the community and home. C. The Commissioner has also recognized the fact that many local school district administrators are requesting training in the application of performance-based management techniques to assure optimal use of limited resources to meet the most critical educational needs of their schools. Applications may therefore be made for support of short term training programs in the implementation of performance-based management approaches such as Management By Objectives (MBO). Applicants may choose from among a number of already developed performance-based training approaches listed by the funding agency, or they may select another already developed program. D. In addition, educational problems associated with child abuse and neglect have been identified as a national educational problem. Therefore, priority will also be given to applications for projects in which a local educational agency implements a comprehensive demonstration program to provide more effective educational services to victims of child abuse and neglect enrolled in elementary and secondary schools. E. Pursuant to section 306(b) of the Act, grants will be made to local educational agencies to develop, implement or aid in the adoption of programs designed to meet the special educational needs of handicapped children. Priority will be given to projects holding promise of having a favorable early impact upon the education of handicapped children. F. The Commissioner is also interested in special programs for the teaching of standard mathematics in schools with large numbers of children with severe deficiencies in mathematics through instruction in advanced mathematics by qualified instructors with bachelor degrees or above in mathematics or the mathematical sciences or equivalent experience. Applications may be submitted for a Developer-Demonstration Project (see I.A.1) with this program focus or for a one-year careful replication and evaluation of an already developed program. (20 U.S.C. 841, 843(b), 844, 844b; S. Rep. No. 634, 91st Cong., 2d Sess. 27-28 (1970)) II. General criteria for the selection of applications. General program criteria for the review of project applications submitted pursuant to Section 306 of the Act are found in § 126.8 of the regulations promulgated under Section 306 of the Act. (40 FR 8179, published February 26, 1975). Additionally, review criteria found in 45 CFR 100a.26(b) (38 FR 30664, published November 6, 1973) are applicable to grants made under this program. (20 U.S.C. 843 (b), 844, 844b) III. Additional criteria for each type of application. The following criteria will be used in judging the specific type of project application indicated: A. Developer-Demonstration Projects. Activities supportable with project funds will include the development and dissemination of a variety of information packages about the exemplary approach being demonstrated, the refinement of training materials for use with school districts planning to adopt the approach, the maintenance of a small staff to provide training to potential adopters at the development site and limited technical assistance at adopted sites, and other activities clearly related to the demonstration nature of the project. School districts must agree to cover the operational costs of the project as it serves local school children with State and local funds. The developer-demonstration project will not cover these operational costs. 1. The approach to be demonstrated will be judged by its degree of exemplariness as characterized by: a. The extent to which the project constitutes a comprehensive means of meeting a critical national educational need or a problem common to all or several States; b. The extent of the availability of the components required to implement the approach, including material products, training, detailed documentation regarding needs addressed, target population characteristics, staffing, institutional setting, parent and 1 community involvement, objectives, pro- c. The extent to which a wide range of school districts would find the approach practicable for adoption relative to instructional methodology, materials, equipment, and facilities, management scheduling, and assessment; d. The degree of innovativeness of the approach; and e. Availability of statistically significant evidence that in at least two previous implementations of the approach with comparable groups (either in the same year or two succeeding years), the approach has demonstrated a high degree of success in the achievement of its major objectives. 2. The project will also be judged by the extent to which the application sets forth procedures for: a. Disseminating information about the approach in a variety of ways and levels of specificity; b. Making readily available material products to potential adopters; and c. Providing them with training and other kinds of technical assistance required to implement the approach in a new location. B. Statewide facilitator projects. A statewide facilitator will be furnished with a list of and information about exemplary approaches selected under I.A.1 above and I.H.1. below by the Office of Education. The facilitator will then assist local educational agencies in its own State to select programs for replication from among the selected developer-demonstration approaches, as fol lows: 1. Funds will be made available to support a small core staff who will perform & variety of activities such as: a. Providing detailed information about the available demonstration approaches selected to interested school districts within the State: b. Assisting local school districts to match needs with the most appropriate developerdemonstration approach; and c. Implementing the project with a small experienced staff who will seek to promote actual adoption within their State of the exemplary approaches before the end of the 1975-76 school year or at the beginning of the next school year. C. Replication of Projects Validated by the Office of Education. The Office of Education has identified six exemplary compensatory education programs "Project Information Packages" (hereinafter referred to as PIPs) which have been validated. Local educational agencies which have had applications approved under this category will replicate at least one such program consistent with local educational needs as determined by the Office of Education. 