Postsecondary Education Programs for Students with Intellectual Disabilities Counts are subject to sampling, reprocessing and revision (up or down) throughout the day. electronic version on GPO’s govinfo.gov. Only official editions of the Services include pre-employment transition services in the areas of job exploration, work based learning, post-secondary education, work readiness, and self-advocacy. Estimated Range of Awards: $100,000-$500,000. Applicants may respond to one or more of these priorities, for a total of up to 11 additional points. 01/19/2021, 326 documents in the last year, by the Agricultural Marketing Service The GAN also incorporates your approved application as part of your binding commitments under the grant. Absolute Priority: For FY 2020 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Competitive Preference Priority 3—Spurring Investment in Qualified Opportunity Zones (1 point). 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. The designation enables students to be eligible for federal financial aid. 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. (2) In determining the quality of the evaluation, the Secretary considers the following factors: (i) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies. Via PRWeb on August 07, 2014:. (2) In determining the need for the proposed project, the Secretary considers the following factors: (i) The magnitude or severity of the problem to be addressed by the proposed project. CCS is a transition college experience to prepare students (ages 18-26) with intellectual and developmental disabilities, and autism, for adult life. 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. The President of the United States manages the operations of the Executive branch of Government through Executive orders. Simply put, transition is helping students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process. (ii) The likelihood that the services to be provided by the proposed project will lead to improvements in the skills necessary to gain employment or build capacity for independent living. 3. One for the student-10th grade and up – to learn how college is different from high school, meet CCS faculty and current students, and take a campus tour. The tool has been broadened in its use to include other nontraditional education programs and may also be of help in addressing secondary transition for youth with disabilities. These can be useful (ii) The extent to which the budget is adequate to support the proposed project. Use the PDF linked in the document sidebar for the official electronic format. There are two simultaneous workshops. (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. If you are using public inspection listings for legal research, you These tools are designed to help you understand the official document KU Transition to Postsecondary Education (KU TPE) is an inclusive postsecondary education program for KU students with intellectual disabilities. Student with an intellectual disability means a student—, (A) With a cognitive impairment, characterized by significant limitations in—, (i) Intellectual and cognitive functioning; and, (ii) Adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application. 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. Purpose of Program: The purpose of the TPSID program is to support model demonstration programs that promote the successful transition of students with intellectual disabilities into higher education and to enable institutions of higher education (IHEs), or consortia of IHEs, to create or expand high-quality, inclusive model comprehensive transition and postsecondary programs for … (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. https://themighty.com/2019/03/college-university-disability-inclusion-programs Federal Register. This dissemination plan can be developed and submitted after your application has been reviewed and selected for funding. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through the System for Award Management. Telephone: (202) 453-7090. on FederalRegister.gov documents in the last year, 770 This repetition of headings to form internal navigation links (1) The Secretary considers the adequacy of resources for the proposed 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. (iii) Enrollment in noncredit-bearing, nondegree courses with nondisabled students. Electronic Access to This Document: The official version of this document is the document published in the Federal Register. corresponding official PDF file on govinfo.gov. 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. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. documents in the last year, 1012 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. A Notice by the Education Department on 05/11/2020. However, the recommended page limit does not apply to the Application for Federal Assistance form (SF-424); the ED SF-424 Supplement form; the Budget Information—Non-Construction Programs form (ED 524); the assurances and certifications; or the one-page project abstract, the program profile form, and supporting budget narrative. 1. 2. For complete information about, and access to, our official publications TPSID program participants must meet the statutory definition of a “student with an intellectual disability,” participate on not less than a half-time basis as determined by the IHE, and be socially and academically integrated with their non-disabled peers. A “page” is 8.5″ x 11″, on one side only, with 1″ margins at the top, bottom, and both sides. New Documents 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. Our structured curriculum requires a 2-year commitment to complete their course of study. 3. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). The President of the United States issues other types of documents, including but not limited to; memoranda, notices, determinations, letters, messages, and orders. