Applicants may respond to one or more of these priorities, for a total of up to 11 additional points. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application. (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. [FR Doc. 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. You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov. 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. Definitions: The following definitions are from section 760 of the HEA (20 U.S.C. 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. Applicants may earn up to a total of 100 points for the selection criteria. 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. The Department is not bound by any estimates in this notice. on A grant recipient must use grant funds to establish a model comprehensive transition and postsecondary program for students with intellectual disabilities that—. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. electronic version on GPO’s govinfo.gov. Email: Shedita.Alston@ed.gov. Each document posted on the site includes a link to the Learn work-related skills c. Live where they prefer d. Engage in a full array of leisure activities documents in the last year, by the National Oceanic and Atmospheric Administration headings within the legal text of Federal Register documents. The President of the United States manages the operations of the Executive branch of Government through Executive orders. 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. Program Authority: Title VII, part D, subpart 2 of the HEA (20 U.S.C. 2. offers a preview of documents scheduled to appear in the next day's This table of contents is a navigational tool, processed from the Open Licensing Requirements: Unless an exception applies, if you are awarded a grant under this competition, you will be required to openly license to the public grant deliverables created in whole, or in part, with Department grant funds. 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. 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: 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). In accordance with 34 CFR 75.105(b)(2)(v), the absolute priority is from allowable activities specified in the statute (see section 767 of the Higher Education Act of 1965, as amended (HEA), 20 U.S.C. These can be useful Electronic Access to This Document: The official version of this document is the document published in the Federal Register. 4. Enrolled or accepted to a comprehensive transition and postsecondary (CTP) program for students who have been diagnosed with intellectual disabilities. (d) The Supplemental Priorities. This feature is not available for this document. the Federal Register. (ii) The qualifications, including relevant training and experience, of key project personnel. (8) create and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program. legal research should verify their results against an official edition of It is not an official legal edition of the Federal 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. Document page views are updated periodically throughout the day and are cumulative counts for this document. 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). Transition and Postsecondary Programs for Students with Intellectual Disabilities. 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. 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. Transition and Postsecondary Programs for Students with Intellectual Disability, or TPSID, are model demonstration projects funded by the US Department of Education. Assistant Secretary for Postsecondary Education. Use a font that is either 12 point or larger, and no smaller than 10 pitch (characters per inch). 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. (c) Quality of the project design (up to 20 points). informational resource until the Administrative Committee of the Federal Please review the requirements in 2 CFR part 200, Appendix XII, if this grant plus all the other Federal funds you receive exceed $10,000,000. 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. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. on (ii) The magnitude of the need for the services to be provided or the activities to be carried out by the proposed project. documents in the last year, 1012 The goal is to create a program that will culminate in a meaningful credential for the graduates. 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. 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. (iii) The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by the proposed project, including the nature and magnitude of those gaps or weaknesses. 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. For additional information on the open licensing requirements, please refer to 2 CFR 3474.20. 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. Further, we believe that those same skills and opportunities will prepare them to live independently as full and active members of their communities. 1140g). (iv) The extent to which the evaluation will provide guidance about effective strategies suitable for replication or testing in other settings. As TPSID program projects provide support and services to their project participants, the projects concurrently monitor and assess the progress of their participants. Estimated Range of Awards: $100,000-$500,000. documents in the last year, by the Defense Department, the General Services Administration, and the National Aeronautics and Space Administration Office of Postsecondary Education, Department of Education. (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. Services include pre-employment transition services in the areas of job exploration, work based learning, post-secondary education, work readiness, and self-advocacy. Via PRWeb on August 07, 2014:. Federal Register provide legal notice to the public and judicial notice 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. 01/19/2021, 880 documents in the last year, 40 This document has been published in the Federal Register. 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. 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