1. Grant funds will provide support for a full-time project director with support services, technical assistance from districts and persons involved in the development and implementation of the successful approach, materials and supplies referenced or included in the PIP, and for a locally designed evaluation. 2. The following criteria will be used to select applicants who will replicate a PIP approach: a. The extent to which the applicant local educational agency provides evidence that it has a high concentration of students with severe deficiencies in reading or mathematics; b. The extent to which the district can provide the necessary human and material resources using State and local funds to implement an exemplary program; and c. The extent to which the application sets forth a cohesive plan to initiate evaluation on the effect, implementation, and design of the PIPs. The evaluation should include establishment by the applicant district of two comparison groups, one of which would serve as the experimental group using testing, interviews, questionnaires, and continuous classroom monitoring. D. Early Childhood Outreach Projects. School districts may apply for support to implement a new preschool effort designed to help parents and parenting persons provide more effectively for the early education of children in the home, day care centers, or elsewhere. 1. Grant funds will be made available to support a full-time project director with credentials and experience in early childhood education/child development and parent involvement and education; secretarial assistance; local travel; and library resources, such as printed and audiovisual materials and toys; and program evaluation. 2. The criteria used to review these applications are as follows: a. The extent to which the applicant local educational agency provides evidence of the need for an early childhood outreach program; b. The extent to which the applicant provides evidence indicating community interest in early childhood education; c. The extent to which the proposed activity builds upon earlier preschool initiatives on the part of the applicant district; d. The extent to which the district will make available facilities and resources to accommodate the program and can demonstrate past commitment to opening school facilities to various community activities; e. The extent to which the proposed outreach program includes carefully defined goals and specific activities to meet the goals which respond to the varied preschool needs identified; and 1. The extent to which the proposed program includes a plan for coordinating activities and services with those of other local institutions and organizations serving families with young children. E. Child Abuse and Neglect Projects. School districts may apply for support to im plement a comprehensive program which will prepare teachers to: 1. Identify children who are victims of child abuse and neglect; 2. Make proper referral of these children to other individuals or agencies for help; and 3. Work more effectively with such children in their classrooms and with the children's parents. The criteria used to review these applications are as follows: 1. The extent to which the critical nature of the child abuse and neglect problem to be attacked by the project is supported by specific data collected systematically in the local school district; 2. The extent to which the proposed project builds upon local experiences in attempting to prepare teachers to identify and provide appropriate services to victims of child abuse and neglect enrolled in their classroom; 3. The extent to which the project represents an innovative, comprehensive strategy for enabling the schools to contribute effectively to reducing the incidence and effects of child abuse and neglect; and 4. The extent to which the application reflects a knowledge of State and local laws which affect the school's role in coping with child abuse and neglect. F. Projects Aiding Handicapped Children. Projects will be judged by the same criteria as the Developer-Demonstration Projects as described under III.A.1. above. In addition, priority will be given local school districts which apply for funds for one-year developmental projects which hold promise of having a favorable early impact upon the education of handicapped children in the following areas of focus: Early childhood education, education of the severely handicapped (severely emotionally disturbedschizophrenic and autistic, profoundly and severely mentally retarded, those having two or more serious handicapping conditionsmentally retarded-deaf and mentally retarded-blind, etc.), career education, and questions involving the placement of handicapped children in the regular classroom. These projects may be new efforts or may represent a development of an operating program. G. Projects to Train Local School Administrators in Performance-Based Management Approaches. Districts may apply for support to conduct a short term training program to enable local school administrators to effectively implement performance-based management approaches such as Management by Objectives. Applicant districts may choose from a number of training programs identifled by the funding agency or may request funds to implement another performancebased management approach training program of their own selection. In the latter case a full description of the training program, as well as evidence that the program has been judged effective in earlier tests, must be included wit the application. 