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. on legal research should verify their results against an official edition of Visit Transition to Adulthood for more resources on the transition process. The points assigned to each criterion are indicated in parentheses. by the Consumer Financial Protection Bureau Document Drafting Handbook The Supports Intensity Scale was normed on 1,308 people with varying degrees of intellectual disability from the ages of 16-72 within the United States and to provinces in Canada. Federal Student Aid is available for students with intellectual disabilities who meet basic aid eligibility and attend a Comprehensive Transition and Postsecondary (CTP) program. on the current document as it appeared on Public Inspection on (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. documents in the last year, 9 (b) Supporting instruction in time management, job-seeking, personal organization, public and interpersonal communication, or other practical skills needed for successful career outcomes. Federal Register provide legal notice to the public and judicial notice (1) The Secretary considers the quality of the design of the proposed project. rendition of the daily Federal Register on FederalRegister.gov does not UNCG students with intellectual and developmental disabilities can now apply for federal student aid. the Federal Register. (2) In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (iii) The extent to which the proposed project is designed to build capacity and yield results that will extend beyond the period of Federal financial assistance. Program Authority: Title VII, part D, subpart 2 of the HEA (20 U.S.C. Students with intellectual disabilities enjoy the college experience through The Arc Jacksonville On Campus Transition (OCT) Program at the University of North Florida. All of them say the same thing – it can be hard. (1) The Secretary considers the quality of the personnel who will carry out the proposed project. 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. documents in the last year, by the Agriculture Department (iv) The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice. Purpose of Program: The purpose of the TPSID program is to support model demonstration programs that promote the successful transition of students with intellectual disabilities into higher education and to enable institutions of higher education (IHEs), or consortia of IHEs, to create or expand high-quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this program. Orange City, Iowa — A program designed to assist a certain type of student at a northwest Iowa institution of higher learning has been approved by the federal government. Under 2 CFR 3474.10, the Secretary may impose specific conditions and, in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D; has not fulfilled the conditions of a prior grant; or is otherwise not responsible. For the addresses for obtaining and submitting an application, please refer to our 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. Competitive Preference Priorities: For FY 2020 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. (iv) The extent to which the evaluation will provide guidance about effective strategies suitable for replication or testing in other settings. informational resource until the Administrative Committee of the Federal The President of the United States communicates information on holidays, commemorations, special observances, trade, and policy through Proclamations. 3. In this Issue, Documents 4. (ii) The extent to which the design of the proposed project includes a thorough, high-quality review of the relevant literature, a high-quality plan for project implementation, and the use of appropriate methodological tools to ensure successful achievement of project objectives. 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. the official SGML-based PDF version on govinfo.gov, those relying on it for (c) Quality of the project design (up to 20 points). (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. 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. For additional information on the open licensing requirements, please refer to 2 CFR 3474.20. These markup elements allow the user to see how the document follows the (b) Describe how the applicant will provide services in the Qualified Opportunity Zone(s). Eligible Applicants: IHEs, as defined in section 101 of the HEA, or consortia of IHEs are eligible to apply for funding. 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. Many students with disabilities now spend more time in inclusive settings than ever before and have the benefit of transition services. documents in the last year, by the Defense Department, the General Services Administration, and the National Aeronautics and Space Administration [FR Doc. 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). Transition Tennessee (www.transitiontn.org) is a free professional development and learning portal for educators and also families that brings together resources for promoting successful transitions for students with disabilities. 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). Further, we believe that those same skills and opportunities will prepare them to live independently as full and active members of their communities. (ii) The magnitude of the need for the services to be provided or the activities to be carried out by the proposed project. Transition Services. provide legal notice to the public or judicial notice to the courts. Office of Postsecondary Education, Department of Education. Register, and does not replace the official print version or the official Definitions: The following definitions are from section 760 of the HEA (20 U.S.C. (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. Document page views are updated periodically throughout the day and are cumulative counts for this document. documents in the last year, 1481 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. Selection Criteria: The following selection criteria for this program are from 34 CFR 75.210. include documents scheduled for later issues, at the request documents in the last year, 653 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. As part of these reports and evaluation activities, grantees will be expected to work closely with the coordinating center to develop performance measures most closely aligned with activities that promote the successful transition of students with disabilities into higher education. to the courts under 44 U.S.C. 2. 1. (E) Requires students with intellectual disabilities to be socially and academically integrated with non-disabled students to the maximum extent possible. 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. documents in the last year, 28 Are integrated into and participate in their community b. To that end, this notice includes three competitive preference priorities that we believe will help applicants focus on the ways in which their proposed projects will lead to lasting, long-term benefits for individuals with intellectual Start Printed Page 27727disabilities, including those in the most under-resourced communities. Going to college can mean attending a 4-year university, a 2-year community college, or a trade school. 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