Please note that, if the total value of your currently active grants, cooperative agreements, and procurement contracts from the Federal Government exceeds $10,000,000, the reporting requirements in 2 CFR part 200, Appendix XII, require you to report certain integrity information to FAPIIS semiannually. Via PRWeb on August 07, 2014:. Eligible IHEs or consortia of eligible IHEs that are interested in applying for grants under this program must propose to create or expand high-quality, inclusive model comprehensive transition and postsecondary (CTP) programs for students with intellectual disabilities. A Notice by the Education Department on 05/11/2020. regulatory information on FederalRegister.gov with the objective of This page provides information about award recipients, project abstracts, and summaries of competitions under the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program. Enrolled or accepted to a comprehensive transition and postsecondary (CTP) program for students who have been diagnosed with intellectual disabilities. Be sure to leave feedback using the 'Feedback' button on the bottom right of each page! The UIC Certificate in Co-Operative Career Experience will set up a model postsecondary education certificate program to better prepare students with intellectual disabilities for integrated and competitive jobs in their own interest areas. This repetition of headings to form internal navigation links Children or students with disabilities means children with disabilities as defined in the IDEA or individuals defined as having a disability under Section 504 of the Rehabilitation Act of 1973 (Section 504) (or children or students who are eligible under both laws). Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department. Applicants may respond to one or more of these priorities, for a total of up to 11 additional points. (iv) The extent to which the evaluation will provide guidance about effective strategies suitable for replication or testing in other settings. If you receive a multiyear award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. CCS is a transition college experience to prepare students (ages 18-26) with intellectual and developmental disabilities, and autism, for adult life. on 6. documents in the last year, 68 documents in the last year, 1519 documents in the last year, 9 01/19/2021, 387 documents in the last year, 71 The documents posted on this site are XML renditions of published Federal Digitability is the only scalable, STEM-focused transition model that continues to be recognized as an innovative solution to the unemployment crisis facing a large — and growing — population of those with disabilities, such as Autism, Intellectual Disability, or Down Syndrome. (ii) The extent to which the budget is adequate to support the proposed project. UNCG’s Beyond Academics program is now one of only 34 similar programs in the country approved to participate in federal student aid programs. (B) Is designed to support students with intellectual disabilities who are seeking to continue academic, career and technical, and independent living instruction at an IHE in order to prepare for gainful employment; (C) Includes an advising and curriculum structure; (D) Requires students with intellectual disabilities to participate on Start Printed Page 27728not less than a half-time basis as determined by the institution, with such participation focusing on academic components, and occurring through one or more of the following activities: (i) Regular enrollment in credit-bearing courses with nondisabled students offered by the institution. https://themighty.com/2019/03/college-university-disability-inclusion-programs Program Authority: Title VII, part D, subpart 2 of the HEA (20 U.S.C. Northwestern College’s two-year program for students with intellectual or developmental disabilities, Northwestern NEXT, has been approved as a comprehensive transition and postsecondary program (CTP) by the U.S. Department of Education. Inclusive Education Services (IES) at the University of Central Florida offers students with intellectual disabilities an inclusive, comprehensive non-degree seeking academic experience. documents in the last year. on The purpose of the five-year cooperative agreement is to establish a coordinating center for institutions of higher education that offer inclusive comprehensive transition and postsecondary programs for students with intellectual disabilities, including institutions funded under the Transition Programs for Students with Intellectual Disabilities (TPSID) Program. Because of this, and because their right to an education is now better protected than ever, continuing after high school is now a natural next step for many students with disabilities or special health care needs. Northwestern NEXT, Northwestern College’s two-year program for students with intellectual or developmental disabilities, has been approved as a comprehensive transition and postsecondary program (CTP) by the U.S. Department of Education. Through a Request for Proposals (RFP) process, grants are awarded to institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition … (1) Serves students with intellectual disabilities; (2) Provides individual supports and services for the academic and social inclusion of students with intellectual disabilities in academic courses, extracurricular activities, and other aspects of the IHE's regular postsecondary program; (3) Provides a focus on academic enrichment, socialization, independent living skills, including self-advocacy, and integrated work experiences and career skills that lead to gainful employment; (4) Integrates person-centered planning in the development of the course of study for each student with an intellectual disability participating in the model program; (5) Participates with the coordinating center established under section 777(b) of the HEA in the evaluation of the components of the model program; (6) Partners with one or more local educational agencies to support students with intellectual disabilities participating in the model program who are still eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA), including the use of funds available under part B of IDEA to support the participation of such students in the model program; (7) Plans for the sustainability of the model program after the end of the grant period; and. Deadline for Intergovernmental Review: September 8, 2020. Recommended Page Limit: The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. Definitions: The following definitions are from section 760 of the HEA (20 U.S.C. (ii) The likely utility of the products (such as information, materials, processes, or techniques) that will result from the proposed project, including the potential for their being used effectively in a variety of other settings. Estimated Range of Awards: $100,000-$500,000. (1) The Secretary considers the adequacy of resources for the proposed project. 