1. Grant funds will support the instructional fees, travel, and per diem of the trainers; materials and supplies associated with the training; local travel and per diem of trainees if necessary; and an evaluation of the effectiveness of the training. 2. The criteria used to review these appllcations are as follows: a. The extent to which the applicant district provides evidence of consensus among local school administrators from the School Principals to the Superintendent for the need for training in the implementation of a performance-based management approach. b. The extent to which the local educational agency presents a concise statement of the problems which it believes can be resolved through use of the approach selected. c. The extent to which the applicant provides evidence of a long-term concern about improved local school management; and d. The extent to which the district commits itself to implementing the management approach district-wide for a minimum of a full school year following the training. H. Projects to diffuse or to replicate mathematics programs taught by mathematics specialists. 1. School districts may apply for support to help other school districts adopt an exemplary program involving mathematics specialists in the teaching of standard mathematics through advanced mathematics instruction in schools with large numbers of children with severe deficiencies in mathematics. Criteria to be used in the review of such applications are found in III.A above. 2. School districts may also apply to replicate and evaluate an already developed mathematics program with the same characteristics. a. Grant funds for the replication and evaluation project will be made available for a full-time project director, secretarial assistance, the instructional services of mathematics specialists, program evaluation, local travel, consultant services and materials and supplies. b. The criteria used to review these appllcations are as follows: 1. The extent to which the applicant local school district provides evidence that it has a high concentration of students with severe deficiencies in mathematics; 11. The extent to which the applicant district provides a detailed description of the program proposed for implementation, including its rationale, objectives, activities, staff requirements, material requirements, and previous evaluation findings; iii. The extent to which the local educational agency provides evidence of earlier attempts to solve the local mathematics achievement problems and presents strong reasons for greater expectations for success from the proposed program; iv. The extent to which the applicant district provides evidence of its intent and capability to continue the program with State and local funds if it proves successful locally; and V. The extent to which the application sets forth a cohesive plan to evaluate the effects and implementation of the new program. The evaluation should include (a) establishment by the applicant district of two comparison groups, one of which would serve as the experimental group, (b) valid and reliable data collection instruments, and (c) appropriate data analysis techniques. IV. Priority Order for Selecting Projects. Applications meeting the "general criteria" (See II above) and the "additional criteria" (See III above) will be selected for funding according to the following priority order: A. Currently funded Developer-Demonstration Projects, Statewide Facilitator Projects, "Project Information Package" Replication Projects, and Child Abuse and Neglect Projects which have performed satisfactorily during the past year. B. Projects which in addition to projects under A are necessary to meet the legislative set-aside for the education of handicapped children. C. New Projects in each of the following areas: 1. Developer Demonstrator projects in home-based preschool education and projects which provide early childhood outreach programs. 2. Projects which provide short-term training programs for local school administrators to assist them in implementing performancebased management approaches such as Management by Objectives. 3. Developer-Demonstration and replication projects which provide for mathematics programs taught by mathematics specialists. 4. State Facilitator Projects. 5. New Developer-Demonstration Projects. The Commissioner will use his discretion, consistent with the overall merit of the proposals submitted and each State's allotment, to determine the number of projects and the amounts of money to be used in each of these areas. (20 U.S.C. 843(b), 844, 844b; S. Rep. No. 634, 91st Cong., 2d Sess. 27-28 (1970)) [40 FR 23299, May 29, 1975] (a) The regulations set forth in this part are applicable to demonstration project grants under Section 808 of the Elementary and Secondary Education Act of 1965, as amended, to improve school health and nutrition services and activities for children from low-income families. (b) Grants may be made under this part to local educational agencies and, under exceptional circumstances, to nonprofit private educational organizations to support demonstration projects designed to improve health and nutrition services in public and private schools serving areas with high concentrations of children from low-income families. (c) Projects assisted under this part shall be designed to demonstrate exemplary methods of organizing a system of health, nutrition and related educational services, (1) By more effectively coordinating programs providing such services so that: (i) Project target school personnel, parents, and community service providers jointly develop a comprehensive school based system of assessment and response to the health, nutrition and related educational needs of children from low-income families; (ii) The school plays a major role in implementing a design for the early detection and removal of health- and nutrition-related barriers to a child's optimum development; and (iii) The community service providers, particularly federally-assisted health, mental health, and nutrition programs, become an integral part of the response system by more effectively focusing the delivery of their services to children from low-income families; and (2) By providing supplemental health and nutrition services when necessary. (d) Projects assisted under this part shall be designed for continuous operation throughout the calendar year, except where local conditions warrant a partial reduction of services under the program during the summer months. (e) Assistance provided under this part is subject to applicable provisions contained in Subchapter A of this chap- (20 U.S.C. 887a; Sen. Rept. No. 634, 91st As used in this part: "Children and Youth Project" means a center providing pediatric services which is supported by the Department of Health, Education, and Welfare under the authority of Section 509 of Title V of the Social Security Act, 42 U.S.C. 709, (now included in the States program of projects). (20 U.S.C. 887a; Sen. Rept. No. 634, 91st Cong. 2d Sess. 60 (1970)) "Community Mental Health Center" means community mental health service providers supported by Federal, State or local agencies, university departments of medicine, psychiatry, psychology or special education, or learning disability clinics. (20 U.S.C. 887a; Sen. Rept. No. 634, 91st Cong. 2d Sess. 60 (1970)) "Comprehensive Health Center" means a health center supported by the Department of Health, Education, and Welfare under the authority of 42 U.S.C. 246. (20 U.S.C. 887a; Sen. Rept. No. 634, 91st Cong. 2d Sess. 60 (1970)) "Local educational agency" means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or the performance of a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a State, or such combinations of school districts and counties as are recognized in a State as an administrative agency for its public elementary or secondary schools. The term also includes any public institution or agency having administrative control and direction of a public elementary or secondary school. (20 U.S.C. 881f) "Neighborhood Health Center" means a Health Center supported by the Department of Health, Education, and Welfare under the authority of 42 U.S.C. 246. (These may have been formerly supported by the Office of Economic Opportunity or the Department of Health, Education, and Welfare under the au thority of Section 222(a) (4) of Title II of the Economic Opportunity Act of 1964, 42 U.S.C. 2809). (20 U.S.C. 887a; Sen. Rept. No. 634, 91st Cong. 2d Sess. 60 (1970)) "Project target school" means a public elementary school serving an area with high concentrations of children from low-income families, which school is eligible to be served by a project under Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 241a, et seq.) (20 U.S.C. 887a; Sen. Rept. No. 634, 91st Cong. 2nd Sess. 60 (1970)) "Service area" means the geographic area served by a Neighborhood Health Center, Comprehensive Health Center. Children and Youth Project Center, Community Mental Health Center, or other federally supported comprehensive health program. (20 U.S.C. 887a; Sen. Rept. No. 634, 91st Cong. 2nd Sess. 60 (1970)) § 127.3 Eligibility for grants. (a) The Commissioner may award grants to local educational agencies and under exceptional circumstances to nonprofit private educational organizations to organize a system of health, nutrition and related educational services which shall serve at least one project target school. That system shall effectively coordinate various Federal, State, local, and private health, mental health and nutrition services available to those children. The project services shall also be made available to children eligible under § 127.4, who are attending nonpublic elementary schools and reside in the attendance area of a project target school to be served by the project proposed for assistance under this part. (b) The project target schools shall be (1) Located in the service area of at least one of the following: or (i) A Neighborhood Health Center, (iv) A similar federally supported comprehensive health program; and (2) Capable of providing free and/or reduced priced food programs which assist in meeting the nutritional needs of the students in attendance at that school. (c) The exceptional circumstances under which a grant under this part may be awarded to a nonprofit private edu |