3. (2) In determining the significance of the proposed project, the Secretary considers the following factors: (i) The extent to which the proposed project is likely to build local capacity to provide, improve, or expand services Start Printed Page 27729that address the needs of the target population. on for better understanding how a document is structured but has no substantive legal effect. Under 34 CFR 75.105(c)(2)(i), we award up to an additional five points to an application, depending on how well the application meets Competitive Preference Priority 1; up to an additional five points to an application, depending on how well the application meets Competitive Preference Priority 2; and an additional one point to an application that meets Competitive Preference Priority 3. Register, and does not replace the official print version or the official (3) In addition, the Secretary considers the following factors: (i) The extent to which the services to be provided by the proposed project are appropriate to the needs of the intended recipients or beneficiaries of those services. (ii) The extent to which 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. The President of the United States issues other types of documents, including but not limited to; memoranda, notices, determinations, letters, messages, and orders. The Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program provides grants to institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities. Contingent upon the availability of funds and the quality of applications, we may make additional awards in subsequent fiscal years from the list of unfunded applications from this competition. (b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. Double-space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions, as well as all text in charts, tables, figures, and graphs. Existing tools used for transition planning while many, are in the form of checklists, none of which are norm-referenced, as is the Supports Intensity Scale. Post-secondary education is an exciting opportunity for all youth, including those with disabilities. Counts are subject to sampling, reprocessing and revision (up or down) throughout the day. Continuation Awards: In making a continuation award under 34 CFR 75.253, the Secretary considers, among other things: whether a grantee has made substantial progress in achieving the goals and objectives of the project; whether the grantee has expended funds in a manner that is consistent with its approved application and budget; and, if the Secretary has established performance measurement requirements, the performance targets in the grantee's approved application. Reporting: (a) If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. Students who are eligible for IDEA receive an Individualized Education Plan, or IEP, in which a specialized education plan is made for the child based on her educational needs. Transition services means a coordinated set of activities for a child with a disability that — (1) Is designed to be within a results oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child‘s movement from school to post-school activities, including: Federal Student Aid is available for students with intellectual disabilities who meet basic aid eligibility and attend a Comprehensive Transition and Postsecondary (CTP) program. daily Federal Register on FederalRegister.gov will remain an unofficial [FR Doc. should verify the contents of the documents against a final, official Maximum Awards: We will not make an award exceeding $500,000 for a single budget period of 12 months. (d) Quality of project services (up to 15 points). 2. These tools are designed to help you understand the official document (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. better and aid in comparing the online edition to the print edition. We invite you to try out our new beta eCFR site at https://ecfr.federalregister.gov. Email: [email protected]. The President of the United States manages the operations of the Executive branch of Government through Executive orders. 2. 01/19/2021, 326 Some of them are traditional college students, others are accessing college through a Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program or a modified course of study. Projects that are designed to address one of the following priority areas: (a) Supporting projects likely to improve student academic performance and better prepare students for employment, responsible citizenship, and fulfilling lives, including by preparing children or students to develop problem-solving skills. 01/19/2021, 198 (2) In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. include documents scheduled for later issues, at the request on Open for Comment, Economic Sanctions & Foreign Assets Control, National Oceanic and Atmospheric Administration, American-Made Goods, Products, and Materials, National Aeronautics and Space Administration, Amending Executive Order 13959Addressing the Threat From Securities Investments That Finance Communist Chinese Military Companies, Providing an Order of Succession Within the Environmental Protection Agency, IV. At this site, you can view this document, as well as all other Start Printed Page 27731documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). Projects that are designed to address ensuring children or students with disabilities (as defined in this notice) are offered the opportunity to meet challenging objectives and receive educational programs that are both meaningful and appropriately ambitious in light of each child's or student's circumstances by improving development of skills leading to postsecondary education, competitive integrated employment, or independent living. 4. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice. Children with intellectual disabilities may qualify for special education services under the Individuals with Disabilities Education Act, or IDEA. (8) create and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program. The Department of Education (Department) is issuing a notice inviting applications (NIA) for new awards for fiscal year (FY) 2020 for the Transition Programs for Students with Intellectual Disabilities into Higher Education (TPSID)—Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities Program, Catalog of Federal Domestic Assistance (CFDA) number 84.407A. KU TPE is a two-year non-degree seeking program that leads to the Transition to Postsecondary Education Certificate. developer tools pages. 1503 & 1507. Information about this document as published in the Federal Register. Like their non-disabled peers, individuals with intellectual disabilities desire to live as self-reliant, valued contributors to their communities. The five-year grant from the U.S. Department of Education falls under the Transition and Postsecondary Programs for Students with Intellectual Disabilities, or TPSID, which was created in 2010. 2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under 34 CFR 75.217(d)(3), the past performance of the applicant in carrying out a previous award, such as the applicant's use of funds, achievement of project objectives, and compliance with grant conditions. There are two simultaneous workshops. All of them say the same thing – it can be hard. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted in 2 CFR part 3474. Each document posted on the site includes a link to the (iv) The potential for continued support of the project after Federal funding ends, including, as appropriate, the demonstrated commitment of appropriate entities to such support. on NARA's archives.gov. 2. The Department of Rehabilitation (DOR) provides services that provide support for students ages 16-21 with an Individualized Education Program, 504 plan, or a disability. Register documents. Recommendation:Appropriate at least $10,384,000 under the Office of Postsecondary Education (OPE) program for the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) Model Demonstrations & TPSID National Coordinating Center (NCC) in the Fiscal Year 2015 Labor-HHS-Education Appropriations bill. documents in the last year, 788 Competitive Preference Priority 1—Meeting the Unique Needs of Students and Children with Disabilities and/or Those with Unique Gifts and Talents (up to 5 points). We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. This prototype edition of the This notice relates to the approved information collection under OMB control number 1840-0006. In making a continuation award, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). This document has been published in the Federal Register. documents in the last year, 40 The program must be at an accredited college or vocational school that has been approved to receive federal student aid. (b) Supporting instruction in time management, job-seeking, personal organization, public and interpersonal communication, or other practical skills needed for successful career outcomes. Transition and Postsecondary Programs for Students with Intellectual Disability, or TPSID, are model demonstration projects funded by the US Department of Education. documents in the last year, 317 TPSID projects use structured academic and advising curricula, coupled with person-centered plans of study (developed for each individual project participant), as the basis for building needed skills and competencies for each participant. (i) The qualifications, including relevant training and experience, of the project director or principal investigator. 2020-10022 Filed 5-8-20; 8:45 am], updated on 12:30 PM on Tuesday, January 19, 2021, updated on 8:45 AM on Tuesday, January 19, 2021. These markup elements allow the user to see how the document follows the Cost Sharing or Matching: The grantee must provide, from non-Federal funds, a matching contribution equal to at least 25 percent of the cost of the project. Grantees will be asked to provide to the coordinating center information such as: (1) A description of the population of students targeted to receive assistance under the grant; (2) evidence of academic and social inclusion of students with intellectual disabilities in academic courses, extracurricular activities, and other aspects of the IHE's regular postsecondary program; (3) a description of how the model program addresses individualized student needs and improvement through person-centered planning, academic enrichment, socialization, independent living skills, and integrated work experiences and career skills; (4) a description of how the model program's partnership with one or more LEAs supports students with intellectual disabilities participating in the model program who are still eligible for funds under the IDEA; (5) plans for program sustainability beyond the grant period; (6) a detailed description of the credential offered to students with intellectual disabilities; (7) data regarding the change in enrollment of students with intellectual disabilities at the IHE; (8) data regarding persistence and completion of students with intellectual disabilities; (9) a detailed description of measurable goals for the individual project, planned methods of achieving those goals, and progress towards meeting the goals; and (10) as applicable, a description of how the grantee continues to address Competitive Preference Priorities 1 and 2. Estimated Average Size of Awards: $388,000. establishing the XML-based Federal Register as an ACFR-sanctioned If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339. legal research should verify their results against an official edition of Application Submission Instructions: Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), and available at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which contain requirements and information on how to submit an application. The Framework is a program planning tool that consists of performance indicators in five critical areas: interagency collaboration, team planning, education, supporting life skills and continuity during and post transition. (ii) Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit. (c) Quality of the project design (up to 20 points). As TPSID program projects provide support and services to their project participants, the projects concurrently monitor and assess the progress of their participants. UI REACH (Realizing Educational and Career Hopes) is a comprehensive transition program for students ages 18-25 years old with intellectual, cognitive and learning disabilities. Until the ACFR grants it official status, the XML In addition, in making a competitive grant award, the Secretary also requires various assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). (e) Quality of project personnel (up to 10 points). (B) Who is currently, or was formerly, eligible for a free appropriate public education under the IDEA. The Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) provides grants to institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities. 1. The Higher Education Opportunity Act (HEOA) of 2008 described and defined a new type of higher education program for students with intellectual disabilities: the Comprehensive Transition and Postsecondary Program or CTP Program. documents in the last year, by the Defense Department, the General Services Administration, and the National Aeronautics and Space Administration (f) Adequacy of resources (up to 15 points). Register (ACFR) issues a regulation granting it official legal status. 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